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INDEX
1. INTRODUCTION................................................................................................................
1.1. Topic selection and statement of the problem...............................................................
1.2. Context and territory......................................................................................................
2. MAIN PURPOSE AND OBJECTIVES...............................................................................
3. METHODS AND RESEARCH TECHNIQUES.................................................................
3.1. Population and sample...................................................................................................
3.2. Methodology..................................................................................................................
3.3. Techniques.....................................................................................................................
a. Questionnaire for English language teachers...................................................................
b. Questionnaire for English language students...................................................................
c. Interview with company's managers.
d. Planning
4. THEORETICAL FRAMEWORK
4.1. Bilingual schools in Spain.
4.2.How teachers teach English
4.3. Problems of teaching English in Spain
4.4. Foreign languages in Spanish curriculum.
4.5. Foreign languages teaching in primary education in Poland.
5. ACTIVITIES OF THE DEVELOPMENT OF THE PROJECT...
6. REFERENCES.
1. INTRODUCTION
1.1. Topic selection and statement of the problem
Increasing globalization, rapid transfer of information and developing media causes
that proficiency in one language is not enough nowadays. The phenomenon of
globalization facilitates communication of all nationalities, therefore English is the most
common language to use in communication in all over the world.
People who do not speak English can sometimes feel socially excluded, since this
language started to appears in everyday life, in every country in the world. Employers also
pay attention to foreign language fluency, and English is mostly essential. That is why the
teaching of English language in primary schools should be one of the most important
competence. Basic proficiency in English allows students to different kinds of exchanges
like Erasmus Plus Program, participation in international projects or even traveling.
Objective
1. Being aware about the current English - Research about the current English
language education system in Primary language education system in Spain and
schools in Spain and Poland.
and data
2. Comparison between education systems - Comparison of data and results
between Spain and Poland.
3. Discover which methodology in teaching - Collect information from the pupils and
English language is better and most teachers preferences about the methods
effective.
used
in
teaching
English
based
on
3.2. Methodology
We are going to use mix methodologies quantitative and qualitative:
questionnaires given to the children, questionnaires given to the English teachers and
making interviews with companys managers.
3.3. Techniques
a. Questionnaire for English language teachers
At the time to choose one candidate in which aspect do you emphasize more?
Does the level of English of this person influences in your decision?
Which level of English do you require at list?
Which is the most important skill that a candidate must have in English for working
5.
6.
7.
8.
in your company?
Which is the most careful skill that Spanish (Polish) candidates present?
And the best?
How often does your company use English in daily work?
Does your company stablish relationships with countries that cant speak English
fluently?
9. Does your company stablish relationships with countries that speak only English?
10. If you had to mark the grade of importance that has speaking English for working
in your company in a scale 1-10, how important would it be?
PLANNING
1. 1 April 2016 Research about the current English language education system in Spain
and Poland review of the literature, articles and data (1 month)
2. 15 April 2016 The social and historical studies of these countries (2 weeks)
3. 2 May 2016 Comparison of materials and datas (2 weeks)
4. 16 May 2016 Collect information from the pupils and teachers preferences about the
methods used in teaching English. Doing questionnaires and interviews with pupils and
teachers in schools. (1 week)
- Contact with the schools
- Meetings
5. 16 May 2016 Making interviews with companys managers (one company from Spain
and one from Poland) (1 week)
- Contact with companies
- Meetings
6. 23 May 2016 Checking questionnaires and making conclusions about the whole
project (1 week)
7. 27 May 2016 End of the project
4. THEORETICAL FRAMEWORK
4.1. Bilingual Schools in Spain.
Organization
Bilingual schools or European sections.
The trend is to put stable template much more better English teachers. To be able to
lesson in Spanish.
The methodology used is similar to the English methodology, works for project
including all subjects, add topics about culture, geography,... English, added an hour
more of English, we have an English reader (helps teachers to practice the English)
Specific courses for teachers of schools of this type.
As we have more resources, they can unfold classes, do workshops, to work with fewer
numbers of students.
There is a British curriculum specific to work in these schools.
Earlier meetings between teachers and students in different schools of this type were
made.
We have a consultant who is the coordinates and brings together all projects at all levels.
A tutor function.
All tutors have level B2 or higher English, therefore within his tutoring taught social,
natural, inglesa (que se integra en el proyecto), artistic language and math session.
Example: Social, the Roman House, studying history of the Romans, they study the
past in English, make a mosaic drawing, learn vocabulary, in mathematics you calculate
the tesserae of a mosaic.
The Advisory indicates where to get each course, coordinating the concepts and the
English grammar level in different courses.
dialogues and games, activities which are designed to make them feel more and more selfconfident in their use of English.
On the other hand, they also practise reading and writing. The reading activities are
carefully structured and carefully planned because as far as possible the pupils tend to be
thinking of beginning to prepare their reading level of ESO. The books also gives pupils
strategies which help them to learn independently and to prepare themselves for the work
that awaits them in secondary education. Also books provides a great variety of writing
activities which should reinforce the language taught and give the pupils the maximum of
self-confidence in themselves as learners. Books offer guided writing activities, as well as
personalised activities which let the pupils be more spontaneous. All the activities are
carefully thought out and presented and as with the reading activities, they are carefully
structured so that pupils can do them with a minimum of errors.
But also, at the end of each unit or even at the end of two or three (depending on the
interests of the teacher) there is an evaluation. Evaluation in Primary should be an integral
part of the teaching and learning process, and, above all, formative. Evaluation material is
therefore provided in almost all books in the Evaluation and Competences Booklet on the
Teachers Resource CD-ROM. The Teachers Resource contains various tools of observing
and measuring progress, including a test for each unit, each term and a test for the end of
the school year.
In a European context, books are now moving towards the use of the Portfolio. To
that end the course also suggests activities to evaluate each pupils on-going learning,
strengthening the idea that we should not only evaluate by testing. Self-evaluation plays an
important part, and it is seen as a key motivating factor.
In conclusion, nowadays the methodology of teaching English has changed a lot and,
of course, each teacher has a different way of teaching, but they have a lot of good options
to ensure good teaching and with the best quality. One is working on the books, but they
dont have to use them as the only option, there are infinite options to use and, all the
options together, will make the level of children better and they will feel self-confident
about another language (not talking about the mother language).
1. The problem is a set of factors whose main appearance is in the oral aspect. Are
very few used to watch English movies or watch TV in this language. Also when it
is taught English begins by grammar when in fact one should begin by the oral
part.
2.
The lack of adequate level of some teachers and teachers of English. This tends to
be very common in primary-school teachers. Isn't that teachers do not have the
knowledge necessary to teach the class in you inflate, what is that after years of
giving the same content just unchanged, the teacher loses oral fluency necessary to
promote language immersion
3.
Not possible to teach a language with guarantees in classes with more than 30-35
students. We should learn from European countries where the language classes are
generally up to with an average of 20 students or less.
4.
An increase in the number of hours devoted to the homeworks of English does not
increase scores in any of the evaluated (controlling for hours dedicated to math)
skills, but rather quite the opposite. Also a greater number of English a week at the
Center seems not to affect performance. This evidence, in some way against
intuitive, suggests the need to make a greater effort to understand the dynamics of
work and learning of the English language in Spain.
In my opinion in Spain they do lack English teachers that motivate children, not only
to teach them in a monotonous way contents (learn the grammar and vocabulary by
heart...) I also believe that teachers of English and bilingual should be professionally
prepared to teach their classes in a correct way.
I think that a very serious fault is the increase of the ratio of the classrooms, because
in addition to cause distractions in students, it makes that the professor has less opportunity
to interact with students orally, and that they learn as well.
child
create a learning environment which encourage language learning
ensuring the continuity of learning foreign language1
overcrowded classes
lack of proper grouping
poor access to the multimedia tools
boring lessons focused on learning grammar and vocabulary by heart2
In my opinion Polish pupils have no chance for real contact with foreign language.
Classes counting between 20-24 people are not divided into smaller groups. With such a
number of people within 45 minutes (it is a length of one lesson in Poland) only few
people have a chance to speak in a foreign language. This research shows learning a
foreign language only in school causes bad results of pupils on exams.
5. ACTIVITIES FOR THE DEVELOPMENT OF THE PROJECT
INTRODUCTION
The next step after the finishing of our Research Project is creating 10 activities,
which aim to improve the quality of student learning and their outcomes. After collecting
information from the pupils and teachers preferences, based on questionnaires and
interviews with pupils and teachers in schools and finally analysis of data, we would like to
propose the following activities for all schools which took part in the research project:
1st. TUTORS CLASS.
Tutors class is the time that the teacher can use to mobilize their students. At the
beginning of our innovation project, we would like to organize a series of meetings that
will take place during the tutors class. These classes are aimed at students realize the
importance of learning foreign languages at that we also want to show them effective
teaching methods, some ideas for learning and tools to facilitate language learning for
instance computer programs, mobile applications and other ICTs tools. Otherwise, for
meetings we will invite students which took part in international exchanges (like for
example Erasmus+ program), which tell the students about the benefits of learning a
foreign language. We hope that these classes encourage students to take an interest in
learning foreign languages and prepare them to our other planned activities.
which say more words will win; other play can be to guess words or situations in pairs or
in groups, they have to explain it and the rest of the class have to guess it.
With these type of plays, the activity will be an exit because the children work with
native speakers, listen their accent and improve all the English skills in a fanny and quickly
way because children learnt a lot when they enjoy and keep the information for more time.
4th CINEMA PARTY
Cinema is something important in our life and for children is so good because is an
entertainment, learning and enjoyable way to focus their attention. For this reason, this
activity is focusing in cartoons and films, it consists on children can watch a film or canton
in English with subtitles because they are little for understanding all the information only
listening. This activity is volunteer because will be on Fridays afternoons and for some
parents could be impossible to assist.
With this initiative we pretend to improve their English in a dynamic way because
children love cartons and films and these things they focus their attention in the film and
dont realize that they are learning a new language and they are enjoying at the same time.
5th EMAILS WITH BRITAIN PUPILS
This activity consists on sending e-mail with other students of England. In our
schools, we are going to prepare an activity in which our pupils have to write an email
(about the topic that we are working and their opinions) and they have to send them to the
students that they have chosen. At the end, those British students will send them another
email and then they have the opportunity to have a free conversation (talking about what
they want).
With this activity, children get used to work ICTs and also they learn better English
because their receivers are English, so they practice more and more without taking into
account the little mistakes that they could have. So, another advantage is that they will feel
more confident by using another language that its not their mother tongue.
6th DRAMA PLAY
After the meeting in which they have discussed the topic of the drama, we are going
to prepare the scenario and the roles. After that, every student will choose a character and
then we are going to practice it little by little. As the language will be English, they will
develop a better strategy to work this language and also they will be more fluently than
before.
Parents also can help their children with the drama play, so they will interact with the
school activity.
7th MONTH NEWSPAPER DURING THE WHOLE YEAR
Living in the information and globalization society makes important the fact of being
in communication. Also, giving children the opportunity of being creators, investigators,
journalists, narrators is a great point to make them responsible, and develop their
creativity and writing skills. In addition, making all the educative community get involved
in own and common project is a great way of attach school and entertainment while
developing English skills.
We are going to create a monthly newspaper of the school in English. The children
can create groups or make it individually. They are going to select the topic that they
prefer. Also they can make investigations and interviews. Also teachers and school staff
can participate. This newspaper is going to be online and the updates are going to be send
by email to the whole educative community to make everybody involved.
will proceed to prepare a trip with children of 6 th grade of both centers, allowing so to meet
and develop both language and different cultural environment that this offers.
10th COEXISTENCE
One of our goals is to achieve in children a motivation to learn English. To do this,
we will do a coexistence with the duration of a weekend, organized at a campsite near the
town. In this course, each student and his mates will coexist for two or three days attending
to small workshops and activities where they will speak exclusively in English. With this,
we will get to learn the language without effort and with lots of fun.
6. REFERENCES.
MOHAMED, S. (2013). Big Surprise! 6. Teachers Guide. Oxford: Oxford University
Press.
MOHAMED, S. (2013). Big Surprise! 6. Class Book. Oxford: Oxford University Press.
MOHAMED, S. (2013). Big Surprise! 6. Activity Book. Oxford: Oxford University Press.
MORALES GLVEZ,C; ARRIMADAS GMEZ,I.; OTROS. La enseanza de lenguas
extranjeras en Espaa. Secretara General Tcnica. Subdireccin General de Informacin
y Publicaciones. Ministerio de Educacin, Cultura y Deporte.
ALBERTO LZAROQu hacemos mal al ensear ingls en Espaa?[Consulta
05/03/2016]
www.teinteresa.es/educa
http://nadaesgratis.es/sara-de-la-rica/las-deficientes-competencias-en-ingles-de-losalumnos-espanoles-2
Currculum British para colegios acogidos al convenio MEC-British Council
Secciones Europeas y Colegios Bilinges en la Orden de Castilla-La Mancha
D. Sikora-Banasik, Wczesnoszkolne nauczanie jzykw obcych (Foreign language
teaching in early childhood education)
E. Cichocka, Gazeta Wyborcza dn. 13.05.2015 (Polish newspaper)