Tema 20 Inglés

CUERPO DE MAESTROS-INGLS
CENTRO DE OPOSICIONES
TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

EDUCATIONAL CURRICULUM. CRITERIA TO BE REFLECTED IN
THE SCHOOL EDUCATIONAL PROJECT AND IN THE SCHOOL
CURRICULAR PROJECT.
THEME 20
0. Introduction.
1. Educational organisation in spain
2. Foreign languages. general
implications and criteria to be considered
in primary education .
3. Foreign languages. the common
european framework and main
considerations to be reflected in
the educational and curricular
projects and in lesson planning .
4. Theme overview.
5 . Bibliography.
Anexos (opcionales: ver cd)
FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

EDUCACIONAL CURRICULUM. CRITERIA TO BE
REFLECTED IN THE SCHOOL EDUCATIONAL PROJECT
AND IN THE SCHOOL CURRICULAR PROJECT.
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0. INTRODUCTION
When considering teaching foreign languages, findings on good practice show
clearly that a large and invaluable amount of activity is taking place in respect of:
Creating the conditions for good practice at transnational, national, local and
individual levels.
Preparing students and teachers for good practice in teacher education.
Supporting and exemplifying good practice through the creation of a languagesfriendly environment at school and through a range of teaching techniques and
materials.
Disseminating ideas on good practice and language teaching to a wider audience.
These include ideas for raising the profile of early languages learning in the public,
political and educational mind. From the widely varying evidence, it is clear that good
practice does not by itself constitute one conceptual methodology, but is better viewed as a
repertoire of measures on which teachers can draw as appropriate.
The European Commission, in the Promoting Language Learning and Linguistic
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CURRICULAR PROJECT.
Diversity: An Action Plan 2004-2006 (2003), has expressed its intent to extend, consolidate
and develop the early learning of one or more foreign or additional languages in each
of the EU member states.
Accordingly to the Council of Europe general orientations, the European Common

Framework of reference for the teaching and learning of languages and the current
Educational Laws in our country, some important changes have been set into the official
National Curriculum for Primary Education in Spain.
These changes and the main guidelines for improving the communicative
learning of foreign languages at compulsory educational levels will be widely described
through this theme and linked to the curriculum contents and the curriculum documents which
should be elaborated when designing the Primary school program.
1. EDUCATIONAL ORGANISATION IN SPAIN
1. 1. THE SPANISH EDUCATIONAL SYSTEM
Compulsory primary education in Spain lasts six years - catering for children aged
six to 12 years.
Prior to the primary phase, pre-compulsory infant education is regarded as an

integral part of the education system, although it remains optional for children. The 2002
Organic Act on the Quality of Education formalized pre-school education into the
above two cycles.
The first cycle (for children up to three years of age) is concerned with the
education and welfare of children. The purpose of the second cycle (infant education for
three- to six-year-olds) is to care for the physical, intellectual, emotional, social and moral
development of children, In Most places the infant school is part of the primary school which
allows a smooth transition to primary education at the age of six.
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There are four educational phases in the education system:

Phase 1: Pre-compulsory, infant (early years) education, to six years of age.
Phase 2: Compulsory primary education, aged six to 12 years.
Phase 3: Compulsory lower secondary education for 12-to 16-year-olds.
Phase 4: Upper secondary education, post-16.
In terms of education, the Constitution identifies a series of areas over which the State
has exclusive competence and others for which the Autonomous Communities may assume
responsibility. An Autonomous Community assumes 'full powers' over education when it
takes over all the regulatory and executive responsibilities not included within the State's
exclusive area of competence. Spain has recently completed this process of
decentralisation; by December 1999, all 17 Autonomous Communities had assumed full
powers over education, under the coordination of the, then, Ministry of Education and
Culture (MEC) at national level.
The Autonomous Communities, amongst others:

Oversee the implementation of the national standards defined at MECD level.
Exercise all regulatory and executive powers involved in administering the education
system in their respective regions, which have been devolved to them.
Establish, authorise and operate public and private educational establishments and
administer their personnel, construction, equipment, renovation and reform.
Further develop - at regional level - the national guidelines for curricula.
Conduct research.
Process and grant subsidies to private education establishments.
Administer scholarships and study grants.
Curriculum
There are three levels of control of the curriculum, as follows:
a.
The official curriculum (or basic curricular design, Royal Decree 126/2014 of
February 28th for the National Official curriculum for Primary Education), determined both
at the national and the Autonomous Community level. The official curriculum sets out
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objectives in terms of skills, methodogical principles, and content and assessment

criteria.
b.
Curricular plans define the actual curriculum which is delivered in school. They
must state the educational aims for each of the different stages and levels, the
content to be taught in each of them, as well as the methodological and
assessment criteria
c.
Class programmes, in which the individual teacher adapts the school's curricular plan to
meet the needs of the children in his/her class. Every teacher has some discretion for setting
concrete standards for his/her class.
Curriculum content
The statutory minimum core curriculum requirements specify that the following 'areas of
knowledge' must be studied at compulsory primary level (children aged six to 12 years):
Spanish Language and Literature (and the co-official language and literature of the
Autonomous Community -Valencian Language and Literature.)
Mathematics.
Natural Science.
Social Science.
Foreign languages. (At least one)
Social and civic values or Religion.
Physical Education.
Artistic Education (Plastic arts, Music, Dance, and Drama).
1. 2. FOREIGN LANGUAGES AND SPANISH PRIMARY EDUCATION
Under current reform proposals, the study of a foreign language will become
compulsory nationwide from age six and it can be added a second foreign language in
the third cycle whenever the Autonomous Communities authorized it. In addition to
foreign languages, special emphasis is also being placed on the command of ICTs and
cultural aspects both especially related to foreign languages area of learning.
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The current educational law proposes a foreign languages teaching approach

based on the orientations settled by the Council of Europe and the Modern Language
Division in the Common European Framework of reference for learning, teaching and
Evaluation of the Languages (2001)
The main objective of teaching foreign languages in Primary Education in
Spain is to facilitate the acquisition of students communicative competence, an specific
competence which includes not only talkative and expressive skills that are useful to
communicate in a foreign language but rather they are also of vital importance for any other
social activity and for the students' learning general process. This implies considering
approaches based on communication and focused on the acquisition and
development of communicative competence and the several sub-competences which
are involved in it: grammatical competence, discursive competence, sociolinguistic
competence, strategic competence and socio-cultural competence.
By means of developing their communicative competence, language learners are
able to communicate and to interact. The area of learning of foreign languages
contributes to the learners global intellectual and social development, to their development
as persons and citizens members of a plurilingual and multicultural society.
The basic principle derived of this position is the need to learn a language by using
it in communicative contexts which should be as much realistic as possible and
meaningful for the learners. These communicative contexts should facilitate communicative
language acts that imply the needing to communicate something to others and to interact
with them as a mean of socializing with a real purpose.
The learning contents are grouped into sections related with four learning contexts:
Section 1: Oral comprehension: listening.
Section 2: Oral expression and interaction: speaking.
Section 3: Written comprehension: reading.
Section 4: Written expression and interaction: writing.
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ASSESSMENT
Generally, all children are continually assessed during compulsory primary

education, by school-based classroom assessment, and the individual institution, whether
it is state or private sector, is responsible for assessment, and for awarding any relevant
certification.
The minimum core curriculum includes basic guidelines for assessment, which is
regarded as an integral part of the curriculum.
Assessment is expected to be:
Global: covering the entire range of abilities set out in the general objectives for
primary education and in the assessment criteria for the various 'areas of
knowledge'.
Continuous: class teachers constantly gather information about the learning

process of children.
Formative: designed to regulate and guide the education process by providing a

continual flow of information that enables improvements to be made both in the
educational process and its results.
Assessment at this level should also serve to determine any special needs attention
required by children. The identification of any difficulties through assessment could result in
the introduction of Individual Curricular Adaptations (ACIs) for some.
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2. FOREIGN LANGUAGES. GENERAL IMPLICATIONS AND CRITERIA TO BE

CONSIDERED IN PRIMARY EDUCATION
2. 1. A LANGUAGE IS USED IN SITUATIONS
The National Curriculum for the Teaching of English in Spain (Royal Decree
126/2014 of February 28th) refers to the fact that learners need English both for
educational, vocational and recreational purposes. Spanish teachers/learners of
English need therefore to be made aware of the importance of context for language use
and be prepared to adapt English to any given situation.
In situations of foreign language use, there is often communication between

people from different cultures. The curriculum stresses the need for learners to develop an
awareness of the `cultural context' of the foreign language, and to get new insight not only
into the foreign culture, but also into their own cultural background. Successful
communication, it is said, depends not only on linguistic competence, but also on the ability
to communicate `across cultural differences'.
According to the National Curriculum, the main goal for the teaching of English is
to develop the students' ability to use English, and to stimulate them to interact with
people from `English speaking and other cultures'.
The focus in the curriculum on the cultural dimension of the teaching of
English corresponds with an increased awareness internationally of the link between
language and culture. Research on the role of context for language use has led to the
understanding that language and culture are in fact two sides of the same coin, and that
teaching one without the other is no longer a feasible option.
Focus has been put on the need for foreign language students to become aware
of the cultural frames of reference that always constitute the backdrop for language
use, both in one's native and in the foreign language.
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2. 2. THE PRIMARY SCHOOL

Foreign language learning begins with the main aim of developing language
awareness, a general consciousness of linguistic phenomena (relationship with the native
language or other languages present in the classroom environment). The focus here is on
partial objectives concerned above all with an individuals general competences
(discovery or recognition by the school of the plurality of languages and cultures, preparation
for moving away from ethnocentrism, relativisation but also confirmation of the learners own
linguistic and cultural identity; attention paid to body language and gestures, sound aspects,
music and rhythm, experience of the physical and aesthetic dimensions of certain elements
of another language) and their relationship with communicative competence, but without
there being a structured and explicit attempt to develop this specific competence.
The first foreign language starts with the emphasis on basic oral communication and
a clearly predetermined linguistic content (with the aim of establishing the beginnings of a
basic linguistic component, primarily phonetic and syntactic aspects, while promoting
elementary oral interaction in class).
2. 3. ASSESSMENT
Assessment is described in this section in the sense of the assessment of the

proficiency of the language user. Evaluation is a term which is again broader than
assessment. All assessment is a form of evaluation, but in a language programme a number
of things are evaluated other than learner proficiency. These may include the effectiveness
of particular methods or materials, the kind and quality of discourse actually produced in the
programme, learner/teacher satisfaction, teaching effectiveness, etc.
Achievement assessment is the assessment of the achievement of specific
objectives assessment of what has been taught. It therefore relates to the
weeks/terms work, the course book, the syllabus. Achievement assessment is
oriented to the course. It represents an internal perspective.
Proficiency assessment on the other hand is assessment of what someone can
do/knows in relation to the application of the subject in the real world. It represents
an external perspective.
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Continuous assessment is assessment by the teacher and possibly by the learner of

class performances, pieces of work and projects throughout the course. The final
grade thus reflects the whole course/year/semester.
Fixed point assessment is when grades are awarded and decisions made on the
basis of an examination or other assessment which takes place on a particular day,
usually the end of the course or before the beginning of a course. What has happened
beforehand is irrelevant; it is what the person can do now that is decisive.
Formative assessment is an ongoing process of gathering information on the extent
of learning, on strengths and weaknesses, which the teacher can feed back into their
course planning and the actual feedback they give learners. Formative assessment is
often used in a very broad sense so as to include non-quantifiable information from
questionnaires and consultations.
Summative assessment sums up attainment at the end of the course with a grade. It
is not necessarily proficiency assessment. Indeed a lot of summative assessment is
norm referenced, fixed-point, achievement assessment.
3. FOREIGN LANGUAGES. THE COMMON EUROPE AN FR AMEWORK AN D
M AIN CONSIDE R ATIONS TO BE REFLECTED I N THE EDUC ATION AL AN D
CURRICUL AR P ROJECTS AND I N LESSON PLANNI NG
3. 1. THE COMMON EUROPEAN FRAMEWORK
The Common European Framework, which has been elaborated by the Modern
Languages Division of the Council of Europe (2001), provides a common basis for the
elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc.
across Europe. It describes in a comprehensive way what language learners have to learn to
do in order to use a language for communication and what knowledge and skills they have to
develop so as to be able to act effectively. The description also covers the cultural context in
which language is set. The Framework also defines the levels of proficiency which allow
learners progress to be measured at each stage of learning and on a life-long basis.
The Common European Framework is intended to overcome the barriers to
communication among professionals working in the field of modern languages arising
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from the different educational systems in Europe. It provides the means for educational
administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect on
their current practice, with a view to situating and co-ordinating their efforts and to
ensuring that they meet the real needs of the learners for whom they are responsible.
By providing a common basis for the explicit description of objectives,
content and methods, the Framework will enhance the transparency of courses,
syllabuses and qualifications, thus promoting international co-operation in the field of
modern languages. The provision of objective criteria for describing language proficiency will
facilitate the mutual recognition of qualifications gained in different learning contexts, and
accordingly will aid European mobility.
3. 2. PLURILINGUALISM
In recent years, the concept of plurilingualism has grown in importance in the Council
of Europes approach to language learning. Plurilingualism differs from multilingualism, which is the knowledge of a number of languages, or the co-existence of different
languages in a given society.
The plurilingual approach emphasises the fact that as an individual persons

experience of language in its cultural contexts expands, from the language of the
home to that of society at large and then to the languages of other peoples (whether learnt
at school or college, or by direct experience), he or she does not keep these languages and
cultures in strictly separated mental compartments, but rather builds up a communicative
competence to which all knowledge and experience of language contributes and in which
languages interrelate and interact. In different situations, a person can call flexibly upon
different parts of this competence to achieve effective communication with a particular
interlocutor. For instance, partners may switch from one language or dialect to another,
exploiting the ability of each to express themselves in one language and to understand
the other; or a person may call upon the knowledge of a number of languages to make sense
of a text, written or even spoken, in a previously unknown language, recognising words from
a common international store in a new guise.
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From this perspective, the aim of language education is profoundly modified. It is

no longer seen as simply to achieve mastery of one or two, or even three languages, each taken
in isolation, with the ideal native speaker as the ultimate model. Instead, the aim is to
develop a linguistic repertory, in which all linguistic abilities have a place. This
implies, of course, that the languages offered in educational institutions should be diversified and students given the opportunity to develop a plurilingual competence.
Furthermore, once it is recognised that language learning is a lifelong task, the development of a young persons motivation, skill and confidence in facing new language experience out of school comes to be of central importance. The responsibilities of
educational authorities, qualifying examining bodies and teachers cannot simply be
confined to the attainment of a given level of proficiency in a particular language at a
particular moment in time, important though that undoubtedly is.
3. 3. AN ACTION-ORIENTED APPROACH
A comprehensive, transparent and coherent frame of reference for language

learning, teaching and assessment must relate to a very general view of language use
and learning. The approach proposed by the CEFRL, generally speaking, is an actionoriented one in so far as it views users and learners of a language primarily as social
agents, i.e. members of society who have tasks (not exclusively language-related) to
accomplish in a given set of circumstances, in a specific environment and within a
particular field of action. While acts of speech occur within language activities, these
activities form part of a wider social context, which alone is able to give them their full meaning.
We speak of tasks in so far as the actions are performed by one or more individuals
strategically using their own specific competences to achieve a given result. The actionbased approach therefore also takes into account the cognitive, emotional and volitional
resources and the full range of abilities specific to and applied by the individual as a social
agent.
Accordingly, any form of language use and learning could be described as follows:
Competences are the sum of knowledge, skills and characteristics that allow a
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person to perform actions.

General competences are those not specific to language, but which are called
upon for actions of all kinds, including language activities.
Communicative language competences are those which empower a person to
act using specifically linguistic means.
Context refers to the constellation of events and situational factors (physical and
others), both internal and external to a person, in which acts of communication are
embedded.
Language activities involve the exercise of ones communicative language
competence in a specific domain in processing (receptively and/or productively) one
or more texts in order to carry out a task.
Language processes refer to the chain of events, neurological and physiological,
involved in the production and reception of speech and writing.
Text is any sequence or discourse (spoken and/or written) related to a specific
domain and which in the course of carrying out a task becomes the occasion of
a language activity, whether as a support or as a goal, as product or process.
Domain refers to the broad sectors of social life in which social agents operate.
A higher order categorisation has been adopted here limiting these to major
categories relevant to language learning/teaching and use: the educational,
occupational, public and personal domains.
A strategy is any organised, purposeful and regulated line of action chosen by an
individual to carry out a task which he or she sets for himself or herself or with which
he or she is confronted.
A task is defined as any purposeful action considered by an individual as necessary
in order to achieve a given result in the context of a problem to be solved, an
obligation to fulfill or an objective to be achieved. This definition would cover a
wide range of actions such as moving a wardrobe, writing a book, obtaining certain
conditions in the negotiation of a contract, playing a game of cards, ordering a
meal in a restaurant, translating a foreign language text or preparing a class
newspaper through group work.
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3. 4. COMMUNICATIVE LANGUAGE PROCESSES
Act as a speaker, writer, listener or reader; the learner must be able to carry out a sequence of skilled actions.
3. 5. ERRORS AND MISTAKES

Errors are due to an interlanguage, a simplified or distorted representation of the
target competence. When the learner makes errors, his performance truly accords with
his competence, which has developed characteristics different from those of L2/FL
norms. Mistakes, on the other hand, occur in performance when a user/learner (as might be
the case with a native speaker) does not bring his competences properly into action.
Different attitudes may be taken to learner errors, according to the European

Common Framework:
a) Errors and mistakes are evidence of failure to learn;
b) Errors and mistakes are evidence of inefficient teaching;
c) Errors and mistakes are evidence of the learners willingness to communicate despite
risks;
d) Errors are an inevitable, transient product of the learners developing interlanguage.
e) Mistakes are inevitable in all language use, including that of native speakers.
The action to be taken with regard to learner mistakes and errors may be:
a) All errors and mistakes should be immediately corrected by the teacher;

b) Immediate peer-correction should be systematically encouraged to eradicate errors;
c) All errors should be noted and corrected at a time when doing so does not interfere with
communication (e.g. by separating the development of accuracy from the development
of fluency);
d) Errors should not be simply corrected, but also analysed and explained at an appropriate
time;
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e) Mistakes which are mere slips should be passed over, but systematic errors should
be eradicated;
f) Errors should be corrected only when they interfere with communication;
g) Errors should be accepted as transitional interlanguage and ignored.
3. 9. SPECIAL EDUCATION NEEDS (SEN)
In the field of foreign languages a major emphasis within the acquisition of

communicative competence is educational provision for all which leads towards each citizen
having some competence in at least two Community languages. Access to educational
opportunities in foreign languages is part of the social dimension of European integration,
and a means for the individual to benefit from occupational and personal opportunities. In
addition, access to foreign language learning at school is directly linked to the promotion
of lifelong learning and European citizenship. Individuals are protected from any
discriminatory practice on grounds including disability and genetic features, which
would exclude them from such access Charter of the Fundamental Rights of the European
Union 2001, Article 21.
Thus, we may assume that all young people in the European Union, whatever
their disability, whether educated in mainstream or segregated schools/streams, have
equal rights to foreign languages education according to provision of opportunity
and resources in their respective environments. Ensuring full access to foreign
language learning is fundamentally an issue of responding to diversity. Scientific
knowledge on cognition and learning, and insight into individual learning styles, has
advanced considerably in recent years. In addition, the teaching profession has focused on
designing methodologies so that language learning suits a range of diverse language
learning styles.
The foundation of good foreign language teaching practice rests on responding to

the diverse language learning styles of the individual. This applies to all learners
regardless of age, ability or disability. Recent good practice in SEN has led to the
development of Individual Educational Plans (IEP). The IEP has been given special
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prominence during the shift towards inclusion of SEN pupils into mainstream education.
The IEP allows those responsible for the individual, and the individual him/herself, to
design an adapted educational plan specific to the persons abilities and disabilities.
Quality foreign language teaching practice for pupils with SEN requires
methodologies which are equally good for non-SEN pupils alongside specific
interventions according to the profile of attitudes, aptitudes, and needs in the
individuals IEP. Across the board, these methods require enhanced multi-sensory input
and adaptive support.
The aim of teaching foreign languages to pupils with special needs goes
beyond preparing him/her to have a specific level of communicative competence in order to
use a target language in professional and personal life. SEN pupils can and do achieve
high levels of foreign language competence, but there are those who do not. However,
these lower level achievers are able to achieve other benefits, relating to personal and
educational development, alongside possible modest linguistic achievements. To
encourage a pupil to bypass foreign language learning because of low foreign language
communicative performance expectations is to deny him/her access to these benefits which
link directly to European citizenship.
Pupils with special needs are only one part of the diversity jigsaw to which the foreign
language learning systems will need to further adapt leading to benefits for all.
4. THEME OVERVIEW
In Spain, after the proposals derived from the latest educational reform and from the
Council of Europe educational orientations, some changes have been made into the primary
curriculum to implement the importance of beginning to learn foreign languages at early ages,
officially in the first cycle of primary education, although in infant education they have
the first contact with the foreign language.
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If children are to pick up English in a natural way, their early classroom experience
should be essentially in English and language should ideally be acquired in a similar way
to the bilingual child with the teacher taking a similar role to the bilingual parent.
This means learning the foreign language through the learning process itself in a
communicative way. At primary stage, according to the National Curriculum, children are
learning:
to communicate / to learn
to live with others in harmony / to interact confidently
to know about the world and life
to respond to stimuli / to control their responses
to use their different forms of intelligence creatively
to play and to work together in harmony

The KEY to primary FL learning is:
Knowledge: of language and linguistic culture songs, rhymes, games,
routines, social skills, etc of how children acquire language and of the general
curriculum in all areas;
Experience and Enthusiasm: of early-learning in general; your own, your
colleagues and your pupils;
Young Learner Friendly Environment: both physical classroom and
equipment and affective a teacher who brings confidence, affection, security, interest
and enjoyment to learning and who respects each childs learning process and rhythm.
Finally, we can list the items which characterize a good elementary school in foreign
language teaching:
The foreign language is used (almost) exclusively.
Classroom activities involve meaningful and purposeful language use.
The environment is child-centred and instructional experiences are developmentally

appropriate.
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The content of the elementary school curriculum is integrated with language learning.
The target culture is an integral part of instruction and is coordinated with the social
studies program.
BIBLIOGRAPHY :
- THE ORGANIC ACT OF EDUCATION (Ley Orgnica 2/2006 de 3 de Mayo de 2006, de Educacin LOE)
- THE ORGANIC ACT ON QUALITY OF EDUCATION (8/2013 of 9th of December.)
-
The Royal Decree 126/2014 of February 28th, which stablish the curriculum in Primary Education
- PROMOTING LANGUAGE LEARNING AND LINGUISTIC DIVERSITY. Commission of the European

communities (at EURYDICE Network (http://www.eurydice.org),
-
CURRICULAR CHANGE: A GLOBAL PERSPECTIVE. http://ibe.unesco.org/publications/prospects02_05.htm

UNA NUEVA ESTRATEGIA MARCO PARA EL PLURILINGSMO.
http://ec.europa.eu/education/policies/lang/doc/com596_es.pdf
-
THE COMMON EUROPEAN FRAMEWORK. Complete text of the CEF, interactive version.
http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp
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CUERPO DE MAESTROS-INGLS

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

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Tema Especifico 17/ 1

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

Accordingly to the Council of Europe general orientations, the European Common

1. EDUCATIONAL ORGANISATION IN SPAIN

1. 1. THE SPANISH EDUCATIONAL SYSTEM

Prior to the primary phase, pre-compulsory infant education is regarded as an

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Tema Especifico 17/ 2

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

There are four educational phases in the education system:

The Autonomous Communities, amongst others:

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Tema Especifico 17/ 3

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

objectives in terms of skills, methodogical principles, and content and assessment

Foreign languages. (At least one)

Social and civic values or Religion.

Artistic Education (Plastic arts, Music, Dance, and Drama).

1. 2. FOREIGN LANGUAGES AND SPANISH PRIMARY EDUCATION

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Tema Especifico 17/ 4

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

The current educational law proposes a foreign languages teaching approach

Tels: Maana: 610900111 Tarde: 610888870

Tema Especifico 17/ 5

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

Generally, all children are continually assessed during compulsory primary

Assessment is expected to be:

Continuous: class teachers constantly gather information about the learning

Formative: designed to regulate and guide the education process by providing a

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Tema Especifico 17/ 6

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

2. FOREIGN LANGUAGES. GENERAL IMPLICATIONS AND CRITERIA TO BE

2. 1. A LANGUAGE IS USED IN SITUATIONS

In situations of foreign language use, there is often communication between

Tels: Maana: 610900111 Tarde: 610888870

Tema Especifico 17/ 7

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

2. 2. THE PRIMARY SCHOOL

Assessment is described in this section in the sense of the assessment of the

Tels: Maana: 610900111 Tarde: 610888870

Tema Especifico 17/ 8

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

Continuous assessment is assessment by the teacher and possibly by the learner of

3. 1. THE COMMON EUROPEAN FRAMEWORK

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Tema Especifico 17/ 9

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

The plurilingual approach emphasises the fact that as an individual persons

Tels: Maana: 610900111 Tarde: 610888870

Tema Especifico 17/ 10

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

From this perspective, the aim of language education is profoundly modified. It is

A comprehensive, transparent and coherent frame of reference for language

Tels: Maana: 610900111 Tarde: 610888870

Tema Especifico 17/ 11

TEMA 20: FOREIGN LANGUAGE SUBJECT IN THE OFFICIAL

person to perform actions.

Tels: Maana: 610900111 Tarde: 610888870