Learning and Acquisition of English
as a Foreign Language
Course Description
This course introduces the teacher to be into the process of acquisition and learning of second languages. It presents an overview of the diverse approaches and methods to teach English as a second language. This course creates learning opportunities for the students to analyze the acquisition characteristics of each ability and system of the language .It examines diverse learner centred strategies and foster the appropriate strategies to face the curriculum changes in the process of teaching and learning English according to the Mineduc requirements. This course must be taught in English.
TED Talk: The Birth of a Word
by Deb Roy
by Deb Roy
Comparative Essay
"Comparing Chomsky and Krashen's Language Acquisition Theories"
by María Belén Quezada and María José Verdugo
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During the process of searching data for writing this essaay, we were able to find information about the acquisition process of a first and second language, and we started to have a deeper view of the process itself and at the same time some factors which could interfere in our classes and prevent our students from learning properly.
It is important that we, as teachers, are aware of these factors since they could be present in our classroom, and we will not know how to deal with them for helping the learners.
Reaction Paper
"Applying Communicative Teaching Method in English-teaching Classroom"
Hongzhi Hu and Jianpin Wu (2005)
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Through the text we read for writing this Reaction Paper, we were shown a new approach for developing an English-teaching class which has been more used the last years since the perspective of teaching has changed. It is important that we, as future teachers, realize the importance of this method, and all the other ones, and start working on them in order to create a better context within the classroom and to give students the best development of the class. Furthermore, for guiding students to learn how to create and have a conversation where there is real communication and not only teaching English because it is required.
C-Map Content Based Approach
by Camila Foulon - María Belén Quezada - María José Verdugo
(for a better view, click on the picture)
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Oral Presentation
Writing
by María José Verdugo - María Belén Quezada - Camila Foulon
For developing this presentation, we did some research by reading different authors who have written about this topic.
What most called my attention is that Writing is not a process where you simply put your ideas on paper, but it is a several process and because of this, we as teachers, should give our students the time for them to work properly and so they are not seriously affected by the timing factor. Moreover, it is important to train our students for creating pieces of writing which are proper for the audience, this is due to what is called "Cognitive Empathy" by Brown (2000). Also, given this characteristic, as teachers, we should be able to recognize the correct texts which we are going to ask our students to read, so they are not overwhelming nor are they too simple for them, given their age and social context.
What most called my attention is that Writing is not a process where you simply put your ideas on paper, but it is a several process and because of this, we as teachers, should give our students the time for them to work properly and so they are not seriously affected by the timing factor. Moreover, it is important to train our students for creating pieces of writing which are proper for the audience, this is due to what is called "Cognitive Empathy" by Brown (2000). Also, given this characteristic, as teachers, we should be able to recognize the correct texts which we are going to ask our students to read, so they are not overwhelming nor are they too simple for them, given their age and social context.
Language Learner Profile
by María José Verdugo - María Belén Quezada
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This analysis we made based on the performance of a freshmen student gave us the opportunity to recognize the main mistakes and issues that EFL students could show. As we are going to be in charge of teaching several students, we must be aware of these common mistakes so we can previously be prepared for dealing with them before they become more serious.
Given our own experience and what we found in this analysis, we concluded that sometimes, the majority of learners' mistakes are related to the influence of L1. Hence, even though I do not agree on supressing L1 from the classroom, I think that we should try to avoid it during English contexts.
Given our own experience and what we found in this analysis, we concluded that sometimes, the majority of learners' mistakes are related to the influence of L1. Hence, even though I do not agree on supressing L1 from the classroom, I think that we should try to avoid it during English contexts.