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|  | | An updated look at the Teaching of English at Primary School
It is the aim of this booklet to show, mainly, to teacher-educators, –specially those in charge of subjects such as Methodological Approaches or alike-, through the bounding of theoretical frameworks and practice samples carried out in a series of meetings that, when talking about the teaching of English, it is paramount to refer to the teaching of a lingua franca as an international language,(...) an instrument to interact with other cultures (...)in other words, as a vehicle to lead our students to a holistic development and growth, fostering their critical and reflective thinking, as well as their progress as autonomous, tolerant and responsible citizens
It is the aim of this booklet to show, mainly, to teacher-educators, –specially those in charge of subjects such as Methodological Approaches or alike-, through the bounding of theoretical frameworks and practice samples carried out in a series of meetings that, when talking about the teaching of English, it is paramount to refer to the teaching of a lingua franca as an international language,(...) an instrument to interact with other cultures (...)in other words, as a vehicle to lead our students to a holistic development and growth, fostering their critical and reflective thinking, | |  | | Learning English as a Foreign Language at Secondary School
Many and diverse factors affect and influence the oral negotiation of meanings among students, and among the students and the educators, within the classroom situation. It is the paramount aim of this action research work to explore how the teaching strategies used by the educator have an effect on the varied discourse and linguistic factors resulting in the lessons of English as a foreign language, and how and till what extent those teaching strategies, along with the already mentioned aspects, concern both, in the creation of pieces of discourse in L2, and in the quality of the production of communicative strategies, such as comprehension questions, clarification questions, paraphrases, etc., on behalf of the interlocutors involved in the communicative process, to be able to start, keep, solve problems and end up communicative interactions in L2.
Many and diverse factors affect and influence the oral negotiation of meanings among students, and among the students and the educators, within the classroom situation. It is the paramount aim of this action research work to explore how the teaching strategies used by the educator have an effect on the varied discourse and linguistic factors resulting in the lessons of English as a foreign language, and how and till what extent those teaching strategies, along with the already mentioned aspects, concern both, in the creation of pieces of discourse in L2, and in the quality of th | |  | | WebQuests: a Means to Discover and Learn in the EFL class at Primary School
Many are the definitions to be found in different and varied authorized
materials on what a WebQuest is, and many are its names, as well: “Treasure
Hunt”, “Scavenger Hunt” o “Knowledge Hunt”, and in Spanish, “Búsqueda del
tesoro” or “Caza del tesoro”. No matter its designation. What we, in the end, state is that when referring to a WebQuest, we are defining pieces of work to make an oriented use of the Internet as the main source in this sort of project work, so as to foster learning on behalf of the students –why not, on the educator, too?. The purpose of this article is to show that WebQuests can be perfectly applied in the EFL class at primary school, with the backing up of many known authors and investigators.
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