COLEGIO PÚBLICO ESPAÑOL-INGLÉS ACOGIDO AL CONVENIO CON EL BRITISH COUNCIL

       El hombre del tercer milenio, inmerso en una cultura cada vez más universalizada, donde la comunicación es el medio principal de participación social y desarrollo personal, necesita del dominio (entre otros medios de comunicación) de una lengua o grupo de lenguas que le permitan acceder a la mayor parte posible de bienes culturales de interés universal.

            El grupo de lenguas formado por el “tándem” español-inglés es sin duda uno de los que en mayor medida pueden garantizar tal fin, ya que las culturas de los países donde se hablan dichas lenguas representan por su vitalidad, desarrollo científico, tecnológico, artístico y humano una punta de lanza para el progreso de la humanidad.

Entrar en contacto con otras culturas favorece también la comprensión y el respeto hacia otras formas de pensar y actuar. La capacidad de comunicarse en una lengua extranjera, en este caso la inglesa, y el conocimiento de la misma proporcionan una inestimable ayuda para una mejor comprensión y dominio de la lengua propia.

ENGLISH METHODODLOGY:

Creating a bilingual environment.

 Due to the fact that in a bilingual environment there is a need for a constant flow of language input, from Early Years Education and throughout Primary Education, we have found that the most effective approach to language acquisition is through the use of the “Natural Approach”, although not exclusively. We use the Natural Approach as our mainstay as it is the teacher who generates an English language environment which, along with the use of non-linguistic props, the relaxed, friendly atmosphere of the class, allowing the students to join in when they feel ready, help the students understand the input. This method is particularly good for teaching children at an early stage as it is less stressful, due to the fact that there is no pressure on them to speak until they are ready.

    During Early Years Education our approach tries to promote second language acquisition in a non- formal setting. When we want to provide a large input of language, in context of course, but are dealing with people who can’t take in formal instruction, the natural approach is an excellent vehicle for doing so. Children acquire their mother tongue in this way; each sound or sentence has a specific response or meaning for the child. Therefore it would seem logical that in certain circumstances the same can be done with a second language. Krashen distinguishes between language acquisition and language learning in that the former is a more subconscious process which results in the knowledge of a language while the latter, learning, is a conscious process which results only in “knowing about” the language. Acquiring a language is more successful and longer lasting than learning. However, the input which children receive must be comprehensible, that is, the level of the language must be more or less right for the children’s level of understanding.

Total Physical Response is another method which is used extensively in our classes. TPR is a language learning method based on the coordination of speech and action, linked to the trace theory of memory, which holds that the more often or intensely a memory connection is traced, the stronger a memory will be. It is thought that second language learning is parallel to first language learning and should reflect the same naturalistic processes; listening should develop before speaking; children respond physically to spoken language; once listening comprehension has been developed, speech develops naturally and effortlessly out of it; and finally, delaying speech reduces stress.

  Another approach which is used in part is the Whole language approach. This approach applies specifically to the literacy skills acquired by children during this stage of their learning. The Whole Language Approach emphasizes learning to read and write naturally with a focus on real communication and reading and writing for pleasure. Although this method was applied in Primary Education at first, it has come to be seen as an excellent method for young learners, especially when dealing with the teaching of phonics and pre-reading skills. In this particular situation it is also to our advantage that the same method is being used in the Spanish classes in Early Years and the first stages of Primary Education . The theory which underlies the Whole Language is from the Humanistic and Constructivist schools and is said to be

“authentic, personalized, self-directed, collaborative, pluralistic. Such characteristics are believed to focus learner attention and to motivate mastery.”( Richards and Rodgers, p 111.)

If we believe, as constructivists do, that learners “create meaning,” “learn by doing,” and work collaboratively in “mixed groups on common projects;” we see that this method is ideal for acquiring not only their mother tongue, but also a second language, especially when talking about young learners. The Spanish tutors in these classes have chosen the constructivist approach as the most appropriate method when combining two languages, and this method is proving to be successful in both languages

The reason this Approach is mentioned here is due to the fact that in the Communicative Approach and the Natural approach, specific reading and writing skills are not dealt with. Whole Language focuses on experiences and activities that are relevant to learner’s lives and needs, uses authentic materials, and can be used to facilitate the development of all aspects of a second language, which is of particular importance when talking about very young learners.

Many of these Approaches have more value for young learners, due to the difficulties involved in teaching at this stage and the interests which small children have. As the approaches to English language education used are aimed at children in a bilingual school, it may be said to be specific to that situation. However, the reason for using these methods or approaches is not because they are used in a bilingual school but because they are child centred, and are designed to introduce a second language in a way which resembles mother tongue acquisition as closely as possible.

LITERACY SKILLS

 The first language a child learns is used to attract attention and to indicate what he or she wants. As he or she grows up his or her senses are used to obtain information about the surrounding world. Very young children build up a store of names of different objects and nouns and verbs. These content words are learnt first because they contain most meaning. The functional words: articles, prepositions, conjunctions come next and finally syntax and grammar (masculine and feminine, singulars and plurals, number and colour) come last. This is what happens in a child’s mother tongue. Our aim is to reproduce real life situations and experiences they have already had to give them the chance to learn English language in the same meaningful way. This is why talking to the children is so important, as through listening they instinctively learn.

  Our teaching at this stage must also focus on the English sound system, which is why we start teaching phonics at an early age. This is not done in a direct way, but the teacher must bear in mind what sounds he or she is trying to focus on, and give the children practice in all the sounds. It is better to give children as many opportunities as possible to repeat what they hear, without using “listen and repeat” activities.  The methodology used at this level is more, story telling, repeating the story as many times as they like to hear it, TPR activities, songs, chants and games.

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