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TEACH - LEARN SPANISH AS A SECOND LANGUAGE (EL2) FINLAND

Start teaching English as a new language to children enrolled in inf Antil and primary a task that usually creates unrest among fellow teachers. Do not forget that p ara the children is not easy. The first advice is to manage the affective and emotional mastery.


sure I'll be writing this blog more and once there to begin with oral language. (In all courses, but especially in childhood and junior primary, for obvious reasons not to use reading and writing). L to teaching and practice of oral skills is very easy (we have all learned the spoken language without the need for teaching), but becomes complicated when we do classroom context situations, where the star is the paper and pencil.


not forget to explore and take account factors such as language, level of previous schooling and level of English language.

TOPIC FOR TODAY: TEACH-LEARN VOCABULARY

Reasons:

• Because when we start learning a language vocabulary.
• and l Because language can be a point starting to practice the four basic skills: speaking, writing, reading and listen. (expression and comprehension)
• Because a word like a whole sentence or text and can full communicative sense.
• from our vocabulary because we can pose to address the linguistic competence and communicative competence (strategic, discursive, pragmatic and sociolinguistic).

I nterrogante 1: What I have to teach vocabulary?

The immediate response that comes to me is "every man that the student will need." No matter either start learning where pampering takes place in the context of significant use, therefore, the communicative perspective should permeate the act of teaching and learning.

if they provide some criterion, then serious to teach / learn first the most productive on the frequency and use. We should continue with the vocabulary relates to the school environment.

If we dig a little deeper, we could choose, then the vocabulary that can be common or very similar to the native language and target language (L1 and L2), with particular care "false friends" and one that most semantic range and richness of synonyms and antonyms are.

question 2: How can we teach vocabulary?

For there to draw a pedagogical sequence.

Learning, the concept larger the word, has always three processes: Introduce new schemes, to produce a reflection-absorption of them and integrate them into our scheme pudiéndolos use in different areas. Speaking of teaching / learning vocabulary, several authors agree to call them:

PRESENTATION, TRANSMISSION, STORAGE, TRANSFER

presentation of new vocabulary must be ; encourage taking into account two principles: that of "significant learning" and the principle of "motivation."

To develop these two questions are very appropriate resource materials: including pictures, cards (bits), the "realia" or authentic materials audiovisulas resources and readings of texts (stories, poems / Descriptions, descriptions / scientific texts, historical texts )

They must contain a group of words (lexicon, in the broadest sense of the word) the idea of \u200b\u200bunity, as a semantic field or focus.

Younger children this should include basic vocabulary "emergency" to join soon. Can use simple pictograms personal or collective development.

After presenting the new vocabulary we give it meaning and convey semantic content. Again, both technical and non-verbal, are put forward as allies of the teacher. It is at this stage when the interaction among students is essential. Working in pairs or small groups will provide the development of interactive skills of listening and speaking very important for the formation of the new lexicon in aprendiene (d efine and describe e jemplificar, paraphrase, and explain through the co-text and context, synonyms and antonyms, use analogies, etc.).

The following step would l to memorize vocabulary understood through various strategies, all they worked in use. The acquisition-learning and memorizing vocabulary later reinforced by a periodic review of lexical items in the context class: conventional Activities ( associate words with pictures, reading a text; look it unknown, alphabetize ...), l Udic ; (crosswords, word searches, puzzles, scrabble, ...), to sociograms, etc .

The third step is transfer to other settings or contexts of learning, to really make it a functional learning. In this sense, group work, presentations, projects, role plays, are examples of absolutely valid for the proposed objectives: promote the learning of vocabulary, understanding and expressive use of language is learned.

question 3: How can we ensure that has learned the vocabulary?

The best sign that the teaching-learning process is effective is successful communicative exchanges of students. Observe the successes and publicly recognize and encourage positive reinforcement and self-confidence, admit mistakes and so language training as an indication of the status of "interlingua" for students as teaching reference for subsequent rounds to learn new vocabularies.