April 21, 2015.
Dear students,
Every time a reading has been assigned, you are going to work on
the following activity.
Signature Lines Signature Lines are sentences from the assigned
reading that you feel: highlight a critical concept, expand
your
understanding of key content, or connect to a personal
experience you have had as a student. To complete the
requirements for this option, you must select three signature
lines from the reading (see specific guidelines below).
Your Name:
Chapter, paper, or reading you are citing for your signature
lines:
1. Signature Line #1:
Page from Text:
5-6 sentence, typed, single-spaced, 12 pt. font explanation for
your selection of this signature line with specific examples of how
you might apply the concepts to your future classroom/work with
EFL
students.
2. Signature Line #2:
Page from Text:
5-6 sentence, typed, single-spaced, 12 pt. font explanation for
your selection of this signature line with specific examples of how
you might apply the concepts to your future classroom/work with
EFL
students.
3. Signature Line #3:
Page from Text:
5-6 sentence, typed, single-spaced, 12 pt. font explanation for
your selection of this signature line with specific examples of how
you might apply the concepts to your future classroom/work with
EFL
students.
Mastering ESL and bilingual methods. Differentiated instruction
for culturally and linguistically diverse (CLD) students.
By Herrera, S. and Murry, K.
Chapter 6
Signature Line #1 In other words, language learners use language
to communicate for a purpose. Page from text: 195
In these few words the essence of the communicative approach has
been condensed. For this educational philosophy communication is
the most important aspect of language. Transmitting a message,
fluency and interaction are more significant that accuracy or the
application of rules Besides, the comprehension about the different
features of the communicative approach is essential for the
Ecuadorian EFL educators because this approach is the one that
underpins the Project for Strengthening the Teaching of English as
a Foreign Language, implemented in Ecuador in the year 2012.
Additionally, the syllabus for the different levels, in the
aforementioned project, has been organized focusing on language
functions and exponents. It is necessary to remember that language
functions refer to another central component of the communicative
approach. Moreover, functions are described as the reason why
people communicate (Williams, Pulverness and Spratt, 2006), and how
people use the language in a specific context. Their importance in
the classroom is capital because students experience countless
situations every day which could be described using functions. For
instance, a student would like to apologize to another person,
according to this function the students would choose the most
appropriate exponent. Once again professional training is necessary
for EFL educators in Ecuador in order to understand the real
meaning of applying the communicative approach in the classroom and
the different strategies and techniques associated with this
approach.
Cordially,
MSc. William Yugsan.
