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8/8/2019 Use and Approach of the Curriculum
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DEVELOPEMENTAL APROPRIATE THEORIES
The ability to communicate and to understand language is a major achievement of
human beings. An amazing feature of language development is the speed with which it
is acquired: The first word is spoken at about 12 months; by two years of age most
children have vocabularies of about 270 words, and this increases to 2600 words at the
age of six. It is almost impossible to determine the number of sentence constructions
that can be generated within a single language. Children, however, use syntactically
correct sentences by the age of three and highly complex constructions by the age of
five.
This extraordinary phenomenon cannot be explained by means of simple learning
theory. The American linguist Noam Chomsky postulated that the human brain is
especially constructed to detect and reproduce language; the mental system does not
require formal learning and will function perfectly when language is available to the
child. Although developmental psycholinguists do not agree with all of Chomsky’s
concepts, they do accept the idea of special mental language systems. Today theorists
are concerned with the relationship between cognitive growth and language. It is now
assumed that language reflects children’s concepts and develops as their concepts
expand.
To EDL teachers this is very important because it will be easier for us to understand a
child and to know in what stage he didn’t have enough help in. Probably we as ESL
teachers could help a child in further development stages by helping them build
schemas and giving those tools for future learning skills.
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Piaget's Key Ideas
Adaptation What it says: adapting to the world through assimilation
and accommodation
Assimilation The process by which a person takes material into their mind from the environment, which may mean changing theevidence of their senses to make it fit.
Accommodation The difference made to one's mind or concepts by the process of assimilation. Note that assimilation and accommodation go together: youcan't have one without the other.
Classification The ability to group objects together on the basis of common features.
Class Inclusion The understanding, more advanced than simpleclassification, that some classes or sets of objects are alsosub-sets of a larger class. (E.g. there is a class of objectscalled dogs. There is also a class called animals. But alldogs are also animals, so the class of animals includes thatof dogs)
Conservation The realisation that objects or sets of objects stay the sameeven when they are changed about or made to look different.
Decentration The ability to move away from one system of classificationto another one as appropriate.
Egocentrism The belief that you are the centre of the universe andeverything revolves around you: the correspondinginability to see the world as someone else does and adapt toit. Not moral "selfishness", just an early stage of
psychological development.
Operation The process of working something out in your head. Youngchildren (in the sensorimotor and pre-operational stages)have to act, and try things out in the real world, to work things out (like count on fingers): older children and adultscan do more in their heads.
Schema (orscheme) The representation in the mind of a set of perceptions,ideas, and/or actions, which go together.
Stage A period in a child's development in which he or she iscapable of understanding some things but not others
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Stages of Cognitive Development
Stage Characterised by
Sensori-motor
(Birth-2 yrs)
Differentiates self from objects
Recognises self as agent of action and begins to actintentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise
Achieves object permanence: realises that things continueto exist even when no longer present to the sense (paceBishop Berkeley)
Pre-operational (2-7 years)
Learns to use language and to represent objects by imagesand words
Thinking is still egocentric: has difficulty taking theviewpoint of others
Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square
blocks regardless of colour
Concreteoperational (7-11 years)
Can think logically about objects and events
Achieves conservation of number (age 6), mass (age 7),and weight (age 9)
Classifies objects according to several features and can
order them in series along a single dimension such assize.
Formal operational (11 years and up)
Can think logically about abstract propositions and testhypotheses systemtically
Becomes concerned with the hypothetical, the future, andideological problems
PRINCIPAL OF LEARNING PARADIGMS
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Cognitivism
It is the act or process of knowing. Cognition includes attention, perception, memory,
reasoning, judgment, imagining, thinking, and speech. Attempts to explain the way in
which cognition works are as old as philosophy itself; the term, in fact, comes from the
writings of Plato and Aristotle . With the advent of psychology as a discipline separate
from philosophy, cognition has been investigated from several viewpoints.
An ESL teacher must understand the brain so that the process of developmental
intelligence can be successful. This theory has implications for academic achievement.
Humanism
CONSTUCTIVISM
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THE CURRICULUM FRAMEWORK
“WHAT IS IT?”
A document that assembles the philosophical principles,
foundations and focus of each study program. It presents an
integrated vision of a program’s curriculum. It includes the vision,
mission, goals ,areas of study by levels, organization, scope and
sequence of the content , including general recommendations of
strategies, teaching methods and criteria for evaluation methods.
To conclude, it serves as the reference frame for the curriculum design.
THREE DIMENSIONS OF THE DEPARTMENT’S PERSPECTIVE VIEW OF
THE CURRICULUM
• The content to be developed in a great measure are the concepts and skills in the
materials used
• Methodology or methods , strategies and techniques of teaching are to be
developed and delivered in the context of modern theories of learning
• The process of learning and assessment, are outlined in the cognitive, humanistic
and sociological theories of learning
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USE AND APPROACH OF THE CURRICULUM FRAMEWORK FOR THE
ENGLISH PROGRAM
• It serves as a guide to enable evaluators, curriculum specialists, school boards,
parents, communities, universities, and university professionals as a parameter of
the skills to be taught to students and future teachers.
• It allows our Educational Reform on the island to be operational and at the same
time, it facilitates the implementation of a curriculum based on content standards.
• It also provides teachers with fundamental criteria when designing instruction so
as to innovate lessons without abandoning the general outlines of the goals of education.
• Therefore, teachers select, evaluate and design their own curriculum (instructional
design) conceptualizing the learning process to the reality of student learning
styles.
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PURPOSE OF THE CURRICULUM FRAMEWORK
• To establish the mission, goals, focuses, objectives, contents and methods of the
process of teaching and learning of the Program studies.
• The goals of each program are grounded on students’ values and
educational needs within the context of Puerto Rican society. The goals
are translated to the classroom through the program’s curriculum.
• To guide the elaboration of investigations and the evaluation of the effectiveness
of the curriculum and the academic achievement.• The effectiveness of the curriculum can be assessed by measuring student
academic achievement. The process of teaching and learning , in all its
dimensions, may be an objective of sistematic investigations. The
Curriculum Framework offers fundamental criteria related to the
theoretical and philosophical framework in which investigations of
educational processes should be based.
• To guide the processes of teacher preparation and development of in-service
training by subject
• The teacher preparation programs are aligned with the professional profile
required by the Department of Education in terms of content, teachingskills, knowledge, and transference of modern theories related to the
teaching and learning processes in the classroom.
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• To guide the elaboration of the curriculum in its diverse levels (basic national
-guide of courses , courses-school unit and instructional)
• This Curriculum Framework establishes the criteria and theoretical and
philosophical foundations that are the basis for curricular development at
all levels.Personnel from different components of the educational system
who work with the curriculum will find the principles that govern the
different levels of the system clearly established within this document.
The framework is a warranty that the curriculum will be developed and
completed in an efficient manner in line with the educational principlesthat govern the Department of Education.
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Advantages of Learning English
• The most important reasons for learning English for a social, political and
economic perspective are the strong ties to the United States as a result of the
migration of Puerto Ricans to the United States over the years.
• English is also the preeminent international language in our ever-changing global
society and the language of the information age.
• Moreover, English has become a language of social empowerment. Gatekeepers
that permit socioeconomic mobility in this society use it as a ”door-opener “.
• It is important to note, at this time that English as well as Spanish are the official
languages of Puerto Rico.
• Mastering two languages enriches and expands their learning experiences.
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How can we help?
• The teaching and learning of English in Puerto Rico must move away from the
subtractive approach.
• The pedagogy must vigorously move forward toward an additive approach where
the learning of ESL is genuinely perceived as desirable additional knowledge,
which will open up new opportunities for learners, and will not be seen as a socio-
psychological or political threat.
• This is a formidable task. It will take time and can only be successful through a
sincere commitment and a collective effort by all those involved in the education
process.
• More importantly, this effort has to be de-politicized, mutually agreed upon by
political, educational and community leaders.
• Above all, it must be planned and given a chance over time.
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Overview and Application of the Constructivist Approach to Second Language
teaching and learning
• The constructivist approach converts the teaching and learning process into a
dynamic, active, motivating and challenging practice in which the student uses
his/her prior knowledge in order to prepare himself/herself to reflect on the task to
be accomplished.
• The constructivist approach translates into an anxiety free classroom atmospherewhere the target language, English language is used to communicate among a
group of L2 learners and the teacher as a facilitator for genuine communication of
L2 teaching and learning in Puerto Rico.
• Cooperative and small group work is encouraged and learning is reinforced
through constructive feedback from peers and the teachers.
• Communicative language teaching as well as project-based learning are
emphasized and individual learner’s strengths are used to assist others in their
learning (Vygotsky, 1978).
• Language learning should be an enriching experience, broadening our minds and
enabling us to meet the ever increasing professional demands in a global world.
(Buhring 1999)
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MISSION AND GOALS
The English Program´s mission and goals of the Department of Education are based on
the Organic Law (149) of July 1999.
• The mission according to the law, is to develop communicatively competent
students in the English language.
• Notwithstanding, it recognizes that successful Spanish literacy will be the
foundation for developing proficiency in a second language.
• The English Program is committed to promoting and facilitating the developmentof critical and creative thinkers capable of communicating effectively to deal with
the high expectations and demands of a society which is immersed in a global
interchange and collaboration.
To provide the educational experiences that will prepare all students to reach their
potential, the Department through its schools must insure that students communicate
effectively in English through program adopted goals. These are:
• Offer students English language experiences that are based on challenging,
meaningful and pertinent content, and use performance and assessment standards
based on the humanistic constructivist paradigm.
• Prepare all students to reach their potential through the development of their
abilities in the four strands of the English program: oral communication, written
communication, reading comprehension, and literary appreciation.
• Empower students to become competent, knowledgeable, independent, reflective,
and self-confident English language learners.
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• Prepare students to access, organize, and evaluate information obtained through
technological or electronic means for the development of listening, reading and
writing skills.
• Develop students´ critical and creative thinking through the process of English
language learning.
• Reinforce and model students´ ethical and moral values, awareness, and cultural
repertoire through exposure to a variety of literature through English.
• Encourage all students to become informed and responsible citizens in a
democratic society.• Provide opportunities for student participation in a variety of social and
interactive scenarios.
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Characteristics of ESL Teaching Professionals
The English teacher who responds to the challenge of teaching English as a Second
Language (ESL) has to be highly trained and qualified professional; a very creative,
thoughtful and reflective educator. Among the characteristics that this teacher must
possess are the following:
• Excellent command of the English language, including fluent oral and written
communication skills.
• Solid academic preparation in the field of teaching English as Second Language
in a multi-cultural environment.• Positive attitude towards the teaching and learning of English in Puerto Rico,
his/her students and the school.
• Understanding the student cognitive learning process with regard to the L2
learning and acquisition process.
• Ability to develop student́ s critical thinking skills and to convey the positive
values of our L1 and L2 society and culture.
• Capability to work with parents, involving them in the teaching/learning process
of their children and the school community in general.
• Dedication to the teaching profession and a willingness to continue a life of
learning and research.
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Strategies for Positive Results in the Teaching of English in Puerto Rico
• Project based learning and hands –on experiences will be emphasized and the
student multiple intelligences will be taken into consideration in the
teaching/learning process and further strengthened.
• Extra-curricular activities in English are provided to increase the student’s
exposure to the language outside the classroom.
• Techniques, strategies and teaching/learning activities are decided upon and
developed by the teacher who considers the student’s needs and interests as well
as their motivation to take this particular course.• Technology is used as a teaching and learning tool in the L2 acquisition process.
• A tutoring program can be set to help with students from higher grades under the
supervision of an English teacher.
• In a coopertive learning environment, the students’ take an active role in their
own learning and that of their peers
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Some approaches and corresponding activities that have been successful in an
second language cooperative environment that are based on the constructivist and
humanistic theory :
Total Physical Approach(TPA)
The Natural Approach
Language Experience Approach(LEA)
Activities that help develop L2 skills:
Jazz ChantsMusic
Poetry
Storytelling
Role-playing
Drama
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Scope and Sequence
Grade Levels K-3
The emphasis in Kindergarten and the first semester of the first grade is auditory
comprehension, oral communication and cultural diversity developed through children’s
literature. The reading and writing process is initiated during the second semester of the
first grade level as well as auditory comprehension, oral communication and cultural
diversity. The approaches mentioned continue to be applied to the second and third grade
emphasis on the integration of the language arts using the “Balanced Literacy Approach”.
Scope and Sequence
Grade Levels 4-6
In grade level 4-6 the focus is the same as grade level K-3 with special emphasis in the
“Balanced Literacy Approach” to develop auditory comprehension, oral and written
communication, and cultural diversity.
Creative writing is introduced at this level. Encouragement to create bilingual resources
begins here.
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Scope and Sequence
Grade Levels 7-9
The intermediate level consists of three grades, English 7,8,9. It is recommended that the
“Balanced Literacy Approach be used at this level in order to obtain the total integration
of the language arts. To enrich and motivate independent reading, the students use
supplementary readings for the purpose of promoting individual projects orally and in
written form.
Scope and Sequence
Grade Levels 10-12
At the high level (10, 11, and12) provides for the development of the language skills
using Balanced Literacy. It includes the development of skills such as literary analysis,
oral communication, written composition and investigation. There is an integration of the
four language arts with emphasis in the conversational phase when using Balanced
Literacy. To enrich and motivate independent reading the students used supplementary
classic readings for the purpose of developing individual projects in oral and written
form.
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Stephen Krashen
These aspects are for the most part incorporated in Stephen Krashen’s Second Language
Acquisition Theory. It consists of a number of hypotheses concerning (a) the distinction
between L2 acquisition (subconscious) and L2 learning (conscious); (b) the
Monitor which is active in L2 learning, yet not part of L2 acquisition; (c) the Natural
Order in which language rules are acquired in a predictable or “natural” way; (d) the
Input hypothesis which stresses the importance that the learner comprehends target
language input (through listening and reading) and that the input be slightly beyond the
learner’s current L2 level (i + 1). This caveat is necessary so that the learning situation is
challenging enough to keep the L2 learner interested and cognitively active. Lastly yet
certainly not least is (e) the Affective Filter hypothesis. The hypothesis emphasizes that
successful L2 learning environments must be free from stress and anxiety. It must be
reassuring while respecting the L2 learner’s desire to learn and acquire the target
language.
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DESCRIPTION OF ASSESSMENT STRATEGIES
Anecdotal records
Anecdotal records are notes describing behaviors that provide a rich indication of
student progress when reviewed over the course of a school year. You can describe a
specific behavior along with the learning materials, setting, student grouping, and time
and place the behavior occurred.
Checklist
Checklists identify specific behaviors to be observed and provide a form on which to
indicate that the behavior occurred or how frequently it occurred. Examples of behaviors
that might appear on a checklist are: scanning to find information while reading, using
various cues for word meaning in context, making an outline or graphic organizer to
plan an essay, or explaining successfully a problem-solving approach to a peer.
Comic strips
Comic strips are an assessment technique that permits the student to demonstrate
the mastery of concepts, skills, and vocabulary. It develops creativity among the students.
This technique permits the teacher to identify the strengths and weaknesses of the student
in the development of concepts, skills and vocabulary.
Graphic organizers
Graphic organizers are visual systems that help organize and present information.
Diagrams, maps and charts are examples of graphic organizers. The graphic organizers
help the student to organize and remember information. They also help to clarify
concepts
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that cannot be communicated easily through the use of words.
Journals
Journals are students’ narrative diaries of what they have learned in each subject area.
The journal may be kept daily and might mention the topics, what was difficult, what
was easy, what strategies helped in learning, and what the student wants to know next.
DESCRIPTION OF ASSESSMENT STRATEGIES
K – W – L charts
The K-W-L Charts are graphic organizers that students complete using three columnsto reflect what they Know about a topic before an instructional activity, what they Want
to know from the lesson, and what they Learned from the lesson after its completion.
The rows on the chart can reflect specific topics covered.
Peer assessment
Students can rate the work of their peers as readers, writers and learners. They can
rate the oral and written work of their peers, identifying areas that can be improved as
well as areas that are presented effectively. Procedures and criteria for peer assessment
should be developed with the class. By assessing others’ work, students often see
alternative linguistic patterns and develop an appreciation for diverse ways of
manipulating language for communication.
Portfolios
A portfolio is a collection of student work that shows growth over time. The portfolio
may contain written products, worksheets, self-assessments, audiotapes, or videos. It
is useful to track student progress, to identify student strengths and needs, and to help
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in making instructional decisions. There are at least three types of portfolios. These are:
• Collections Portfolio – containing virtually everything the student has produced.
• Showcase Portfolio – focuses on the student’s best work.
• Assessment Portfolio – contains work that illustrates growth with respect to specific
instructional objectives.
Rating scales
Rating scales are similar to checklists but provide an opportunity to indicate the
degree to which a particular behavior occurred. For example, you can use a 4-point
scale to indicate the level of control the student exhibited over specific aspects of writing,such as sentence formation a consistent control, reasonable control, or little or no
control. A rating scale might also enable you to indicate if the student behavior occurred
independently or with peer or adult support.
Reading logs
Reading Logs are records that students keep of the reading they have completed.
These might be categorized by genre and include the title, author, topics, and date on
which the reading was completed, as well as their personal response to the reading and
important concepts or information to remember.
Rubrics
Scoring rubrics are holistic scoring scales that identify what students know and can
do at different levels of performance on classroom tasks. Typically, there may be four of
five levels of proficiency or achievement defined on a scoring rubric.
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Self-ratings
Self-ratings are the student’s use of a scoring rubric to rate their own performance.
For example, the use of a rubric for writing might include composing, style, sentence
structure, word usage, and mechanics (spelling, capitalization, and punctuation).
Writing logs
Writing Logs are records of the student’s various types of writing. They may include
finished products, drafts of work in progress, outlines, and/or topics for future writing.
Writing prompts
Writing prompts are composed of a group of statements or questions about a specifictopic, constructed to motivate students’ thoughts and elicit their best writing on the topic.
Guidelines in Developing A Rubric
The rubric is an authentic assessment tool that is useful in assessing complex and
subjective criteria. It is a formative type of assessment since it becomes an ongoing part
of the teaching and learning process. Students are involved in the assessment process
through both peer and self-assessments. As students become more familiar with rubrics,
they should be allowed to participate in designing the rubric. This empowers students
and encourages them to become more focused and self-directed.
Advantages of using rubrics
• Rubrics allow assessment to be more objective and consistent.
• Teachers can clarify criteria in specific terms.
• Students will know exactly how their work will be evaluated and what is expected
of them.
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• Rubrics provide benchmarks against which to measure and document progress.
Rubrics have the following common features:
• They focus on measuring a stated objective.
• They use a range to rate performance.
• They contain specific performance characteristics arranged in levels indicating
the degree to which a standard has been met.
Range or scoring levels
The following terms are examples of those that may be used to measure range or
scoring levels: Needs Improvement.......... Satisfactory ..............Good .......... Exemplary
Beginning .................. Developing .......Accomplished ... Exemplary
Needs Work ....................... Fair .....................Good ........... Excellent
Novice...................... Apprentice ........... Proficient ... Distinguished
Building a Rubric
• Review the content standards that the unit is meant to address.
• Review the criteria that will be used to judge the student’s product or performance
and make sure that they match the standards.
• Make a frame by deciding on the major categories and sub-categories that the
rubric will address.
• Describe the four different levels of performance that match each criterion. It is
recommended that the highest level of performance be described first and then
work down to the lowest level.
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• Write clear, concise specifications based on criteria that are observable.
Portfolio Assessment
Portfolios capture growth and change in student thinking and learning over a period
of time. They provide teachers with a wealth of information upon which to base
instructional decisions and from which to evaluate student progress. Teachers may use
records of observations and the collection of student work when communicating the
student’s progress to parents. Portfolios should actively involve the students in the
process of assessment. This motivates students and promotes self-assessment and self-
understanding. Students feel a greater sense of ownership of their work, which in turn,leads to the integration of class work with life experiences. A portfolio is not a random
collection of observations or student products. It should be systematic and include
observations and student products that relate to major instructional goals. According to
Grace (1992), the portfolio is a record of the student’s process of learning: what he/she
has learned and how he/she has gone about learning: how he/she thinks, questions,
analyzes, synthesizes, produces, and creates; and how he/ she interacts – intellectually,
emotionally and socially – with others. The portfolio is made up of a wide variety of
materials: teacher notes, teacher – completed checklists, student self – reflections, reading
logs, sample journal pages, written summaries, audiotapes of retellings or oral readings,
videotapes of group projects, and others. Not all must be present in each portfolio. Each
portfolio is unique. The material included in a portfolio should be organized in
chronological order and category. Once organized, the teacher can evaluate the students’
achievement. The student’s current work is compared to his/her previous work.
Evaluation should indicate the student’s progress toward a standard of performance. It
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should be consistent with the curriculum and developmental expectations. Conclusions
about a student’s achievement, abilities, strengths, weaknesses and needs should be based
on the full range of his/her development as documented by the data in the portfolio.
TIPS FOR PREPARING A PORTFOLIO
1. Include a table of contents with dates and page numbers.
2. Keep work for each unit in a folder, and then select the pieces that will be included in
the portfolio. Remember to choose examples that reflect progress in each of the content
standards. The student should participate in this selection.3. Photocopy group-work so that each member of the group can include the work in
his/her portfolio.
4. Include the teacher prompts and scoring rubrics or checklists with each work entered.
5. Tape (audio or video) student’s explanations or oral presentations.
6. Keep copies of computer disks or printouts of relevant material.
7. Students should practice writing reflective cover letters for each entry.
Reflection
• I have chosen to include this work sample because........
• If I did this assignment over, I would........ because.........
• Completing this portfolio reflection has helped me increase my Knowledge/
understanding of........... because............
Collaboration (group activity)
• My role in the activity was .......
• I would give myself a grade of .......... because..........
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• I might change the way the group worked together because..........
Communication
• I focused and organized the information in this work entry in the following ways........
• I expressed the information in this work entry clearly by..........
Personal Relevance
• What I liked most / least about this topic was .......... because...........
• I can apply this knowledge / understanding in my daily life by............
• This topic is interesting to me because............
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Whenever possible, classroom work is enriched and complemented with voluntary,
challenging extra-curricular activities that respond to students’ interests and talents and
where students are “immersed” in the L2 language experience. The learners’ different
learning strategies and multiple intelligences are taken into consideration and addressed
as well as further developed through a variety of teaching techniques and activities and
appropriate materials. Above all, English as a second language has to be taught “in a
socio-linguistically non-threatening environment, recognizing and reassuring the L2
learners and their parents that Spanish is and will be the students’ vernacular.
Language learning should be an enriching experience, broadening our minds and
enabling us to meet the ever increasing professional demands in a global world”