Mod Ingleses Pan I Ol

El diseo curricular en la escuela:
Ingls
DOCUMENTO DE TRABAJO
Curso a Distancia
Educacin Primaria
Subsecretara de Educacin
Direccin Provincial de Educacion Superior y Capacitacin Educativa
Direccin de Capacitacin
El Diseo Curricular en la Escuela: Ingls

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ndice
Presentacin ---------------------------------------------------------------------------------- 1
Introduccin ----------------------------------------------------------------------------------- 2
Unidad 1
Los nios aprenden la lengua cuando la usan ----------------------------------------6
Bibliografa ------------------------------------------------------------------------------------ 40
Unidad 2
Los nios aprenden la lengua cuando disfrutan del contacto con ella--------- 42
Bibliografa ------------------------------------------------------------------------------------ 70
Appendix 1 ------------------------------------------------------------------------------------ 72
Appendix 2 ------------------------------------------------------------------------------------ 74
Appendix 3 ------------------------------------------------------------------------------------ 77
Appendix 4 ------------------------------------------------------------------------------------ 80
Appendix 5 ------------------------------------------------------------------------------------ 81
Appendix 6 ------------------------------------------------------------------------------------ 82
Appendix 7 ------------------------------------------------------------------------------------ 83

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Index
Unit 1
Children learn a lenguage by using it -----------------------------------------------------7
Bibliography -------------------------------------------------------------------------------------- 41
Unit 2
Children learn a lenguage when they enjoy the contact with itby using it-------- 43
Bibliography -------------------------------------------------------------------------------------- 71
Appendix 1 -----------------------------------------------------------------------------------------72
Appendix 2 ---------------------------------------------------------------------------------------- 74
Appendix 3 ---------------------------------------------------------------------------------------- 77
Appendix 4 ---------------------------------------------------------------------------------------- 80
Appendix 5 ---------------------------------------------------------------------------------------- 81
Appendix 6 ---------------------------------------------------------------------------------------- 82
Appendix 7 ---------------------------------------------------------------------------------------- 83

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1
Presentacin
Estimados colegas:
Quiero presentarles el material de trabajo de la capacitacin en servicio del primer

semestre del ao 2009. Es el resultado de una propuesta de la Direccin de
Capacitacin, en acuerdo con las direcciones provinciales de los niveles Inicial, Primario y
Secundario, los equipos tcnicos regionales y en las reuniones de cogestin los
representantes gremiales del sector.
Nuestro plan general de capacitacin est basado en varias lneas: Educacin Inicial,
Educacin Primaria, Educacin Secundaria, Educacin Tcnico Profesional y Cultura,
Ciencia y Construccin de Ciudadana. Cada una de ellas, con sus respectivas
modalidades, tiene seis ejes de referencia: inclusin, alfabetizacin, evaluacin, diseos
curriculares, gobierno del sistema y relacin con la produccin y el trabajo. La presente
propuesta aborda especficamente el eje de diseos curriculares para los niveles de
enseanza obligatorios.
Estamos respondiendo al derecho de los docentes de trabajar sobre las rutinas del aula en
un espacio y tiempo comn, con el propsito de intercambiar ideas y prcticas acerca de las
diferentes disciplinas y los nuevos diseos curriculares de todos los niveles.
A partir del mes de febrero habr 751 capacitadores trabajando en los 135 Centros de
Investigaciones Educativas distribuidos en los distritos de la Provincia, junto con ms de
90.000 docentes por semestre.
Se trata de un plan que apunta a consolidar y actualizar la cultura general de nuestros

maestros. El objetivo es que en la escuela se recree un clima de vida cultural, actualidad
cientfica y discusin poltica para que podamos vincularnos mejor con la complejidad y
los cambios del mundo en el que nos toca vivir y ensear.
Desde ya, muchas gracias por el compromiso que asumen como ciudadanos y
trabajadores.
Prof. Mario Oporto

Director General de Cultura y Educacin
Provincia de Buenos Aires

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Introduccin
Objetivos del curso

Es nuestro objetivo general, promover la lectura y anlisis del nuevo Diseo Curricular
de Ingls en la EP para que, al finalizar el curso, el capacitando pueda:
comprender y utilizar los lineamientos establecidos en el Diseo Curricular al

planificar y llevar a cabo proyectos ulicos para la EP;
reconocer las variables del contexto de enseanza en el que se desarrolla la
actividad docente e identificar cmo afectan el desarrollo del currculum de
Ingls en la EP;
planificar secuencias didcticas adecuadas para el contexto de clase, el
currculum institucional y las prescripciones Diseo Curricular;
desarrollar dinmicas de clase que sostengan la motivacin del educando y
que propicien el aprendizaje efectivo de la lengua en la EP.
Contenidos organizados por unidades

Unidad 1: Los nios aprenden ingls al tiempo que lo usan
La centralidad de la interaccin en la enseanza del ingls:
El cmo define el qu: la enseanza desde la interaccin determina el

contenido que enseamos.
La dinmica de la clase en la que la interaccin es central: el andamiaje de la
lengua en accin.
La construccin de la interlengua desde la interaccin: el tratamiento del error.
La reflexin sobre la lengua y su aprendizaje en la interaccin de clase.
Unidad 2: Los nios aprenden ingls si disfrutan del contacto con la

lengua
Estrategias didcticas efectivas para la enseanza del ingls a nios:
El propsito didctico del juego en la clase de Ingls. Las formas de juego que
intervienen en ella. los juegos de imaginacin, los juegos de memoria, los
juegos con la lengua. Diseo y aplicacin de juegos para la enseanza de la
lengua.
La narracin en la clase de Ingls para nios: su importancia en los procesos
de andamiaje lingstico. La literatura en la enseanza en la EP.
El armado de tareas y secuencias didcticas basadas en la resolucin de
problemas.

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Modalidad de trabajo
Para el desarrollo de este curso se ha adoptado la modalidad semipresencial, lo que

implica que el capacitando participar de una propuesta de capacitacin que alterna
instancias de trabajo no presencial o autnomo con encuentros presenciales (12 horas
reloj) diseados secuencialmente para lograr los objetivos explicitados. Este material
ir pautando ambas instancias, ya que fue pensado para guiar, orientar y acompaar
el proceso de aprendizaje. A continuacin presentamos la secuencia con la que hemos
diseado el trabajo.
Modalidad Caracterstica Actividad a Fecha y

realizar horario
Trabajo no presencial Lectura, anlisis y Unidad 1.
o autnomo. aplicacin.
Encuentro presencial. Integracin de Debate y 4 horas de
conceptos. trabajo grupal. duracin.
Trabajo no presencial Lectura, anlisis y Unidad 2.
o autnomo. aplicacin.
Encuentro presencial. Integracin de Debate y 4 horas de
conceptos. trabajo grupal. duracin.
Trabajo no presencial Lectura, anlisis y Trabajo
o autnomo. aplicacin. prctico final.
Encuentro presencial. Integracin de Evaluacin. 4 horas de
conceptos. duracin.
Debe tenerse en consideracin que este material constituye una propuesta de

enseanza elaborada para lograr los objetivos explicitados y fue organizado en
unidades didcticas que incluyen contenidos y actividades que orientarn el anlisis
del Diseo Curricular de la EP.
Para las instancias no presenciales o autnomas le sugerimos que:
organice su tiempo de lectura y trabajo;

cuando reciba el material, realice una lectura rpida del mdulo para tener una
percepcin global de los contenidos abordados;

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no postergue la realizacin de las actividades propuestas, cada una fue
pensada desde una secuencia didctica tendiente a facilitar el proceso de
capacitacin;
destaque los conceptos que identifique en cada lectura;
registre los comentarios, cuestionamientos y/o preguntas que vayan surgiendo
con el fin de articular el marco terico con su experiencia profesional;
anote las certezas, interrogantes o dudas que se le presenten para poder
trabajarlas en los encuentros presenciales;
durante la lectura no deje de plantearse cul es su grado de comprensin;
al cerrar cada actividad reflexione sobre lo ledo y relacione lo nuevo con lo
conocido.
En cada unidad encontrar:
breves referencias sobre los contenidos de Ingls que se abordarn en la

unidad y que le facilitarn la lectura del Diseo Curricular;
actividades elaboradas para:
- favorecer y orientar el aprendizaje de los conceptos y las ideas
desarrollados en el Diseo Curricular de Ingls de la EP;
- vincular su prctica docente con los conceptos y concepciones analizados.
Al final del mdulo se incluye una serie de anexos con diferentes caractersticas que
complementan y enriquecen los contenidos del Diseo Curricular y las actividades
propuestas. Recuerde que si lo necesita puede recurrir a la biblioteca del CIE.
Los encuentros presenciales son instancias de trabajo grupal diseadas para el
intercambio y la comunicacin entre los docentes participantes y el docente a cargo de
la capacitacin. En este espacio podr intercambiar ideas, plantear y resolver las dudas
surgidas del estudio individual, construir grupos de estudio para analizar los contenidos y
discutir las distintas formas de resolucin de las actividades de aprendizaje. Estos
encuentros constituyen espacios para desarrollar contenidos no incluidos en este material
impreso, pero que necesitan que cada cursante haya realizado las actividades y lecturas
propuestas en las instancias de trabajo autnomo previas al encuentro, ya que son los
aquellos con sus inquietudes, preguntas y comentarios los que, junto con el docente,
irn enriqueciendo el encuentro, otorgndole as una dinmica particular. En este material
impreso se detalla la actividad o las actividades que se deber llevar a cada encuentro
presencial.

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Es aconsejable que los grupos de estudio funcionen tambin en los momentos de
trabajo autnomo para intercambiar experiencias, trabajar cooperativamente y
relacionarse con otros cursantes que enriquecern su aprendizaje y su desempeo
laboral en el aula y en su institucin.
El CIE ser el encargado de atender las cuestiones operativas de la implementacin
del curso. Podr comunicarse con l cuando necesite informacin respecto de las
fechas y horarios de los encuentros presenciales, las fechas de entrega de trabajos,
cuestiones relativas a los materiales de estudio, etctera.
Evaluacin y acreditacin
Para lograr la acreditacin del curso deber cumplir con los siguientes requisitos:
asistir a la totalidad de los encuentros presenciales;
antregar y aprobar un trabajo prctico;
aprobar la evaluacin final presencial, individual y escrita.
Para la correccin de la evaluacin final y el trabajo prctico se tendr en cuenta:

la coherencia en el desarrollo de ideas con lo prescripto en el nuevo Diseo
Curricular;
la calidad y originalidad;
la comprensin de conceptos fundamentales del Diseo Curricular;
la conciencia crtica sobre pedagoga apropiada a las situaciones establecidas, sus
ventajas y desventajas;
el uso de estrategias de resolucin de problemas junto con el docente
la habilidad para aplicar los conceptos trabajados en la prctica de la EP.

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Unidad 1: Los nios aprenden la lengua cuando la usan
Propsitos
El propsito de esta unidad es analizar cmo los docentes podemos ayudar a los nios
a aprender ingls a travs de las oportunidades de interaccin que brindamos en la
clase.
Objetivos
Al finalizar esta unidad el capacitando podr:
analizar y definir los aspectos de la lengua que estn involucrados en su

enseanza en la EP;
definir el concepto de interaccin y aplicarlo en el anlisis de secuencias de
enseanza en la EP;
relacionar el concepto de interaccin con el contexto de clase en el anlisis y
diseo de secuencias de enseanza;
definir lo que es una tarea y dar ejemplos;
distinguir diferentes tipos de tareas de acuerdo con sus caractersticas;
identificar los conceptos clave presentados en el texto del Diseo Curricular de
Ingls;
aplicar los conceptos clave presentados en los procesos de planificacin,
enseanza, evaluacin y reflexin.
Contenidos
La centralidad de la interaccin al ensear Ingls:

El modo en el que enseamos determina lo que enseamos: La enseanza
basada en la interaccin define el contenido que enseamos.
La dinmica de clase cuando la interaccin es central: el andamiaje de la lengua

en accin.
El desarrollo de la interlengua por medio de la interaccin: el tratamiento del error.
La reflexin sobre la lengua y su aprendizaje en la interaccin de clase.

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Unit 1: Children learn a language by using it
Aims
The aim of this unit is to analyse how teachers can help children learn English through
the opportunities for interaction that they foster in class.
Objectives
At the end of this unit, you should be able to:
Analyse and define what aspects of language are involved in teaching language
in EP.
Define the concept of interaction and apply it in the analysis of teaching
sequences in EP
Relate the concept of interaction to classroom context in the analysis and
design of teaching sequences
Define what a task is and provide examples of the tasks.
Distinguish different types of tasks according to their features.
Identify the key concepts presented in the text of the English curriculum.
Apply the key concepts presented to planning, teaching, assessment and
reflection stages.
Contents
The centrality of interaction when teaching English:

How we teach determines what we teach: interaction based teaching defines
the content we teach.
Classroom dynamics in a class where interaction is central: scaffolding

language in action.
Interlanguage develepment through interaction: the treatment of errors.
Reflection on language and its learning in classroom interaction.

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Palabras Clave
Lengua discurso significado contexto tarea andamiaje negociacin

exposicin - produccin
El rol de la interaccin en clase
Cloud Dragons
What do you see
in the clouds so high?
What do you see in the sky?
Oh, I see dragons
that curl their tails
as they go slithering by.
What do you see
What do you see? Tell me, do.
Oh, I see caballitos
that race the wind
high in the shimmering blue.
by Pat Mora
Probablemente, si alguien nos preguntara qu nos impacta ms del poema de Pat

Mora, seguramente diramos: la palabra caballitos. Al leer el poema Cloud Dragons,
la experiencia del bilingismo se nos hace presente tal como lo aparece tambin en
nuestra experiencia diaria como docentes de ingls. La interaccin que establece el
escritor es la de un bilinge que habla con otro bilinge. Nos sera posible saber que

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Key terms
Language - discourse meaning context task scaffolding negotiation input

output
The role of interaction in class
Cloud Dragons
What do you see
What do you see in the sky?
Oh, I see dragons
that curl their tails
as they go slithering by.
What do you see
What do you see? Tell me, do.
Oh, I see caballitos
that race the wind
high in the shimmering blue.
by Pat Mora
Most probably, if someone asked you what struck you most of Pat Moras poem, you
would certainly answer: the word caballitos. As you read the poem Cloud Dragons,
the experience of bilingualism comes to you as it does in your everyday experience.
The interaction established by the writer is one of a bilingual talking to a bilingual.
Would it be possible for you to know that Mora has a Latino background if it had not
been for that word? And if you had known, would it be the same for you to read little

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Mora tiene un origen latino si no fuera por esa palabra? Y si lo supieramos, sera
igual leer la frase little horses en lugar de caballitos? La palabra caballitos dentro
del poema nos transporta a la lengua de nuestra casa, nuestra comunidad, nuestra
sociedad, pero sobre todas las cosas, nos confronta como bilinges con la mejor parte
del bilingismo: la capacidad de expresar significados de mltiples formas.
Cmo ayudamos a los nios a ingresar al mundo del bilingismo?
Cmo desarrollamos su capacidad de expresar significados de mltiples formas?
Ensear por medio de la interaccin es ensear a crear

discurso
Tarea 1:
El propsito de esta tarea es ayudarlo a reflexionar sobre el tpico de esta unidad. Se

mirar un video de un grupo de nios aprendiendo espaol en el proceso de
transformarse en hablantes bilinges. Estos nios hablan ingls como lengua materna.
El propsito de observar nios aprendiendo espaol es la necesidad de analizar los
principios de enseanza de una lengua extranjera de forma desnaturalizada para ver
cmo los nios aprenden a usar la lengua sin importar si se trata de ingls, francs,
espaol o cualquier otra lengua extranjera.
Mientras observa piense en las siguientes preguntas:
Qu estn haciendo los nios?

Cmo puede esta tarea ayudarlos a aprender la lengua?
Qu aspectos de la lengua estn aprendiendo?
Se espera que observe el video Animal body parts (Spanish class for English Kids) del
sitio: http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx.
En este ejemplo en particular, los nios estn jugando un juego de adivinanza, estn
usando la lengua para adivinar. En el juego, los nios tienen un propsito
comunicativo. Por un lado, quienes escuchan lo hacen con un propsito: adivinar qu
animal se est describiendo. Por otra parte, el nio que habla le da a los otros nios
pistas para que adivinen. Los nios estn negociando significados. La clase muestra

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horses instead of caballitos? The word caballitos within the poem takes you back to the
language of your home, your community, your society but above all, it confronts you
with the best part of bilingualism: the capacity to express meanings in multiple ways.
How do we help children enter the world of bilingualism?

How do we develop their capacity to express meanings in multiple ways?
Teaching through interaction is teaching to create discourse
Task 1
The purpose of this task is to help you start reflecting on the topic of this unit.
You will watch a video of a group of children learning Spanish in the process of
becoming bilingual speakers. These children speak English as their mother tongue.
The aim of observing children learning Spanish is based on the need analyze foreign
language teaching principles in a denaturalized way and to see how children learn to
use languages no matter whether it is English, French, Spanish or any other foreign
language.
As you watch think of these questions:
a. What are children doing?

b. How can this task help them learn the language?
c. What aspects of language are they learning?
You are expected to watch the video Animal Body parts (Spanish class for English
Kids) from: http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx
In this particular example, children are playing a guessing game, they are using the
language to guess. In the game, children have a communicative purpose. On the one
hand, those who listen are doing so with an aim: to guess what animal is being
described. On the other hand, the child who speaks is giving the others clues for them
to guess. They are negotiating meanings. The class shows one of the main principles
of a language class in primary school: learning a language is learning to interact in the

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uno de los principios fundamentales de una clase de Ingls en la escuela primaria:
aprender la lengua es aprender a interactuar con la misma, es aprender a negociar
significados por medio de textos orales, escritos o multimediales. Cuando hablamos de
interaccin, estamos considerando la lengua en su perspectiva social, es decir, como
un vehculo de significado entre personas que se comunican en un determinado
contexto con propsitos definidos. Como seala Widdowson (2007):
People produce texts to get a message across, to express ideas and beliefs, to
explain something, to get other people to do certain things or to think in a certain way,
and so on. We can refer to this complex of communicative purposes as the discourse
that underlies the text and that motivates its production in the first place. But at the
receiving end readers or listeners have to make meaning out of the text to make it a
communicative reality. In other words, they have to interpret the text as a discourse
that makes sense to them. Texts, in this view, do not contain meaning but are used to
mediate it across discourses.
El rol docente es sobresaliente en este proceso: es el primero que muestra el ejemplo,

dado que es quien primero usa la lengua de modo siginificativo como discurso,
establece el contexto en el que la lengua ocurre y establece una tarea con la que los
nios tendrn que usar la lengua para transmitir significados. Esto es lo que seala el
Diseo Curricular cuando dice:
La enseanza de Ingls en la escuela primaria debe centrarse en la construccin de

significados (meaning). En tal sentido, ensear una lengua implica ensear a crear e
interpretar significados por medio de textos orales y escritos en contextos sociales,
histricos y culturales especficos. Cuando un adulto le ensea la lengua al nio, lo
que hace es ayudarlo a significar una intencin comunicativa por medio de una
determinada forma lingstica para que dicha intencin sea entendida como tal por la
comunidad de hablantes de la lengua que se ensea en un contexto particular.
Los nios aprenden la lengua en las situaciones en las que la usan. Desde el uso, el
nio aprende las convenciones para llevar a cabo sus intenciones comunicativas. Para
ensearle Ingls a un nio es necesario que el docente lo involucre en una interaccin
comunicativa en la que se negocian significados. Al interactuar en la clase, docente y
nio participan de un evento discursivo en el que la lengua se usa en un contexto
particular, entre hablantes particulares y con un propsito especfico; la participacin
sistemtica, frecuente y sostenida en situaciones de intercambios lingsticos
significativos le permite al nio apropiarse progresivamente de una lengua. Ensear
una lengua es ensear a significar en la lengua, es ensear a construir discurso.

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language, it is learning to negotiate meanings through oral, written or multimedia texts.
When we speak about interaction, we are considering language in its social
perspective, that is to say, as a vehicle of meaning between people who communicate
within a context and with certain purposes.
As Widdowson (2007) points out:
People produce texts to get a message across, to express ideas and beliefs, to
explain something, to get other people to do certain things or to think in a certain way,
and so on. We can refer to this complex of communicative purposes as the discourse
that underlies the text and that motivates its production in the first place. But at the
receiving end readers or listeners have to make meaning out of the text to make it a
communicative reality. In other words, they have to interpret the text as a discourse
that makes sense to them. Texts, in this view, do not contain meaning but are used to
mediate it across discourses.
The role of the teacher is outstanding in this process: the teacher is the first to show
the example since she is the first to use language meaningfully as discourse,
establishing the context in which language occurs and setting a task in which children
have to use language to convey meaning. This is what the curriculum design points out
when it states:
La enseanza de ingls en la escuela primaria debe centrarse en la construccin de

significados (meaning). En tal sentido, ensear una lengua implica ensear a crear e
interpretar significados por medio de textos orales y escritos en contextos sociales,
histricos y culturales especficos. Cuando un adulto le ensea la lengua al nio, lo
que hace es ayudarlo a significar una intencin comunicativa por medio de una
determinada forma lingstica para que dicha intencin sea entendida como tal por la
comunidad de hablantes de la lengua que se ensea en un contexto particular. Los
nios aprenden la lengua en las situaciones en las que la usan. Desde el uso, el nio
aprende las convenciones para llevar a cabo sus intenciones comunicativas. Para
ensearle ingls a un nio es necesario que el docente lo involucre en una interaccin
comunicativa en la que se negocian significados. Al interactuar en la clase docente y
nio participan de un evento discursivo en el que la lengua se usa en un contexto
particular entre hablantes particulares con un propsito especfico; la participacin
sistemtica, frecuente y sostenida en situaciones de intercambios lingsticos
significativos le permite al nio apropiarse progresivamente de una lengua. Ensear
una lengua es ensear a significar en la lengua, es ensear a construir discurso.

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Si ensear una lengua a los nios implica ayudarlos a crear discurso haciendo cosas
con el ingls, es decir, interactuando con otros para diferentes propsitos, el tipo de
actividades que los docentes seleccionarn para sus clases debern fomentar el uso
de la lengua para crear discurso. Cules sern esas actividades?
El rol de las tareas para ensear la lengua como discurso
Tarea 2:
El propsito de esta tarea es ayudarlo a identificar y disear el tipo de actividades que

posibilitan la interaccin en clase.
Se espera que lea el apartado Tareas (tasks) del Diseo Curricular para guiar su
anlisis. Analice las actividades que los nios desarrollan en los videos y diga por qu
constituyen tareas. Luego de observar los videos, tome notas sobre sus respuestas a
esta pregunta con las ideas que tenga en mente. Luego prosiga con el resto de esta
seccin. Cuando haya concluido, vuelva a sus notas y reflexione sobre sus
respuestas.
Se espera que observe los videos Chocolate cakes (Spanish class to English Kids) y
Body parts (Spanish class to English kids) del sitio:
http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx.
Las actividades que pueden verse en los videos muestran dos situaciones de la vida
real en las que la gente usa la lengua: para cocinar juntos y para cantar. En ambos
casos hay un objetivo claro: hacer galletitas y divertirse, respectivamente. En ambos
casos, la lengua se usa como un medio para lograr esos objetivos, es decir, la lengua
se usa como un medio para un fin. Desde una perspectiva pedaggica, es posible
decir que los nios no estn aprendiento la lengua para usarla, ms bien, estn
usando la lengua para aprenderla. Este es el motivo por el cual cuando enseamos
por medio de tareas, la lengua y la tarea son una e inseparables. En este sentido, Van
den Branden (2006) seala:
A task is an activity in which a person engages in order to attain an objective, and

which necessitates the use of language.
According to this definition, using language is a means to an end: by understanding
language input and by producing language output i.e. by interacting with other people
in real-life situations through the use of language, the goals that the learner has in mind

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If teaching children a language is helping children create discourse by doing things with
English, that is to say, by interacting with others for different purposes, the type of
activities that teachers select for their classes should foster the use of language to
create discourse. What are those activities?
The role of tasks to teach language as discourse
Task 2:
The purpose of this task is to help you identify and design the type of activities that
allow for interaction in class.
You are expected to read Tareas (tasks) in Diseo Curricular to guide your analysis.
Analyze the following activities in the videos and decide why they are tasks. After
youve seen the videos jot down some answers with the ideas you have in mind. Then
proceed with the rest of this section. When you have finished, come back to your notes
and reflect on your answers
You are expected to watch the videos: Chocolate cakes (Spanish class to English Kids)
and Body parts (Spanish class to English kids) from:
http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx
The activities you have seen in the video show two real life situations in which people
use language: for cooking together and singing. In both cases there is a clear objective:
making cookies and having fun respectively. In both cases language is used as a
means to achieve those goals, that is to say, language is a means to an end. From a
pedagogic perspective, it is possible to say that children are not learning the language
to use it but rather, they are using the language to learn it. This is the reason why when
we teach through tasks language and task become one, they are inseparable. In this
respect, Van den Branden (2006) points out:
A task is an activity in which a person engages in order to attain an objective, and

which necessitates the use of language.
According to this definition, using language is a means to an end: by understanding
language input and by producing language output i.e. by interacting with other people
in real-life situations through the use of language, the goals that the learner has in mind

15
can be (better) achieved. Defining the language learning goals of a curriculum/
syllabus, then, is basically a matter of describing the tasks the language learner needs
to be able to perform and of describing the kind of language use that the performance
of these tasks necessitates.
The second question that we raised above refers to how language learners can be
stimulated and supported in order to develop the functional language proficiency they
need to be able to perform target tasks.
From a task-based perspective then, people not only learn language in order to make
functional use of it, but also by making functional use of it (Van den Branden & Van
Avermaet, 1995): if, for example, teachers aim to stimulate their learners' ability to
understand and give road instructions, they should confront them with functional tasks
in which the students are asked to produce and understand road instructions. As such,
the traditional distinction between syllabus i.e. what is to be taught, and methodology
i.e. how to teach, is blurred in TBLT because the same unit of analysis (task) is used
(Long,1985).
Tarea 3:
El objetivo es ayudarlo a analizar tareas en trminos de los contenidos de enseanza

del Diseo Curricular.
Tome una de las actividades de la tarea 2 (cocinar/cantar y bailar). Si fuera una clase
de Ingls, qu contenido estara enseando el docente? Se espera que use el Diseo
Curricular para contestar esta pregunta.
a qu contexto pertenece?;
qu exponentes lingsticos se estaran enseando?;
qu funciones estaran usando los nios para realizar las tareas?
Tarea 4:
El propsito de esta tarea es ayudarlo a analizar una secuencia de tareas.
Situacin: Mara es una docente de un curso de 4 de la EP en una escuela pblica en

Chivilcoy. Hay 27 alumnos en su curso. Este es el primer ao que los nios tienen
Ingls. La docente les ha estado enseando durante 5 meses y los alumnos tienen
ahora un conocimiento bsico de ingls. Mara est trabajando con un proyecto
llamado: Eres lo que comes (You are what you eat) y dentro del proyecto ha

16
can be (better) achieved. Defining the language learning goals of a curriculum/
syllabus, then, is basically a matter of describing the tasks the language learner needs
to be able to perform and of describing the kind of language use that the performance
of these tasks necessitates.
The second question that we raised above refers to how language learners can be
stimulated and supported in order to develop the functional language proficiency they
need to be able to perform target tasks.
From a task-based perspective then, people not only learn language in order to make
functional use of it, but also by making functional use of it (Van den Branden & Van
Avermaet, 1995): if, for example, teachers aim to stimulate their learners' ability to
understand and give road instructions, they should confront them with functional tasks
in which the students are asked to produce and understand road instructions. As such,
the traditional distinction between syllabus i.e. what is to be taught, and methodology
i.e. how to teach, is blurred in TBLT because the same unit of analysis (task) is used
(Long,1985).
Task 3:
The purpose of this task is to help you analyze tasks in terms of the teaching content of
Diseo Curricular.
Take one of the activities in task 2 (cooking / singing and dancing)
If it was an English class, what content would the teacher be teaching? You are
expected to use Diseo Curricular to answer this question.
What context do they belong to?

What linguistic exponents would be taught?
What functions would kids be using to perform the tasks?
Task 4:
The purpose of this task is to help you analyze a task sequence.
Situation: Mara is a teacher of a 4 form EP course at a state school in Chivilcoy.

There are 27 students in the course. This is the first year they have English. Shes
been teaching the children for 5 months and the students have now a basic knowledge
of English. Mara is working with a project called: You are what you eat and within the

17
desarrollado una secuencia de enseanza sobre cocina. Analice las interacciones que
fueron registradas en sus clases y que se encuentran en el Apndice 1.
Todas muestran tareas? Por qu?

Qu contenido est enseando Mara? (Use el Diseo Curricular para guiarse).
Ordene las interacciones segn lo que Mara ense en sus clases. Identifique una
preparacin, tarea central y tarea de cierre en la secuencia para cada una de las
tareas que se muestran en las interacciones. (Refirase al Diseo Curricular y lea
el detalle presentado en Orientaciones didcticas sobre las partes de una tarea).
Desarrolle una secuencia de enseanza completa de las interacciones del
Apndice para 4 a 6 clases. Puede agregar cualquier paso que desee incorporar.
(Se espera que lleve sus respuestas a la prxima clase tutorial).
Cmo realizar el andamiaje mientras se desarrollan las

tareas?
Los nios necesitarn oportunidades de interaccin para poder aprender ingls. Estas
oportunidades dependern en gran medida de los patrones de interaccin que se
establezcan en la clase y de las formas en que los docentes estructuren la lengua por
medio de las estrategias de exposicin (input) y de produccin (output) empleadas.
El rol de la exposicin (input) y de la produccin (output)
La exposicin (input) ha sido descripta como la lengua a la que los alumnos estn
expuestos en clase. Sabemos que la exposicin juega un rol muy significativo en el
desarrollo de la lengua, en particular porque la exposicin opera como un modelo para
los alumnos. Sabemos que los nios se benefician cuando la exposicin es rica, es
decir, cuando la exposicin tiene un propsito comunicativo y cuando le proporciona a
los nios un nivel de desafo adecuado.
Tarea 5:
Analice las interacciones de la clase sobre ropa presentada abajo

18
project she has developed a teaching sequence on cooking. Analyze the interactions in
Appendix 1 which were recorded in her classes.
Do they all show tasks? Why?

What content is Mara teaching? (Use Diseo Curricular to help you)
Order the interactions as Mara taught in her classes. Can you identify a
preparation, core and follow up task in the sequence for each of the tasks
shown in the interactions? (Refer to Diseo Curricular for a detailed account of
task parts in Orientaciones didcticas.)
Develop a complete teaching sequence from the interactions for 4 6 classes.
You can add any steps you want.
(You are expected to take your answers to this task to your first tutorial class)
How is scaffolding done while doing tasks
Children will need opportunities for interaction in order to be able to learn English.
These opportunities will greatly depend on the interaction patterns established in the
class and the ways in which teachers will scaffold the language by means of the input
and output strategies employed.
The role of input and output
Input has been described as the language that learners are exposed to in the class.
We know that input plays a significant role in language development, in particular
because input operates as a model for learners. We know that children benefit when
they are exposed to rich input, that is, input which has a communicative intent and
which provides children with an adequate level of challenge.
Task 5:
Analyze the interactions presented in the class on clothes presented below:

19
Parte 1: Clothes (Spanish class for English kids)
Parte 2: Clothes game (Spanish class to English kids)
Del sitio : http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx
Por qu podemos decir que la docente utiliza una exposicin rica en
la primera parte de la clase?
Cul es el propsito de la actividad?
Cmo prepara a los alumnos para la segunda parte de la clase?
Es evidente que la clase es rica en exposicin comprensible (comprehensible input).
Sin embargo, si todas las clases estuvieran compuestas de exposicin comprensible
solamente, a los alumnos les sera difcil producir la lengua por ellos mismos. Si bien
es cierto que los nios necesitan exposicin al ingls en la clase, tambin necesitan
oportunidades para hablar y escribir en esta lengua para poder aprenderla. La
produccin (ouput) tiene una doble funcin. Por un lado, sabemos lo que un nio sabe
como resultado de lo que dice y escribe. La produccin nos permite determinar el
producto de lo que se ha aprendido, dado que nos ayuda a evaluar cunto han
aprendido los nios. La produccin es entonces una manera de acceder al sistema de
interlengua del nio, como veremos en la prxima seccin de este mdulo. Por otra
parte, la produccin tiene un rol central en el desarrollo lingstico de los nios, es
decir, en el proceso de aprender. Anthony Beckman (2008) seala al respecto:
Output has been traditionally defined as the product of learningor how children
demonstrate what they have learned (Swain, 2005; VanPatten, 2003). Teachers use
output to determine what students know or have learned about a topic. When a
teacher asks a question, the students' responses (whether spoken or written) are
output. When students take a test, the answers they provide are examples of output.
Thus, the term output has traditionally been used to describe what ELL students can
produce in the spoken or written modalities.
Recently, however, output has been explored as a learning process as wellone in

which the ELL student tests second-language understanding and learns from the
feedback received. VanPatten (2003) described two processes involved in output:
access and production strategies. Access involves searching the vocabulary store, or
lexicon, in the brain to find appropriate words and forms of words necessary to express
a particular meaning. For example, to talk about a dog, the child would need to search
through his or her lexicon to find the word dog. Access in a first language occurs
almost automatically and without much effort. However, access in a second language
requires conscious attention as it is being acquired; automaticity occurs much later.

20
Part 1: Clothes (Spanish class for English kids)
Part 2 Clothes game (Spanish class to English kids)
from: http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx.
Why can we say that the teacher is using rich input in the first part of the
class?
What is the purpose of the activity?
How does it prepare students for the second part of the class?
It is evident that the class is rich in comprehensible input. Yet, if all the classes were
composed of comprehensible input, children would find it difficult to produce the
language themselves. Though it is true that children need exposure to English in the
class, they also need chances to speak and write in the language in order to learn it.
Output can be described as having a double function. On the one hand, we know what
children know as a result of what they say and write. Output helps us determine the
product of learning since it helps us assess how much children have learned. Output
then is a way into childrens interlaguage systems as we will see in the next section of
this module. On the other hand, output has a central role in childrens linguistic
development, that is, in the process of learning. As Anthony Beckman points out:
Output has been traditionally defined as the product of learningor how children
demonstrate what they have learned (Swain, 2005; Van Patten, 2003). Teachers use
output to determine what students know or have learned about a topic. When a
teacher asks a question, the students' responses (whether spoken or written) are
output. When students take a test, the answers they provide are examples of output.
Thus, the term output has traditionally been used to describe what ELL students can
produce in the spoken or written modalities.
Recently, however, output has been explored as a learning process as wellone in

which the ELL student tests second-language understanding and learns from the
feedback received. Van Patten (2003) described two processes involved in output:
access and production strategies. Access involves searching the vocabulary store, or
lexicon, in the brain to find appropriate words and forms of words necessary to express
a particular meaning. For example, to talk about a dog, the child would need to search
through his or her lexicon to find the word dog. Access in a first language occurs
almost automatically and without much effort. However, access in a second language
requires conscious attention as it is being acquired; automaticity occurs much later.

21
Production strategies are used in putting together strings of words accessed from the
lexicon to form a sentence or utterance. This requires several words to be accessed
and put together in the appropriate order to express the desired idea. For example,
after accessing the words dog and barked the child would use production strategies to
formulate the sentence the dog barked to tell a peer about what he observed the dog
doing. The expression of this idea using the accessed vocabulary is the output.
The importance of output in the process of learning has been relatively unexplored until
recently (e.g., Izumi, 2002; Izumi, Bigelow, Fujiwara, & Fearnow, 1999; Swain, 2005;
Swain & Lapkin, 1998). Swain (2005; Swain & Lapkin, 1998) presented evidence that
producing the target language (i.e., output) is important for ELLs. In reviewing studies
of French immersion programs in Canada, Swain (2005) noted that despite an
abundance of comprehensible input, speaking and writing abilities of second-language
learners remain different than those of peers who are native speakers of the language.
Additional evidence suggested that input alone was not sufficient for learning a second
language (Swain, 2005), particularly when learning to use correct word order (syntax)
and word forms (morphology) of the new language (Izumi, 2003; Nunan, 2005).
These findings led researchers and practitioners to explore beyond the boundaries of
input and look more closely at the process of output. Three Functions of Output
Swain (2005) discussed three possible functions of output in the learning process:
noticing/triggering, hypothesis testing, and metalinguistic/reflective functions. When
learners attempt to produce the target language, they may notice that they do not know
how to say or write the desired message effectively. Thus, the production of output
might trigger attention and direct the learner to notice something he or she needs to
explore further in the new language. For example, a student might use an incorrect
verb tense, recognize it as incorrect, and seek input to identify the correct production.
Recognizing an error and seeking new information to fill in previous gaps in knowledge
are hypothesized to require cognitive processes involved in learning a second
language. These cognitive processes include generating new linguistic knowledge or
consolidating existing knowledge.
The second function of output is hypothesis testing (i.e., creating a trial run of how to
communicate a message). In this case, the student begins with a hypothesis about
what the message should sound or look like, tests this hypothesis by producing it, and

22
Production strategies are used in putting together strings of words accessed from the
lexicon to form a sentence or utterance. This requires several words to be accessed
and put together in the appropriate order to express the desired idea. For example,
after accessing the words dog and barked the child would use production strategies to
formulate the sentence the dog barked to tell a peer about what he observed the dog
doing. The expression of this idea using the accessed vocabulary is the output.
The importance of output in the process of learning has been relatively unexplored until
recently (e.g., Izumi, 2002; Izumi, Bigelow, Fujiwara, & Fearnow, 1999; Swain, 2005;
Swain & Lapkin, 1998). Swain (2005; Swain & Lapkin, 1998) presented evidence that
producing the target language (i.e., output) is important for ELLs. In reviewing studies
of French immersion programs in Canada, Swain (2005) noted that despite an
abundance of comprehensible input, speaking and writing abilities of second-language
learners remain different than those of peers who are native speakers of the language.
Additional evidence suggested that input alone was not sufficient for learning a second
language (Swain, 2005), particularly when learning to use correct word order (syntax)
and word forms (morphology) of the new language (Izumi, 2003; Nunan, 2005).
These findings led researchers and practitioners to explore beyond the boundaries of
input and look more closely at the process of output. Three Functions of Output
Swain (2005) discussed three possible functions of output in the learning process:
noticing/triggering, hypothesis testing, and metalinguistic/reflective functions. When
learners attempt to produce the target language, they may notice that they do not know
how to say or write the desired message effectively. Thus, the production of output
might trigger attention and direct the learner to notice something he or she needs to
explore further in the new language. For example, a student might use an incorrect
verb tense, recognize it as incorrect, and seek input to identify the correct production.
Recognizing an error and seeking new information to fill in previous gaps in knowledge
are hypothesized to require cognitive processes involved in learning a second
language. These cognitive processes include generating new linguistic knowledge or
consolidating existing knowledge.
The second function of output is hypothesis testing (i.e., creating a trial run of how to
communicate a message). In this case, the student begins with a hypothesis about
what the message should sound or look like, tests this hypothesis by producing it, and

23
then receives feedback from another person regarding its correctness. The feedback
should lead the student to modify the production to fit the correct form. It is suggested
that this modified output prepares the student for subsequent uses of the correct form.
A third function of output, the metalinguistic (reflective) function, occurs when language
is used to reflect on the language that a learner produces or is produced by others.
One source of this function is collaborative dialogue in which groups of students or
students with a teacher share ideas and are free to reflect on what is said and how it is
said. The key element of this function is that through the process of speaking and
reflecting the student must realize that he or she does not understand the use of a
particular language form and then talk about that process. There is some type of
externalized thinking that provides output as an object of reflection. For example, if a
child says, I walks the dog and then recognizes the incorrect verb form, the child
might then say or think, Walks is not right. Reflection can lead to modifying output
and, in a manner similar, to noticing and hypothesis testing, which can trigger cognitive
processes that lead to learning (Izumi, 2003; Swain, 2005).
To do this, five specific characteristics may be applied to instructional programs. First,

explicit, repetitive procedures for problem solving or completing a task should be taught
and reinforced. Second, task completion should be scaffolded with teacher assistance
progressing from more to less support and tasks moving from easier to more complex.
Third, integration of literacy activities into other domains should be strategic,
recognizing and using children's strengths in one area to help them apply literacy
strategies in another area. Fourth, background knowledge should be used to lay the
groundwork for newer, higher-level tasks. Finally, review of materials and concepts
should be targeted to the individual learner and the demands of the specific task
(Coyne, Kame'enui, & Simmons, 2001).
El andamiaje de la lengua: la imitacin y el cambio de roles
Tarea 6:
El propsito de esta tarea es explorar cmo se realiza el andamiaje en clase para

ayudar a los alumnos a aprender integrando estrategias de exposicin y produccin.

24
should lead the student to modify the production to fit the correct form. It is suggested
that this modified output prepares the student for subsequent uses of the correct form.
A third function of output, the metalinguistic (reflective) function, occurs when language
is used to reflect on the language that a learner produces or is produced by others.
One source of this function is collaborative dialogue in which groups of students or
students with a teacher share ideas and are free to reflect on what is said and how it is
said. The key element of this function is that through the process of speaking and
reflecting the student must realize that he or she does not understand the use of a
particular language form and then talk about that process. There is some type of
externalized thinking that provides output as an object of reflection. For example, if a
child says, I walks the dog and then recognizes the incorrect verb form, the child
might then say or think, Walks is not right. Reflection can lead to modifying output
and, in a manner similar, to noticing and hypothesis testing, which can trigger cognitive
processes that lead to learning (Izumi, 2003; Swain, 2005).
To do this, five specific characteristics may be applied to instructional programs. First,

explicit, repetitive procedures for problem solving or completing a task should be taught
and reinforced. Second, task completion should be scaffolded with teacher assistance
progressing from more to less support and tasks moving from easier to more complex.
Third, integration of literacy activities into other domains should be strategic,
recognizing and using children's strengths in one area to help them apply literacy
strategies in another area. Fourth, background knowledge should be used to lay the
groundwork for newer, higher-level tasks. Finally, review of materials and concepts
should be targeted to the individual learner and the demands of the specific task
(Coyne, Kame'enui, & Simmons, 2001).
Scaffolding the language: imitation and role reversal
Task 6:
The purpose of this task is to explore how scaffolding is done in class to help students
learn by integrating input and output strategies.

25
1. Lea en el Diseo Curricular el apartado Formatos y Rutinas.
2. Cuando haya concluido analice cmo se desarrolla el andamiaje en las clases

citadas en el apndice 2: Identifique formatos, rutinas y etapas en el procedimiento de
andamiaje.
3. Lea los extractos en el apndice 3 y responda las siguientes preguntas:
Es rica la exposicin? Por qu?

Hay imitacin en la interaccin de clase que se presenta en el Apndice 2?
Explique.
Cmo es el manejo de la exposicin y la produccin por parte de la docente?
La clase presenta un ejemplo interesante sobre cmo el andamiaje puede tener

lugar con un libro. A diferencia de los ejemplos que se presentan en el Diseo
Curricular y en el Apndice 1, no hay dilogos en el texto que aqu se presenta. Sin
embargo, la docente proporciona un tratamiento interactivo con el texto al
establecer roles reversibles durante la lectura del mismo. Como se observa de la
interaccin, los nios tienen la posibilidad de participar en la actividad discursiva
proporcionando las partes que faltan y que pueden recuperar de las imgenes de
la historia.
Por otra parte, la secuencia de enseanza est diseada cuidadosamente para

ayudar a los nios a comprender por medio de una exposicin rica y clara. El texto
presentado por el libro es muy rico en trminos discursivos. Presenta una
estructura argumentativa que ejemplifica las formas en que los textos
argumentativos operan en ingls por medio de una idea principal y detalles de
soporte. El texto est construido en esta lnea argumentativa utilizando oposicin y
adicin en los ejemplos que se proveen como las ideas de soporte. Gran parte de
las palabras que se presentan son conocidas por los nios y la estructura
sintctica bsica I love you / your se repite a lo largo del texto.
Por otra parte, una vez que la comprensin ha tenido lugar, una serie de
estrategias de produccin se ponen en juego. Se le pide a los nios que digan
partes del texto, luego fragmentos completos y al final se les pide que produzcan
sus propias versiones del texto. Tanto es as que para el final de la secuencia
pueden producir sus propios ejemplos y adaptar el texto a sus propias intenciones

26
1. Read in Diseo Curricular Formatos y Rutinas.
2. When you have finished analyze how scaffolding is realized in the classes
presented in Appendix 2: Identify formats, routines and stages in the
scaffolding procedure.
3. Read the extracts in Appendix 3 and answer the following questions:
Is input rich? Why?

Is there imitation in the classroom interaction presented in Appendix 2? Explain.
How are input and output handled by the teacher?
The class presents a very interesting example of how scaffolding can take place
with a book. Unlike the examples presented in Diseo Curricular and in Appendix 1,
there are no actual dialogues in the text presented. However, the teacher provides
an interactive treatment to the text by establishing reversible roles while reading the
text. As is noticed in the interaction, children are given the chance to participate in
the discourse activity by providing missing parts that they can recover from the
pictures in the story.
On the one hand, the teaching sequence is carefully designed to help children
understand by means of clear and rich input. The text presented by the book is very
rich in discourse terms. It presents an argumentative structure that exemplifies the
ways in which argumentative texts operate in English by means of a main idea and
supporting detail. The text builds on this argumentative line using opposition and
addition in the examples provided as supporting detail. Many of the words
presented are known by the children and the basic syntactic form I love you / your
is repeated throughout the text.
On the other hand, once comprehension has taken place, a set of output strategies
are put into play. Children are requested to say parts of the text, then whole chunks
and at the end they are asked to provide their own versions of the text. So much so
that by the end of the sequence they can produce their own examples and adapt

27
comunicativas tomando como destinataria a la persona a quien le dirigen su propio
libro.
A travs de nuestro anlisis, es posible concluir que la interaccin que se

establece en las clases est basada en principios claros que la docente sigue
durante la enseanza:
Ceder el lugar: El sistema de soporte que provee la docente es tal que

cuando el nio est listo, toma el lugar en la interaccin que antes era
de la docente.
Mediacin de la produccin: la docente es quien selecciona y establece

las estrategias de interaccin involucradas para ayudar al nio a
producir la lengua. Como hemos visto, la docente es quien provee el
modelo y genera situaciones para la imitacin y para la negociacin de
significados.
Intervencin por medio de la interaccin: la enseanza se da por medio

de la interaccin con los nios todo el tiempo. La interaccin toma
diferentes formas de acuerdo con una variedad de objetivos de
enseanza en momentos distintos de la clase.
Tarea 7:
El propsito de esta tarea es ayudarlo a integrar los conceptos que se han cubierto en
las ltimas secciones de este mdulo.
Vuelva a las situaciones de clase descriptas en el Apndice 1.
Cmo realizara el andamiaje de las tareas que se presentan?

Puede identificar algunos de los formatos que se usan? Cules?
Hay alguna rutina interactiva?Cul /cules?
Habr imitacin?
Qu produccin espera?
(Se espera que lleve sus respuestas a su primera clase tutorial).

28
the text to their own communicative intentions addressing the person they want to
give the book to.
Through our analysis, it is possible to conclude that the interaction established in

the classes is based on certain distinct principles that the teacher follows in her
teaching:
Handing over: The support system provided by the teacher is such that once
the child is ready, she/he takes up the place in the interaction that was once
taken by the teacher.
Mediating output: the teacher is the one who selects and shapes the interaction
strategies involved to help the child produce the language. As we have seen,
the teacher is the one who provides a model and generates situations for
imitation and negotiation of meaning.
Intervention through interaction: teaching is done through actual interaction with
children all the time. Interaction takes different forms according to varying
teaching objectives at different moments in the class.
Task 7:
The purpose of this task is to help you integrate the concepts that we have covered in
the last sections of this module.
Go back to the classroom situations described in Appendix 1.
How would you scaffold the tasks presented?

Are there any formats that you can identify? Which ones?
Are there any interactive routines? Which ones?
Will there be imitation?
What output do you expect?
(You are expected to take your answers to this task to your first tutorial class).

29
El desarrollo de la interlengua
Tarea 8:
El propsito de esta tarea es ayudarlo a reflexionar sobre el proceso de construccin
que tiene lugar cuando los nios estn aprendiendo una lengua.
A continuacin analizaremos la produccin de uno de los nios de la clase presentada
en el Apndice 3. Analice el libro desarrollado por esta nia y conteste las siguientes
preguntas:
De qu modo la produccin de la nia se asemeja al libro ledo en

clase?
Qu elementos personales ha incluido la nia en su produccin?
Observe los errores. Hay algunos errores que se repiten de manera
sistemtica? Por qu? Qu explicacin puede dar sobre estos
errores?
La produccin de la nia muestra que ha tenido lugar un proceso de construccin de

varias formas. En primer lugar, la nia pudo producir un texto que se asemeja al ledo
en clase en su estructura discursiva. El texto tiene una lnea argumentativa
desarrollada alrededor de la idea de que la nia ama a su oso de peluche. Ella sabe
que debe haber una idea principal que como escritora debe desarrollar en las pginas
siguientes, proporcionando los detalles de soporte. La nia adapta las ideas que
presenta a su propsito comunicativo, le cuenta al lector cunto ama a su oso de
peluche y en consecuencia necesita referirse a aspectos del oso tales como su cuerpo
rosa. Es sorprendente ver cmo la nia utiliza ciertos elementos literarios tales como la
rima, la aliteracin y la asonancia. Por ejemplo, en Silent and singin, eating and
eslipin la nia ha elegido pares que sirven a sus propsitos tales como lo hacen los
escritores de textos literarios. Selecciona pares que contienen una repeticin de
sonidos vocales y consonantes. Llama la atencin ver cmo la nia organiza el texto y
la imagen en la pgina de modo tal que la lnea I love you / your..., que es el tema, se
escribe arriba mientras que el rema, es decir, la parte de la oracin que contiene la
informacin nueva, se escribe abajo y separando sus componentes contrastantes por
medio de espacios silent and singin.

30
Interlanguage development
Task 8:
The purpose of this task is to help you reflect on the construction process that takes
place while children are learning a language.
What follows is the production of one of the children in the class presented in Appendix
3. Analyze the book developed by the child and answer the following questions:
In what ways does student production resemble the book read in

class?
What personal elements has the student included in the
production?
Focus on errors. Are there any errors that are repeated
systematically? Why? What explanation can you provide for the
errors?
The childs production shows that a process of construction has taken place in a
number of ways. In the first place, the child could produce a text that resembles the
one read in class in its discourse structure. There is an argumentative line that is
developed around the idea that the child loves her teddy bear. The child knows that
there should be a main idea that she as the writer should develop in subsequent pages
providing the supporting detail. The child adapts the ideas she presents to her
communicative purpose, shes telling the reader how much she loves her teddy bear
and therefore she needs to refer to aspects of the teddy such as a pink body. It is
amazing to see how the child actually uses certain features of literature such as rhyme,
alliteration and assonance. For example in Silent and singin, eating and eslipn the
child has chosen pairs that suit her purpose as writers do when they write literary
pieces. She selects pairs that contain a repetition of vowel and consonant sounds. It is
also amazing to see how the child organizes text and picture on the page so that the
line I love you / your.., which is the theme, is written at the top all together while
rheme, that is, the part of the sentence containing new information, is written below and
separating its contrasting constituents silent and singin.

31
Mientras leemos la produccin escrita de la nia, comprendemos cunto PUEDE hacer
no solo en las formas en que usa la lengua sino tambin en relacin con las
estrategias que usa para compensar los vacos en su competencia comunicativa
actual en ingls. Nos encontramos con un nmero de errors que nos proporcionan
informacin sobre el proceso de construccin que est teniendo lugar en la mente de
la nia. Algunos de estos errores tienden a repetirse, son sistemticos y tienden a
seguir una lgica. Es evidente que hay una serie de hiptesis y una serie de
estrategias que subyacen en la produccin de la nia, las hiptesis y estrategias de un
sistema de interlengua.
Qu es la interlengua?
Una interlengua es el sistema lingstico del alumno. Es una lengua entre dos. Es un
sistema que el alumno construye y que se caracteriza por ser idiosincrsico, es decir,
por seguir un patrn individual de desarrollo nico para el alumno. Como explica Ellis
(1997):
The term 'interlanguage' was coined by the American linguist, Larry Selinker, in
recognition of the fact that L2 learners construct a linguistic system that draws, in part,
on the learner's Ll but is also different from it and also from the target language. A
learner's interlanguage is, therefore, a unique linguistic system.
The concept of interlanguage involves the following premises about L2 acquisition:
1. The learner constructs a system of abstract linguistic rules which underlies
comprehension and production of the L2. This system of rules is viewed as a 'mental
grammar' and is referred to as an 'interlanguage'.
2. The learner's grammar is permeable. That is, the grammar is open to influence from
the outside (i.e. through the input). It is also influenced from the inside. For example,
the omission, overgeneralization, and transfer errors which we considered in the
previous chapter constitute evidence of internal processing.
3. The learner's grammar is transitional. Learners change their grammar from one time
to another by adding rules, deleting rules, and restructuring the whole system. This
results in an interlanguage continuum. That is, learners construct a series of mental
grammars or interlanguages as they gradually increase the complexity of their L2
knowledge. For example, initially learners may begin with a very simple grammar
where only one form of the verb is represented (for example, 'paint'), but over time they
add other forms (for example, 'painting' and 'painted'), gradually sorting out the
functions that these verbs can be used to perform.

32
As we read the childs written production, we understand how much the child CAN do
not simply in the ways the child uses language but also as regards the strategies she
uses to compensate for the gaps in her present day compentence in English. We come
across a number of errors that provide us with information on the process of
construction that is taking place in the childs mind. Some of these errors tend to be
repeated, they are systematic and they tend to follow a logic. It is evident that there is
both, a set of hypotheses and a set of strategies underlying the childs production, the
hypotheses and strategies of an interlanguage system.
What is interlanguage?
An interlanguage is the linguistic system of the student. It is a language in between. It

is the system that the learner constructs which is idiosyncratic, that is, it follows
individual patterns of development, it is unique to the learner. As Ellis (1997) explains:
The term 'interlanguage' was coined by the American linguist, Larry Selinker, in
recognition of the fact that L2 learners construct a linguistic system that draws, in part,
on the learner's Ll but is also different from it and also from the target language. A
learner's interlanguage is, therefore, a unique linguistic system.
The concept of interlanguage involves the following premises about L2 acquisition:
1 The learner constructs a system of abstract linguistic rules which underlies
comprehension and production of the L2. This system of rules is viewed as a 'mental
grammar' and is referred to as an 'interlanguage'.
2 The learner's grammar is permeable. That is, the grammar is open to influence from
the outside (i.e. through the input). It is also influenced from the inside. For example,
the omission, overgeneralization, and transfer errors which we considered in the
previous chapter constitute evidence of internal processing.
3 The learner's grammar is transitional. Learners change their grammar from one time
to another by adding rules, deleting rules, and restructuring the whole system. This
results in an interlanguage continuum. That is, learners construct a series of mental
grammars or interlanguages as they gradually increase the complexity of their L2
knowledge. For example, initially learners may begin with a very simple grammar
where only one form of the verb is represented (for example, 'paint'), but over time they
add other forms (for example, 'painting' and 'painted'), gradually sorting out the
functions that these verbs can be used to perform.

33
4. Some researchers have claimed that the systems learners construct contain
variable rules. That is, they argue that learners are likely to have competing rules at
any one stage of development. However, other researchers argue that interlanguage
systems are homogeneous and that variability reflects the mistakes learners make
when they try to use their knowledge to communicate. These researchers see
variability as an aspect of performance rather than competence. The premise that
interlanguage systems are themselves variable is, therefore, a disputed one.
5. Learners employ various learning strategies to develop their interlanguages. The
different kinds of errors learners produce reflect different learning strategies. For
example, omission errors suggest that learners are in some way simplifying the
learning task by ignoring grammatical features that they are not yet ready to process.
Overgeneralization and transfer errors can also be seen as evidence of learning
strategies.
Tarea 9:
El propsito de esta tarea es analizar los errores del alumno desde una perspectiva
constructiva.
1. Analice la produccin del alumno en el Apndice 4 e identifique qu estrategias

est usando la nia, deducidas de los errores que se identifican.
2. Cmo podemos ayudar a la nia a mejorar su produccin y a seguir avanzando
en el desarrollo de su interlengua? Qu devolucin se le puede brindar?
(Se espera que lleve sus respuestas a su primera clase tutorial)
Aprender a aprender: la reflexin sobre la lengua
Aprender a aprender se ha tornado en una tarea fundamental en nuestras aulas hoy.

Sabemos que nuestros alumnos tendrn que seguir aprendiendo de por vida y en
consecuencia, necesitan desarrollar una serie de estrategias que los ayudar a ser
autnomos y a monitorear sus propios procesos de aprendizaje. Esta es la razn por
la que los momentos de reflexin en la interaccin de clase son vitales para el
aprendizaje de nuestros alumnos. Como seala Pinter (2006):

34
4. Some researchers have claimed that the systems learners construct contain
variable rules. That is, they argue that learners are likely to have competing rules at
any one stage of development. However, other researchers argue that interlanguage
systems are homogeneous and that variability reflects the mistakes learners make
when they try to use their knowledge to communicate. These researchers see
variability as an aspect of performance rather than competence. The premise that
interlanguage systems are themselves variable is, therefore, a disputed one.
5. Learners employ various learning strategies to develop their interlanguages. The
different kinds of errors learners produce reflect different learning strategies. For
example, omission errors suggest that learners are in some way simplifying the
learning task by ignoring grammatical features that they are not yet ready to process.
Overgeneralization and transfer errors can also be seen as evidence of learning
strategies.
Task 9:
The purpose of this task is to analyse learner error from a constructive perspective.
1. Analyse the students production in Appendix 4 again and find out what
learning strategies the child is using as can be drawn from the errors you
can identify.
2. How can we help the child improve her production and keep advancing in
her interlanguage development? What feedback can we provide?
Learning to learn: reflecting on language
Learning to learn has become fundamental in our classrooms today. We know that our
students will have to learn for life and in consequence, they will need to develop a set
of strategies that will help them become autonomous and monitor their own learning
processes. This is the reason why reflection moments in classroom interaction are vital
for our students learning. As Pinter (2006) points out:

35
'Learning to learn' is one of the most important objectives for all learning/ teaching
contexts for all ages. In our fast moving world, it is simply impossible for learners to
acquire all the knowledge and skills they need while they are at school. It is the
school's responsibility to teach learners how to learn, i.e. to equip them with strategies
that they can use outside school. This process needs to start as early as possible,
preferably at the beginning of schooling. Various aspects of 'learning' to learn' can be
introduced into the day-to-day practice of any language classroom without changing
many of the usual classroom practices.
Tarea 10:
El propsito de esta tarea es comenzar a reflexionar sobre la importancia de las
actividades de aprender a aprender en clase.
1. Lea Espacio de Reflexin en el Diseo Curricular y haga una red conceptual
sobre las formas principales en las que la reflexin debe tener lugar en clase.
2. Vuelva al Apndice 2 e identifique instancias en las clases en las que ha habido
tareas de reflexin como prescribe el Diseo Curricular.
(Se espera que lleve sus respuestas a su primera clase tutorial)
Tarea 11:
El propsito de esta tarea es ayudarlo a desarrollar tareas de reflexin en las
secuencias de enseanza.
Piense por lo menos una tarea de reflexin ms que se podra agregar a la secuencia
de enseanza que desarroll de las actividades presentadas en el Apndice 1.
(Se espera que lleve sus respuestas a esta tarea a su primera clase tutorial)
Tarea 12:
El propsito de esta tarea es integrar los conceptos presentados en esta unidad.
Considere por lo menos uno de los textos presentados en el Apndice 5 (puede utilizar
ms de uno si as lo desea). Desarrolle una secuencia de enseanza de 4 clases para
su propio contexto de enseanza. Se espera que:
1. Desarrolle una secuencia de tareas.

2. Refleje en su secuencia momentos en los que habr exposicin y produccin.

36
'Learning to learn' is one of the most important objectives for all learning/ teaching
contexts for all ages. In our fast moving world, it is simply impossible for learners to
acquire all the knowledge and skills they need while they are at school. It is the
school's responsibility to teach learners how to learn, i.e. to equip them with strategies
that they can use outside school. This process needs to start as early as possible,
preferably at the beginning of schooling. Various aspects of 'learning' to learn' can be
introduced into the day-to-day practice of any language classroom without changing
many of the usual classroom practices.
Task 10:
The purpose of this task is to start reflecting on the importance of learning to learn
activities in the class.
1. Read Espacio de Reflexin in Diseo Curricular and make a mindmap
of the main ways in which reflection should take place in the class.
2. Go back to Appendix 2 and identify instances in the classes in which
there has been reflection as pointed out in Diseo Curricular.
Task 11:
The purpose of this task is to help you develop reflection tasks in teaching sequences.
Think of at least one more reflection task that could be added to the teaching sequence
you developed from the activities presented in Appendix 1.
Task 12:
The purpose of this task is to integrate the concepts presented in this unit.
Consider at least one of the texts presented in Appendix 5 (You may use more than
one if you want). Develop a teaching sequence of 4 classes for your teaching context.
You are expected to:
1. Develop a sequence of tasks.

2. Reflect in your sequence moments when there is input and output.

37
3. Incluya actividades de aprender a aprender de por lo menos dos tipos.
4. Ponga la secuencia en prctica en sus clases y evale el desarrollo de la
interlengua de sus alumnos.
(Se espera que lleve sus respuestas a su primera clase tutorial).
Tarea de autoevaluacin:
El propsito de esta tarea es ayudarlo a reflexionar sobre su propia experiencia como

docente alumno en el transcurso de la lectura de esta unidad del mdulo y prepararlo
para la clase tutorial. Puede tomar todo el tiempo que necesite para completar las
siguientes preguntas
A. Contenidos de esta unidad:
Las ideas principales presentadas en esta unidad son:
Las ideas que me parecen particularmente relevantes para ensear son

porque
Necesito leer ms sobre las siguientes cuestiones:
B. Habilidades de resolucin de problemas:
La tarea/tareas que encontr particularmente difciles de realizar fue/fueron

centralmente porque
Al hacer las tareas sent que podia
Siento que necesito para mejorar en la resolucin de las tareas.
C. Prctica de lengua:
Mientras leo esta unidad siento que mi ingls... porque
Mientras resuelvo las tareas siento que mi ingls porque

38
3. Include learning to learn activities of at least 2 types.
4. Try it out in class and use student production to assess childrens
interlanguage development.
Self Assessment Task
The aim of this task is to help you reflect upon YOUR own experience as a student
teacher while reading this unit of the module and to prepare yourself for the tutorial
class. You can take as much time as you need to complete the following questions!!!
A. Contents of this unit
The main ideas presented in this unit are:
The ideas I found particularly relevant for my teaching are because
I need to read further on the following issues:
B. Problem solving skills
The task/ tasks I found difficult to perform was/were mainly because
By performing the tasks I feel I could
I feel I need to in order to improve my solving the tasks.
C. Language practice
While reading this unit I feel my English because
While solving the tasks I feel my English. because

39
Bibliografa
Referencias bibliogrficas
Beckman Anthony, Angela, Output Strategies for English-Language Learners: Theory

to Practice, in The Reading Teacher, 61(6), 2008, pp. 472-482.
Cameron, Lynne, Teaching English to Young Learners. Cambridge, Cambridge
University Press, 2001.
Edwards, Corony and Jane Willis, Teachers Exploring Tasks in English Language
Teaching. New York, Palgrave Macmillan, 2005.
Ellis, Rod, Second Language Acquisition. Oxford, Oxford University Press, 1997.
McKay, Penny, Assessing Young Language Learners. Cambridge, Cambridge
Samuda, Virginia and Martin Bygate, Tasks in Second Language Learning. New York,
Palgrave Macmillan, 2008.
Pinter, Annamaria, Teaching Young Language Learners. Oxford: Oxford University
Press, 2006.
Read, Carol, 500 Activities for the Primary Classroom. New York: Macmillan Books for
Teachers, 2007.
Van den Branden, Kris, Task-Based Language Education. Cambridge, Cambridge
Widdowson, Henry, Discourse Analysis. Oxford, Oxford University Press, 2007.
Obras literarias
Mora, Pat, Confetti, Poems for Children. New York, Lee & Low Books, 1999.
Sitios de Internet
Primary Languages:
http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx (consultado en octubre
2008).

40
Bibliography
Bibliographic references
Beckman Anthony, Angela, Output Strategies for English-Language Learners: Theory

to Practice in The Reading Teacher, 61(6), 2008, pp. 472-482.
Ellis, Rod, Second Language Acquisition. Oxford, Oxford University Press, 1997.
Pinter, Annamaria, Teaching Young Language Learners. Oxford: Oxford University
Press, 2006.
Read, Carol, 500 Activities for the Primary Classroom. New York: Macmillan Books for
Teachers, 2007.
Van den Branden, Kris, Task-Based Language Education. Cambridge, Cambridge
Widdowson, Henry, Discourse Analysis. Oxford, Oxford University Press, 2007.
Literary Works
Mora, Pat, Confetti Poems for Children. New York, Lee & Low Books, 1999.
Web sites
Primary Languages:
http://www.primarylanguages.org.uk/MediaLibrary/Post.aspx (consultado en octubre
2008).

41
Unidad 2: Los nios aprenden la lengua cuando
disfrutan del contacto con ella
Propsitos
El propsito de esta unidad es analizar cmo los docentes pueden ayudar a los nios
a aprender de manera efectiva por medio de las estrategias de enseanza que usan
en sus clases.
Objetivos
Al finalizar esta unidad se podr:
Analizar y definir qu aspectos de la lengua estn involucrados en la

enseanza de Ingls en la EP.
Definir los principios centrales que guan el diseo de secuencias de
enseanza en la EP.
Relacionar el uso del juego y la literatura al contexto de clase en el anlisis y
diseo de secuencias de enseanza.
Definir el rol de la literatura y el juego en la escuela primaria y proveer
ejemplos de secuencias de enseanza en las que se usan de manera efectiva.
Distinguir diferentes tipos de tareas de acuerdo con sus caractersticas.
Identificar conceptos clave que se presentan en el texto del currculum de
Ingls en la EP.
Aplicar los conceptos clave presentados a las etapas de planeamiento,
enseanza, evaluacin y reflexin sobre la prctica.
Contenidos
Estrategias didcticas efectivas para la enseanza del ingls a nios.
El propsito didctico del juego en la clase de Ingls: Las formas de juego que
intervienen en la clase de Ingls: los juegos de imaginacin, los juegos de
memoria, juegos con la lengua. Diseo y aplicacin de juegos para la
enseanza de la lengua.
La narracin en la clase de Ingls para nios: su importancia en los procesos
de andamiaje lingstico. La literatura en la enseanza en la EP.

42
Unit 2: Children learn a language when they enjoy the
contact with it
Aims
The aim of this unit is to analyse how teachers can help children learn English
effectively by the teaching strategies they use in class.
Objectives
At the end of this unit, you should be able to:
Analyse and define what aspects of language are involved in teaching language
in EP.
Define the key principles that guide the design of teaching sequences in EP
Relate the use of play and literature to classroom context in the analysis and
design of teaching sequences
Define the role of literature and play in the primary class and provide examples
of the teaching sequences in which they are used effectively
Distinguish different types of tasks according to their features.
Identify the key concepts presented in the text of the English curriculum.
Apply the key concepts presented to planning, teaching, assessment and
reflection stages.
Contents
Effective teaching strategies for the primary classroom
Teaching aims of play in the English class. The type of play that is used to
teach children: imagination games, memory games, games with language. The
design and use of games to teach the language.
Narratives in the English class: its importance to scaffold language. The use of
Literature to teach children in Educacin Primaria.

43
El armado de tareas y secuencias didcticas basadas en la resolucin de
problemas.
Palabras clave
Juego tarea conocimiento metalingstico juegos literatura.
El aprendizaje mediante juegos
En el barrio
en el barrio
-en las tardes de fuego
when the dusk prowls Jugbamos/ We played
en la calle desierta
pues los jefes y jefas
trabajan jugbamos / saltbamos/
-often late hours jugbamos a todo.
after school era rito y recreacin en el patio de mi barrio
we play canicas
in the playground in the just-awakening week: kneeling there
abandoned and dark in sunnybronzed delight
sin luces
when my kingdom was a pocketful of
hasta la noche
until we grow golden marbles.
to make borlote Tino Villanueva (1998)
and walk the streets
con luces
paved- with buildings
altos como el fuego
-el que corre en mis venas.
Alurista (1971)
Estos poemas nos remiten fantsticamente a aquellas memorias de infancia en las

que jugbamos, memorias que mantenemos vvidamente en nuestras mentes y que
apreciamos como recuerdos de nuestros primeros aos. Es interesante ver cmo la
experiencia de bilingismo de los autores se hace evidente en las situaciones de juego
y en sus memorias sobre los juegos. La seleccin de palabras, la forma en que pasan
de una lengua a la otra, la forma en que transmiten una realidad cultural mientras se
recuerdan en situaciones de juego, todos estos aspectos nos dan una clave sobre por
qu el juego parece ser tan importante en el desarrollo del bilingismo.

44
Design and development of tasks and teaching sequences based on problem
solving strategies.
Key terms
Play task metalinguistic awareness games literature.
Learning through games
En el barrio
en el barrio
-en las tardes de fuego
when the dusk prowls Jugbamos/ We played
en la calle desierta
pues los jefes y jefas
trabajan jugbamos / saltbamos/
-often late hours jugbamos a todo.
after school era rito y recreacin en el patio de mi barrio
we play canicas
in the playground in the just-awakening week: kneeling there
abandoned and dark in sunnybronzed delight
sin luces
when my kingdom was a pocketful of
hasta la noche
until we grow golden marbles.
to make borlote Tino Villanueva (1998)
and walk the streets
con luces
paved- with buildings
altos como el fuego
-el que corre en mis venas.
Alurista (1971)
These poems wonderfully take us back to those childhood memories in which we were
at play, memories that are vividly kept in our minds and that we cherish as tokens of
our early years. Interestingly enough, the authors experience of bilingualism is made
self evident in play and their memories of play. Their choice of words, the way they turn
from one language to another, the way they convey a cultural reality while recalling
themselves at play, all these aspects give us a hint of why play might be so important
for childrens bilingual development.

45
Por qu es el juego tan importante en el desarrollo lingstico?
Cmo podemos usar el juego en la clase de ingls para ayudar a los nios a
aprender?
El juego y la imaginacin (como una forma de juego sin accin) son considerados
centrales en el desarrollo de los nios. La investigacin nos muestra que el juego se
vincula con el desarrollo del pensamiento abstracto, con la habilidad de tomar
decisiones conscientes y con el uso creativo del conocimiento. Esta es una de las
razones por las que el currculum de la escuela primaria en todo el mundo se refiere a
la necesidad de incluir la imaginacin y el juego en nuestras prcticas de enseanza.
Sin embargo, el rol del juego en la clase de Ingls, adems de la perspectiva
educativa general, se relaciona centralmente con la manera en que las personas
aprenden lenguas. Existen diferentes formas en las que el juego se utiliza en el aula
para ayudar al desarrollo lingstico. En esta unidad analizaremos cmo desarrollar en
nuestras aulas el juego con la lengua y la literatura.
Juguemos mediante el juego con la lengua
Los nios juegan con la lengua desde el inicio en sus vidas. Gran parte de las
canciones de cuna y los trabalenguas en cualquier lengua se usan en interacciones
que los padres tienen con sus nios o son el resultado de que los nios jueguen con la
lengua por el mismo placer de jugar con ella. Este uso ldico de la lengua fue
estudiado por David Crystal, que explic el impacto que esto tiene en los nios cuando
aprenden un idioma. Como manifiesta Crystal (1988):
Language play, the arguments suggest, will help the development of pronunciation
ability through its focus on the properties of sounds and sound contrasts, such as
rhyming. Playing with word endings and decoding the syntax of riddles will help the
acquisition of grammar. Readiness to play with words and names, to exchange puns
and to engage in nonsense talk, promote links with semantic development. The kinds
of dialogue interaction illustrated above are likely to have consequences for the
development of conversational skills. And language play, by its nature, also contributes
greatly to what in recent years has been called metalinguistic awareness, which is
turning out to be of critical importance in the development of language skills in general
and of literacy skills in particular.

46
Why is play so important for linguistic development?
How can play be used in the English class to help children learn?
Play and imagination (as a form of play without action) are considered central for
childrens development. Research shows that play is concerned with the development
of abstract thought, the ability to make conscious choices and the creative use of
knowledge. This is one of the reasons why primary school curricula all over the world
refer to the need to include imagination and play in our teaching practices. Yet, the role
of play in the English class, apart from its general educational perspective, is
concerned centrally with the ways in which people learn languages. There are different
ways in which play is used in the classroom aiding language development. In this unit,
we shall be analysing how play is introduced in our classrooms through language play,
games and literature.
Playing with language through language play
Children have played with language from the very beginning of their lives. Most of
the nursery rhymes and riddles of any language are used in the interactions that
parents have with their children or are the result of children playing with language
for the fun of it. This ludic use of language has been studied by David Crystal to
explain the impact that it has on childrens learning a language. As Crystal (1988)
points out:
Language play, the arguments suggest, will help the development of pronunciation
ability through its focus on the properties of sounds and sound contrasts, such as
rhyming. Playing with word endings and decoding the syntax of riddles will help the
acquisition of grammar. Readiness to play with words and names, to exchange puns
and to engage in nonsense talk, promote links with semantic development. The kinds
of dialogue interaction illustrated above are likely to have consequences for the
development of conversational skills. And language play, by its nature, also contributes
greatly to what in recent years has been called metalinguistic awareness, which is
turning out to be of critical importance in the development of language skills in general
and of literacy skills in particular.

47
Our metalinguistic awareness is our ability to use words and phrases in order to talk
about the properties of language. It extends from the most primitive awareness - simple
terms for describing voices as 'high' or 'loud', and such like - to the most complex, as
when we muster some impressive terminology in order to describe the syntactic
structure of a subordinate clause. All the technical terms you need for describing a
language - the names of the parts of speech, the phonetic labels for describing sounds,
the names of letters of the alphabet and so on - are part of this metalanguage. Putting
it in a nutshell, a metalanguage is 'a language for talking about language'.
To be able to talk about language in this way involves a distancing, a 'stepping back',
from the normal use of language. It is as if we are looking down on language from a
special vantage point. Language is 'down there'; our ability to talk about it is 'up here'.
And it turns out that this ability to step back from language is itself an important feature
of language development. The argument goes something like this: if we are good at
stepping back, at thinking in a more abstract way about what we hear and what we say,
then we are more likely to be good at acquiring those skills which depend on just such
a stepping back in order to be successful - and this means, chiefly, reading and writing,
which are both one remove away from the natural state of speech. When we learn to
read, we need to understand how letters, punctuation marks and the other features of
graphic expression relate to speech sounds - and this involves some pretty complex
thinking.
Here, the argument continues, is where language play fits in. Just as metalinguistic
skills in general require a stepping back, so too does language play. To play with
language requires that, at some level of consciousness, a person has sensed what is
normal and is prepared to deviate from it what I have referred to as the 'bending and
breaking' of rules (p. u). Language players are in effect operating within two linguistic
worlds at once, the normal and the abnormal, and trading^ them off against each other.
It therefore seems very likely that, the greater our ability to play with language, the
more we will reinforce our general development of metalinguistic skills, and - ultimately
-the more advanced will be our command of language as a whole, in listening,
speaking, reading, writing and spelling.
Several educational studies have now reached this conclusion. An important finding -
demonstrated by Bryant, Bradley and others -was that the ability of young children to
use and respond to alliteration and rhyme is associated with later success in learning
to read. The language play evidently helps them analyse words into their constituent
sounds, and this kind of analysis is a prerequisite for successful reading and spelling- A
child's early progress in nursery rhymes would thus predict early progress in literacy
skills. Similarly, the ability to understand riddles can also be shown to have a

48
Our metalinguistic awareness is our ability to use words and phrases in order to talk
about the properties of language. It extends from the most primitive awareness - simple
terms for describing voices as 'high' or 'loud', and such like - to the most complex, as
when we muster some impressive terminology in order to describe the syntactic
structure of a subordinate clause. All the technical terms you need for describing a
language - the names of the parts of speech, the phonetic labels for describing sounds,
the names of letters of the alphabet and so on - are part of this metalanguage. Putting
it in a nutshell, a metalanguage is 'a language for talking about language'.
To be able to talk about language in this way involves a distancing, a 'stepping back',
from the normal use of language. It is as if we are looking down on language from a
special vantage point. Language is 'down there'; our ability to talk about it is 'up here'.
And it turns out that this ability to step back from language is itself an important feature
of language development. The argument goes something like this: if we are good at
stepping back, at thinking in a more abstract way about what we hear and what we say,
then we are more likely to be good at acquiring those skills which depend on just such
a stepping back in order to be successful - and this means, chiefly, reading and writing,
which are both one remove away from the natural state of speech. When we learn to
read, we need to understand how letters, punctuation marks and the other features of
graphic expression relate to speech sounds - and this involves some pretty complex
thinking.
Here, the argument continues, is where language play fits in. Just as metalinguistic
skills in general require a stepping back, so too does language play. To play with
language requires that, at some level of consciousness, a person has sensed what is
normal and is prepared to deviate from it what I have referred to as the 'bending and
breaking' of rules (p. u). Language players are in effect operating within two linguistic
worlds at once, the normal and the abnormal, and trading^ them off against each other.
It therefore seems very likely that, the greater our ability to play with language, the
more we will reinforce our general development of metalinguistic skills, and - ultimately
-the more advanced will be our command of language as a whole, in listening,
speaking, reading, writing and spelling.
Several educational studies have now reached this conclusion. An important finding -
demonstrated by Bryant, Bradley and others -was that the ability of young children to
use and respond to alliteration and rhyme is associated with later success in learning
to read. The language play evidently helps them analyse words into their constituent
sounds, and this kind of analysis is a prerequisite for successful reading and spelling- A
child's early progress in nursery rhymes would thus predict early progress in literacy
skills. Similarly, the ability to understand riddles can also be shown to have a

49
relationship with reading ability.'4 Mary Sanches and Barbara Kirshenblatt-Gimblett go
even further: they conclude that 'speech play is instrumental to the acquisition of adult
verbal art' - all of it, including poetry, rhetoric and other forms of eloquence.
Si el juego con la lengua es tan importante para el desarrollo lingstico de los nios,
cmo podemos incluirlo en nuestras secuencias de enseanza?
Tarea 13:
El propsito de esta tarea es analizar cmo el juego con la lengua se puede incluir en
una secuencia de enseanza
Situacin: Martina ensea ingls a un grupo de 32 nios de 9 aos que cursan 4 ao
de la EP en una escuela pblica en Bragado. Los nios han estudiado ingls por seis
meses y ya pueden hablar sobre s mismos y preguntar sobre otros. Pueden describir
sus hogares y sus escuelas. Observe los materiales que la docente ha seleccionado
para el proyecto que desarrollar en su clase en el Apndice 6 e intente responder a
las siguientes preguntas:
1. Por qu podemos decir que el proyecto tendr riqueza en trminos de

juego con la lengua?
2. Cul puede ser el tpico generativo o tema del proyecto?
3. Qu contenido estarn aprendiendo los nios? (Puede usar el Diseo
Curricular para guiar su anlisis. Se espera que incluya todos los items:
tpico, tareas, exponentes lingsticos y prcticas del lenguaje)
4. Cules son los objetivos del proyecto?
Juguemos con la lengua: la lengua de los juegos
Los juegos constituyen una parte importante en la vida de los nios y es un hecho
reconocido que jugar es una actividad genuina para ellos. Esta es la razn
principal por la que los juegos constituyen un mbito adecuado para el uso
autntico de la lengua, dado que la lengua en los juegos se transforma en un
medio para un fin: jugar. Consideremos el ejemplo del juego veo, veo (I spy).
Se espera que los compaeros de juego adivinen a partir de pistas dadas;

50
relationship with reading ability.4 Mary Sanches and Barbara Kirshenblatt-Gimblett go
even further: they conclude that 'speech play is instrumental to the acquisition of adult
verbal art' - all of it, including poetry, rhetoric and other forms of eloquence.
If language play is so important for childrens linguistic development, how can we

include language play in our teaching strategies?
Task 13:
The purpose of this task is to analyze how language play can be included in a teaching
sequence.
Situation: Martina teaches English to a group of 32 9 year-old kids attending 4 EP in a

state school in Bragado. The children have been studying English for six months now
and they can speak about themselves and ask about others. They can describe their
homes and schools. Look at the materials the teacher has chosen for the project in
Appendix 6 and try answering the following questions:
1. Why can we say that this will be a project rich in language play?
2. What can be the generative topic or theme of the project?
3. What content are the children learning? (You can use Diseo Curricular
to guide your analysis. You are expected to include all four items: tpico,
tareas, exponentes lingsticos and practicas del lenguaje)
4. What are the objectives of the project? What do you think?
(You are expected to take your answers to this task to your tutorial class).
Playing with language: the language in games
Playing games constitutes an important part of childrens lives and it is a well

acknowledged fact that playing is a genuine activity for children. This is the main
reason why games constitute an environment for authentic language use since the
language of games becomes a means to an end: playing. Take for example a
game such as I spy Partners are expected to guess from the clues given,
children are actually using the language to do something, it is a vehicle to carry out

51
los nios estn usando la lengua para hacer algo, la lengua es un vehculo para
hacer una tarea, estn usando la lengua para jugar un juego de adivinanza y esto
es precisamente lo que hace que la lengua sea significativa para los nios en los
juegos. La lengua de los juegos tienen un contexto y un propsito aun cuando
requiera la repeticin de un cierto trozo de lengua, dado que la repeticin tiene un
propsito comunicativo dentro del juego. Como seala Read (2007):
Children have a natural tendency to express themselves and find out about their world
through play and this can provide positive foundations for learning a foreign language
too. Through games and directed play (as opposed to free play), children can be given
ideal opportunities to recognize and respond to language non-verbally. They can also
produce chunks of language, in contexts which require enjoyable repetition and which
draw them into using English in a natural and spontaneous way. With very young
children, the use of games and directed play provides a familiar context for
encountering new language, and acts as a bridge ' between home and school in much
the same way as storytelling and learning rhymes, songs and chants.
Games and directed play allow for holistic learning and the integrated physical, social,
emotional and cognitive development of young children. As well as developing
language skills, games and directed play help to develop young children's social skills,
such as showing willingness to cooperate and take turns, listening to others and
learning to follow and respect the rules of a game. In games which involve actions or
movement, they also help to develop physical coordination and psychomotor skills,
while other games develop skills such as children's visual-spatial awareness, creative
thinking or numeracy. In addition to this, games and directed play allow for divergent
responses and also have an important role in developing young children's
concentration and memory skills, as well as their ability to associate language and
meaning with actions, pictures, objects and sounds.
Given that very young children are still egocentric and have only recently embarked on
the whole process of socialization at school, the most suitable games for language
lessons tend to be ones which the whole class play together (although an exception to
this is if you have an 'English corner' in the classroom where there are also games
available for independent play). With young children, you need to lead and direct
games, especially at first, demonstrating and modelling the processes and responses
involved in a very explicit way. As children develop familiarity and confidence in playing
the game, however, they can increasingly lead or take over more of the game
themselves, while you continue to supervise but play a less directing role.

52
a task, they are using language to play a guessing game and this is precisely what
makes language meaningful for children in games. Language in games has a
context and a purpose even when the game requires the repetition of a certain
chunk of language, since this repetition has a communicative purpose within the
game. As Read (2007) points out:
Children have a natural tendency to express themselves and find out about their world
through play and this can provide positive foundations for learning a foreign language
too. Through games and directed play (as opposed to free play), children can be given
ideal opportunities to recognize and respond to language non-verbally. They can also
produce chunks of language, in contexts which require enjoyable repetition and which
draw them into using English in a natural and spontaneous way. With very young
children, the use of games and directed play provides a familiar context for
encountering new language, and acts as a bridge ' between home and school in much
the same way as storytelling and learning rhymes, songs and chants.
Games and directed play allow for holistic learning and the integrated physical, social,
emotional and cognitive development of young children. As well as developing
language skills, games and directed play help to develop young children's social skills,
such as showing willingness to cooperate and take turns, listening to others and
learning to follow and respect the rules of a game. In games which involve actions or
movement, they also help to develop physical coordination and psychomotor skills,
while other games develop skills such as children's visual-spatial awareness, creative
thinking or numeracy. In addition to this, games and directed play allow for divergent
responses and also have an important role in developing young children's
concentration and memory skills, as well as their ability to associate language and
meaning with actions, pictures, objects and sounds.
Given that very young children are still egocentric and have only recently embarked on
the whole process of socialization at school, the most suitable games for language
lessons tend to be ones which the whole class play together (although an exception to
this is if you have an 'English corner' in the classroom where there are also games
available for independent play). With young children, you need to lead and direct
games, especially at first, demonstrating and modelling the processes and responses
involved in a very explicit way. As children develop familiarity and confidence in playing
the game, however, they can increasingly lead or take over more of the game
themselves, while you continue to supervise but play a less directing role.

53
As children move up through primary school, it is unrealistic to expect them to be
willing or able to interact and play games in English in pairs and groups without training
them. The use of simple games such as, for example, picture card games guessing
games, board games provides frameworks which encourage children to practise
interacting and taking turns in ways which ore purposeful and also involve other
cognitive skills, such as strategic thinking, visual observation, memorization and logical
deduction. The regular use of such games also helps children to build up and transfer
the interactive skills they are developing to everyday communication in the classroom.
In order for children to understand the language learning value of games and recognize
that these are 'real work', it is important to explicitly state the reasons for playing
specific games, for example, when setting lesson objectives, eg We're going to play a
guessing game in order to practise asking and answering questions about food, and to
encourage children to reflect on these themselves when reviewing learning, eg Why did
we play the guessing game? This can be either in Ll or English. If children are aware of
the reasons for playing games, they are much more likely to make an effort to use
English when working independently in pairs and groups and to recognize the learning
benefits of this.
Los juegos son tareas y no simplemente actividades por ser holsticos. Como explican
Samuda y Bygate (2008): holistic activities involve the learner in dealing with the
different aspects of language together, in the way language is normally used, es decir,
las tareas requieren que los nios usen fonologa, gramtica, vocabulario y elementos
discursivos de manera integrada. Cuando los nios juegan juegos en clase, estn
aprendiendo la lengua de manera holstica.
Qu tipo de juegos podemos considerar en una clase de lengua? Todos los juegos
son ricos para el desarrollo lingstico de los nios en una clase de Ingls de la EP?
Definitivamente no. Es importante considerar que aquellos juegos basados en el uso
de la lengua para ser jugados sern de utilidad como tareas holsticas para la clase de
Ingls.
En este sentido, la categorizacin de Lewis y Bedson (1999) es de particular
relevancia para los docentes de la escuela primaria:
Movement games:
In these games, the children are physically active. Movement games are generally
'rousers' and need to be closely monitored.

54
As children move up through primary school, it is unrealistic to expect them to be
willing or able to interact and play games in English in pairs and groups without training
them. The use of simple games such as, for example, picture card games guessing
games, board games provides frameworks which encourage children to practise
interacting and taking turns in ways which ore purposeful and also involve other
cognitive skills, such as strategic thinking, visual observation, memorization and logical
deduction. The regular use of such games also helps children to build up and transfer
the interactive skills they are developing to everyday communication in the classroom.
In order for children to understand the language learning value of games and recognize
that these are 'real work', it is important to explicitly state the reasons for playing
specific games, for example, when setting lesson objectives, eg We're going to play a
guessing game in order to practise asking and answering questions about food, and to
encourage children to reflect on these themselves when reviewing learning, eg Why did
we play the guessing game? This can be either in Ll or English. If children are aware of
the reasons for playing games, they are much more likely to make an effort to use
English when working independently in pairs and groups and to recognize the learning
benefits of this.
Games are tasks and not simply activities in that they are holistic. As Samuda and
Bygate (2008) point out holistic activities involve the learner in dealing with the
different aspects of language together, in the way language is normally used, that is to
say, tasks require children to use phonology, grammar, vocabulary and discourse
features integratedly. When children play games in class, they are learning the
language in a holistic way.
What type of games can we consider in a language class? Are all games rich for
childrens linguistic development in an English class in EP? Definitely not. It is
important to consider that those games based on the use of language to be played will
be of use as holistic tasks for the English class.
In this respect, Lewis and Bedsons (1999) categorization becomes of particular use for
primary school teachers:
Movement games:
In these games, the children are physically active. Movement games are generally
'rousers' and need to be closely monitored.

55
Card game:
Children collect, give away, exchange, sort, and count cards. The cards can have a
meaning or value in a game, or simply serve as symbols for objects or actions. (It is
unlikely that you will have an elephant handy and it is not easy to describe snow-skiing
in a tropical country.) Cards are often components of other game types as well.
Board games:
Any games which mainly involve moving markers along a path. Board games can
be made by the children as a fun craft activity.
Dice games:
Dice games are incredibly versatile. Remember that the dice need not only have
numbers on the faces. They can have numbers, colours, letters of the alphabet
virtually anything you like. Dice need not be six-sided either. In speciality shops you
can find 12-sided dice or even round dice with a weighted ball in the middle. Little
children might only roll one dice, while older children can play games with three or four
dice at the same time.
Drawing games:
Drawing games are special because they span a gap between key functions of the
brain. On the one hand, drawing requires creativity and a sensitivity towards the world.
On the other hand, the children must be able to understand instructions and describe
their art. Drawing games are particularly helpful with shy children who are reluctant to
talk. A picture is a very personal thing and although children may not be ready to
describe their picture, they will certainly respond to your questions with yes or no
answers.
Guessing games:
In guessing games, the aim is to guess the answer to a question of some kind.
Role-play games:
Role-play games can be seen as simple, guided drama activities. The language input
can be quite rigidly prescribed or very open depending on the language level, curiosity,
and confidence of your class. Role plays stimulate a child's imagination and are tests of
true communication.
Singing and chanting games:

Singing and chanting games often involve movement, but we decided to list them
separately since music plays such an important role in early childhood learning.

56
Card games:
Children collect, give away, exchange, sort, and count cards. The cards can have a
meaning or value in a game, or simply serve as symbols for objects or actions. (It is
unlikely that you will have an elephant handy and it is not easy to describe snow-skiing
in a tropical country.) Cards are often components of other game types as well.
Board games:
Any games which mainly involve moving markers along a path. Board games can
be made by the children as a fun craft activity.
Dice games:
Dice games are incredibly versatile. Remember that the dice need not only have
numbers on the faces. They can have numbers, colours, letters of the alphabet
virtually anything you like. Dice need not be six-sided either. In speciality shops you
can find 12-sided dice or even round dice with a weighted ball in the middle. Little
children might only roll one dice, while older children can play games with three or four
dice at the same time.
Drawing games:
Drawing games are special because they span a gap between key functions of the
brain. On the one hand, drawing requires creativity and a sensitivity towards the world.
On the other hand, the children must be able to understand instructions and describe
their art. Drawing games are particularly helpful with shy children who are reluctant to
talk. A picture is a very personal thing and although children may not be ready to
describe their picture, they will certainly respond to your questions with yes or no
answers.
Guessing games:
In guessing games, the aim is to guess the answer to a question of some kind.
Role-play games:
Role-play games can be seen as simple, guided drama activities. The language input
can be quite rigidly prescribed or very open depending on the language level, curiosity,
and confidence of your class. Role plays stimulate a child's imagination and are tests of
true communication.
Singing and chanting games:

Singing and chanting games often involve movement, but we decided to list them
separately since music plays such an important role in early childhood learning.

57
Team games:
Team games can belong to other categories, but also require cooperative team work.
Word games:
These games utilize childrens enjoyment of playing with words. They are mostly for
older children as they involve spelling and writing.
Tarea 14:
El propsito de esta tarea es analizar cmo se desarrollan juegos en una secuencia de
enseanza.
Situacin: Las actividades presentadas en el Apndice 7 corresponden a una

secuencia de enseanza desarrollada por Julia, una docente que trabaja en un curso
de 4 ao de la EP en una escuela de Navarro. Julia tiene 25 nios en el curso. Ha
estado ensendoles ingls durante tres meses. A los nios les encanta jugar juegos
en la clase.
Analice las actividades y:
Ordnelas de la manera en que cree que Julia las utiliz en clase.
Tome notas sobre el contenido que cree que Julia est enseando.
Enumere el tipo de juegos que Julia est usando en la clase. Cul es el
objetivo de cada juego? Todos tienen el mismo objetivo lingstico?
Se utiliza la lengua como discurso? Sustente su respuesta.
Cmo est usando la interaccin (exposicin y produccin)?
(Se espera que lleve sus respuestas a la prxima clase tutorial.)
Tarea 15:
El propsito de esta tarea es ayudarlo a desarrollar secuencias de enseanza que
utilizan al juego para que los nios aprendan la lengua.
Considere el primer ejemplo dado en el Diseo Curricular sobre cmo volcar el

contenido a lo largo de 4, 5 y 6 aos de la EP. El ejemplo proporcionado est
basado en el tpico: Mi familia y mi hogar. Tome el nivel que ensea actualmente y
desarrolle por lo menos tres instancias de juego dentro del proyecto dado en el
ejemplo que brinda el documento. Puede incluir materiales extra si lo desea.

58
Team games
Team games can belong to other categories, but also require cooperative team work.
Word games
These games utilize childrens enjoyment of playing with words. They are mostly for
older children as they involve spelling and writing.
Task 14:
The purpose of this task is to analyse how games are developed in a teaching
sequence.
Situation: The activities presented in Appendix 7 correspond to a teaching sequence

presented by Julia, a teacher working in a 4 EP course in a school in Navarro. She
has 25 children in the course. She has been teaching the kids for three months now.
The kids love playing games in the class and are eager to play.
Analyse the activities and:
Put them in the order that you think Julia used them in class.
Jot down the content that you think Julia is teaching.
Number the type of games that she is using in the class. What is the purpose of
each game? Do they all have a linguistic objective?
Is language used as discourse? Support your answer.
How is Julia using interaction (input and output)?
Task 15:
The purpose of this task is to help you develop teaching sequences that use play for
children to learn the language.
Consider the first example given in Diseo Curricular on how to draw content
throughout 4, 5 and 6 EP courses. The example given is based on the topic: Mi
familia y mi hogar. Take the level that you teach presently and develop at least three
instances of play within the project given in the example provided in the document. You
can include extra materials if you wish.

59
La imaginacin y el juego en la literatura
Tarea 16:
El propsito de esta tarea es comenzar a pensar sobre el rol de la literatura en la clase
de Ingls.
Lea el apartado La Literatura en la clase de Ingls en el Diseo Curricular.

a. Haga una sntesis de las razones que da el documento sobre
por qu debe usarse literatura en la clase.
b. Cul de las tres formas de usar la literatura incluidas en el
documento utiliza en su clase?
c. Cul/cules deja de lado? Por qu? Hay forma de cambiar
esta situacin?
Como leemos en el Diseo Curricular, existen importantes razones para incluir

secuencias didcticas con literatura. En este sentido, Irma Goshn (2002) est en favor
del uso de literatura autntica en la clase de Ingls por los siguientes cuatro motivos:
Authentic literature provides a motivating, meaningful context for language

learning, since children are naturally drawn to stories.
Literature can contribute to language learning. It presents natural language,
language at its finest, and thus foster vocabulary development in context. As
Collie and Slater (1987) have pointed out, it stimulates oral language and
involves the child with the text; it also provides an excellent medium for a top-
down approach to language teaching.
Literature can promote academic literacy and thinking skills, and prepare
children of the English-medium instruction.
Literature can function as a change agent: good literature deals with some
aspects of the human condition, and can thus contribute to the emotional
development of the child, and foster positive interpersonal and intercultural
attitudes.
El uso de literatura en la clase de Ingls ha sido asociado con la forma en que a la

lengua se le puede dar andamiaje en la clase al leer literatura. Sin embargo, existe

60
Imagination and play in literature
Task 16:
The purpose of this task is to start thinking about the role of literature in the English
class.
Read La Literatura en la clase de ingls in Diseo Curricular.

a. Jot down the reasons given in the document why literature
should be used in the class.
b. Which of the three suggested ways included in the document
for the use of literature do you actually use in your class?
c. Which one/s do you leave aside? Why? Is there a way in which
you could revert this situation?
As Diseo Curricular reads, there are important reasons for including literature in our
teaching sequences in primary school. In this respect, Irma Goshn (2002) advocates
for the use of authentic literature in the English class for the following four reasons:
First, authentic literature provides a motivating, meaningful context for

language learning, since children are naturally drawn to stories.
Second, literature can contribute to language learning. It presents natural
language, language at its finest, and thus foster vocabulary development in
context. As Collie and Slater (1987) have pointed out, it stimulates oral
language and involves the child with the text; it also provides an excellent
medium for a top-down approach to language teaching.
Third, literature can promote academic literacy and thinking skills, and prepare
children of the English-medium instruction.
Fourth, literature can function as a change agent: good literature deals with
some aspects of the human condition, and can thus contribute to the emotional
development of the child, and foster positive interpersonal and intercultural
attitudes.
The use of literature in the English class has been associated to the way in which
language can be scaffolded in class while reading literature. Yet, there is evidence that

61
evidencia que muestra que la literatura en la clase de Ingls ayuda al desarrollo del
pensamiento crtico de los nios al tiempo que se realiza el desarrollo lingstico del
nio en la lengua extranjera. En este sentido, Barboni y Porto (2008) sealan:
Tradicionalmente, varios motivos justifican el uso de textos narrativos en la

enseanza del ingls en relacin con los procesos de desarrollo de la lengua. Primero,
la creencia, tanto popular como acadmica, sobre la preferencia y gusto de los nios
por la narrativa, as como sobre el poder motivador de los cuentos, es convincente, al
menos intuitivamente (Kamberelis y Bovino, 1999). Existe tambin una creencia con
base emprica acerca de que la narracin tiene una incidencia positiva en la
motivacin de los nios para aprender la lengua. Segundo, sabemos que los nios
poseen los pre-requisitos relevantes para la tarea narrativa intuitivamente a travs de
su experiencia con la lengua materna (Strmqvist y Day, 1993) y slo necesitan
adquirir un pequeo repertorio lingstico en la lengua extranjera para poder aplicar el
conocimiento y las estrategias que ya poseen (Widdowson, 1984), facilitndose as la
tarea docente. La socializacin narrativa a travs del discurso oral de la vida diaria es
significativa (Paris y Paris, 2003), razn por la cual se ha sugerido que los gneros
narrativos son ms fciles de aprender y ms naturales que los gneros informativos
(Kamberelis y Bovino, 1999) y es por ello que se los utiliza constantemente en la clase
de Ingls para darle andamiaje la lengua. El andamiaje a travs de la narracin se ve
extensivamente en el uso de juegos con estructura narrativa y en actividades de
lectura interactiva que permiten a los nios participar activamente en una negociacin
de significados al construir discurso, actividad que los ayuda a apropiarse de la lengua
en situaciones genuinas de uso. Tercero, en general la educacin privilegia el gnero
narrativo, quiz porque la experiencia intersubjetiva que traen los nios a la escuela se
apoya en la capacidad de organizar y comunicar la experiencia por medio de la
narracin (Bruner, 2002), lo cual contribuye a su accesibilidad (Duke, 2000;
Kamberelis y Bovino 1999). Desde la perspectiva del docente, la narrativa se
constituye como una opcin en relacin con la variedad de materiales a su disposicin
para la enseanza de mltiples contenidos lingsticos, atendiendo a una diversidad
de estrategias didcticas posibles segn las necesidades de los nios.
La narracin tiene asimismo un gran impacto en el desarrollo del pensamiento crtico
por diversos motivos. En primer lugar, la ficcin nos permite traer a la luz los
sentimientos y los pensamientos que guan los valores y las creencias de nuestros
propios estilos de vida y facilita la toma de conciencia sobre los mismos (Ooka Pang,
Colvin, Tran, y Barba, 1998). Los elementos estructurales de los cuentos y su
organizacin estn relacionados con el funcionamiento de los mismos en nuestra

62
shows that literature in the English class helps the development of childrens critical
thinking as well as linguistic development in the foreign language. In this respect,
Barboni and Porto (2008) point out:
Tradicionalmente, varios motivos justifican el uso de textos narrativos en la

enseanza del ingls en relacin con los procesos de desarrollo de la lengua. Primero,
la creencia, tanto popular como acadmica, sobre la preferencia y gusto de los nios
por la narrativa, as como sobre el poder motivador de los cuentos, es convincente, al
menos intuitivamente (Kamberelis y Bovino, 1999). Existe tambin una creencia con
base emprica acerca de que la narracin tiene una incidencia positiva en la
motivacin de los nios para aprender la lengua. Segundo, sabemos que los nios
poseen los pre-requisitos relevantes para la tarea narrativa intuitivamente a travs de
su experiencia con la lengua materna (Strmqvist y Day, 1993) y solo necesitan
adquirir un pequeo repertorio lingstico en la lengua extranjera para poder aplicar el
conocimiento y las estrategias que ya poseen (Widdowson, 1984), facilitndose as la
tarea docente. La socializacin narrativa a travs del discurso oral de la vida diaria es
significativa (Paris y Paris, 2003), razn por la cual se ha sugerido que los gneros
narrativos son ms fciles de aprender y ms naturales que los gneros informativos
(Kamberelis y Bovino, 1999) y es por ello que se los utiliza constantemente en la clase
de ingls para andamiar la lengua. El andamiaje a travs de la narracin se ve
extensivamente en el uso de juegos con estructura narrativa y en actividades de
lectura interactiva que permiten a los nios participar activamente en una negociacin
de significados al construir discurso, actividad que los ayuda a apropiarse de la lengua
en situaciones genuinas de uso. Tercero, en general la educacin privilegia el gnero
narrativo, quiz porque la experiencia intersubjetiva que traen los nios a la escuela se
apoya en la capacidad de organizar y comunicar la experiencia por medio de la
narracin (Bruner, 2002), lo cual contribuye a su accesibilidad (Duke, 2000;
Kamberelis y Bovino 1999). Desde la perspectiva del docente, la narrativa se
constituye como una opcin en relacin con la variedad de materiales a su disposicin
para la enseanza de mltiples contenidos lingsticos atendiendo a una diversidad de
estrategias didcticas posibles segn las necesidades de los nios.
La narracin tiene asimismo un gran impacto en el desarrollo del pensamiento crtico
por diversos motivos. En primer lugar, la ficcin nos permite traer a la luz los
sentimientos y los pensamientos que guan los valores y las creencias de nuestros
propios estilos de vida y facilita la toma de conciencia sobre los mismos (Ooka Pang,
Colvin, Tran, y Barba, 1998). Los elementos estructurales de los cuentos y su
organizacin estn relacionados con el funcionamiento de los mismos en nuestra

63
cultura. Como explica Bruner (2002), las historias convierten la experiencia individual
en colectiva y permiten leer las mentes de los otros al facilitar el acceso a las
intenciones y estados mentales de los personajes. Es por ello que los cuentos cultivan
el entendimiento personal e interpersonal (qu motiva a los personajes, cmo
interaccionan distintos personajes, cmo sus objetivos y las maneras de alcanzarlos
entran en conflicto, etc.) a travs de inferencias sobre las creencias humanas,
actitudes, valores, motivaciones y objetivos de los seres humanos.
En segundo lugar, las historias siempre son contadas desde una perspectiva en
particular y es esto lo que permite el desarrollo del pensamiento crtico, dado que
mostrar una determinada perspectiva revela, a su vez, otra (Bruner, 2002). La
narracin permite tomar conciencia de perspectivas alternativas, as como descentrar
el pensamiento al ponerse en el lugar de otro y comprender su realidad. Es por ello
que la narrativa es poderosa, ya que ayuda a los nios a definirse a s mismos, a
construir puentes hacia los dems al ofrecerles contrastes con distintas perspectivas
(Boyle y Peregoy, 1998; Joseph, 2005) y a comprender distintas visiones de la
realidad. La informacin cultural presente en casi todos los elementos narrativos
facilita el acceso a informacin rica en detalles culturales (Harris, 1999; Yakota, 1998),
los cuales dan vida a un cuento y le ofrecen al lector una visin acerca de la vida en la
cultura sobre la cual est leyendo (Yakota, 1998). Los detalles culturales estn dados
por los modelos del mundo que se presentan, por lo que dicen y hacen los personajes,
por los problemas que ocurren y las soluciones que se sugieren. Como dice Bruner
(2002:31) la narracin es constitutiva de la vida cultural. Las historias muestran
patrones culturales en tanto marcan lo que se espera de los individuos como
miembros de una determinada cultura, pero tambin muestran la transgresin a la
norma haciendo memorable ambas: la norma y la transgresin. En este aspecto,
podemos decir que la narracin permite la apertura necesaria para el desarrollo del
pensamiento crtico.
En tercer lugar, la narracin presenta el gran desafo de encontrar nuevos problemas,
nos muestra la realidad que ya conocemos con un extraamiento que hace que
veamos con nuevos ojos aquello que nos resultaba familiar (Moreiras, 1991) y que
ocurra algo distinto de lo que esperamos. La narracin permite nuevas formas de
resolver problemas y de mirar las cosas. Esto requiere de imaginacin, algo que la
narrativa permite, en particular en la literatura infantil, donde las imgenes que
acompaan al texto son significativas (Arizpe, 2001; Pope Edwards & Mayo Willis,
2000). La integracin de informacin textual y visual est relacionada con la
comprensin y aprecio de lo que se lee (Pope Edwards & Mayo Willis, 2000) y ayuda a
este proceso de extraamiento en el que lo que ocurre desafa lo que esperamos. Es

64
cultura. Como explica Bruner (2002), las historias convierten la experiencia individual
en colectiva y permiten leer las mentes de los otros al facilitar el acceso a las
intenciones y estados mentales de los personajes. Es por ello que los cuentos cultivan
el entendimiento personal e interpersonal (qu motiva a los personajes, cmo
interaccionan distintos personajes, cmo sus objetivos y las maneras de alcanzarlos
entran en conflicto, etc.) a travs de inferencias sobre las creencias humanas,
actitudes, valores, motivaciones y objetivos de los seres humanos.
En segundo lugar, las historias siempre son contadas desde una perspectiva en
particular y es esto lo que permite el desarrollo del pensamiento crtico dado que
mostrar una determinada perspectiva revela a su vez otra (Bruner, 2002). La narracin
permite tomar conciencia sobre perspectivas alternativas, as como descentrar el
pensamiento al ponerse en el lugar de otro y comprender su realidad. Es por ello que
la narrativa es poderosa ya que ayuda a los nios a definirse a s mismos, a construir
puentes hacia los dems al ofrecerles contrastes con distintas perspectivas (Boyle y
Peregoy, 1998; Joseph, 2005) y a comprender distintas visiones de la realidad. La
informacin cultural presente en casi todos los elementos narrativos facilita el acceso a
informacin rica en detalles culturales (Harris, 1999; Yakota, 1998), los cuales dan vida
a un cuento y le ofrecen al lector una visin acerca de la vida en la cultura sobre la
cual est leyendo (Yakota, 1998). Los detalles culturales estn dados por los modelos
del mundo que se presentan, por lo que dicen y hacen los personajes, por los
problemas que ocurren y las soluciones que se sugieren. Como dice Bruner (2002:31)
la narracin es constitutiva de la vida cultural. Las historias muestran patrones
culturales en tanto marcan lo que se espera de los individuos como miembros de una
determinada cultura, pero tambin muestran la transgresin a la norma haciendo
memorable ambas: la norma y la transgresin. En este aspecto, podemos decir que la
narracin permite la apertura necesaria para el desarrollo del pensamiento crtico.
En tercer lugar, la narracin presenta el gran desafo de encontrar nuevos problemas,
nos muestra la realidad que ya conocemos con un extraamiento que hace que
veamos con nuevos ojos aquello que nos resultaba familiar (Moreiras, 1991) y que
ocurra algo distinto de lo que esperamos. La narracin permite nuevas formas de
resolver problemas y de mirar las cosas. Esto requiere de imaginacin, algo que la
narrativa permite, en particular en la literatura infantil donde las imgenes que
acompaan al texto son significativas (Arizpe, 2001; Pope Edwards & Mayo Willis,
2000). La integracin de informacin textual y visual est relacionada con la
comprensin y aprecio de lo que se lee (Pope Edwards & Mayo Willis, 2000) y ayuda a
este proceso de extraamiento en el que lo que ocurre desafa lo que esperamos. Es

65
esta posibilidad de abrirnos a otras alternativas, a otras posibilidades, lo que permite
operaciones de pensamiento de nivel ms alto.
Tarea 17:
El propsito de esta tarea es analizar buenos ejemplos de literatura utilizada en las

aulas de Ingls de la escuela primaria.
Lea el ejemplo proporcionado en el Diseo Curricular y analice el trabajo realizado con

Goldilocks and the three bears.
a. Por qu es este un buen ejemplo para mostrar el potencial de la literatura en
la clase?
b. Por qu las actividades presentadas son motivadoras para los nios?
c. De qu formas las actividades ayudarn a los nios a desarrollar su
interlengua?
Tarea 18:
El propsito de esta tarea es ayudarlo a desarrollar sus propias secuencias de
enseanza con literatura.
Su tutor le mostrar algunas historias interesantes para trabajar con ellas durante su
segunda clase tutorial. Elija una y en grupos de 3 a 4 docentes desarrolle una
secuencia de enseanza. Puede utilizar algunas de las que se ejemplifican en el
Diseo Curricular.
Tarea de integracin:
El propsito de esta tarea es ayudarlo a integrar lo que ha aprendido en esta unidad.
Se espera que comience a realizar esta tarea una vez que haya asistido a su segunda
clase tutorial.
Desarrolle un proyecto para su contexto de enseanza. Siga las siguientes directivas:

66
esta posibilidad de abrirnos a otras alternativas, a otras posibilidades, lo que permite
operaciones de pensamiento de nivel ms alto.
Task 17:
The purpose of this task is to analyze good examples of literature as used in primary
school English classrooms.
Read the example provided in Diseo Curricular exemplifying the work in class done
with Goldilocks and the three bears.
a. Why is this example a good one to show the potential of literature in the class?
b. Why are the activities presented motivating for children?
c. In what ways will the activities help them develop their interlanguage?
Task 18:
The purpose of this task is to help you develop your own teaching sequences with
literature.
Your course tutor will show you some interesting stories to work with during the second
tutorial class. Choose one and in groups of 3-4 teachers develop a teaching sequence.
You may use the one provided in Diseo Curricular as an example.
Integration Task:
The purpose of this task is to help you integrate what you have learned in this unit. You
are expected to do this task after you have attended the second tutorial class.
Develop a project for your teaching context. Follow these directions:

67
a. El proyecto debe estar basado en el contexto: Animales
extintos.
b. El proyecto debe desarrollarse en por lo menos 4-6 clases.
c. Se espera que utilice literatura en su proyecto.
d. Se espera que incluya por lo menos 5 instancias de juego en
las clases (incluyendo juegos y juego con la lengua)
e. Disee el contenido como lo muestran los ejemplos del Diseo
Curricular
f. Las estrategias de exposicin y produccin deben
desarrollarse cuidadosamente para ayudar al desarrollo de la
interlengua del alumno.
Tarea de autoevaluacin:
El propsito de esta tarea es ayudarlo a reflexionar sobre su propia experiencia como
docente alumno en el transcurso de la lectura de esta unidad del mdulo y prepararlo
para la clase tutorial. Puede tomar todo el tiempo que necesite para completar las
siguientes preguntas.
Contenidos de esta unidad
1. Las ideas principales presentadas en esta unidad son:
2. Las ideas que me parecen particularmente relevantes para ensear son

porque
3. Necesito leer ms sobre las siguientes cuestiones:
Habilidades de resolucin de problemas
1. La tarea/tareas que encontr particularmente difciles de realizar fue/fueron

centralmente porque
2. Al hacer las tareas sent que poda
3. Siento que necesito para mejorar en la resolucin de las tareas.
Prctica de lengua

68
a. The project has to be around the context: Animales extinctos.
b. The project should be developed around tasks in at least 4 -6
classes.
c. You are expected to use literature in your project.
d. You are expected to include at least 5 instances of play in the
class (including games and play with language)
e. Draw content as given in the examples of Diseo Curricular.
f. Input and output strategies should be carefully devised to aid
interlanguage development.
Self Assessment Task:
The aim of this task is to help you reflect upon YOUR own experience as a student
teacher while reading this unit of the module and to prepare yourself for the tutorial
class. You can take as much time as you need to complete the following questions!!!
Contents of this unit:
1. The main ideas presented in this unit are:
2. The ideas I found particularly relevant for my teaching are because
3. I need to read further on the following issues:
Problem solving skills:
1. The task/ tasks I found difficult to perform was/were mainly because
2. By performing the tasks I feel I could
3. I feel I need to in order to improve my solving the tasks.
Language practice:

69
1. Mientras leo esta unidad siento que mi ingls porque
2. Mientras resuelvo las tareas siento que mi ingls porque
Bibliografa
Referencias bibliogrficas:

Crystal, David, Language Play. London, Penguin, 1998.
Goshn, Irma, Four Good reasons to use literature in primary school ELT, ELT
Journal, Volume 56/2. Oxford, Oxford University Press, 2002.
Lewis, Gordon and Gnther Bedson, Games for Children. Oxford, Oxford University
Press, 1999.
Read, Carol, 500 Activities for the Primary Classroom. New York, Macmillan Books for
Teachers, 2007.
Obras literarias:
Villanueva, Tino, Shaking off the Dark. New York, Bilingual Review Press, 1998.
Alurista, Floricanto en Aztln. New York, Chicano Studies Centre, 1971.
Sitios de Internet:
Fundacin ABA: Premios ABA 2007 (consultado en septiembre 2008)

Barboni, Silvana y Melina Porto, Propuesta didctica para el desarrollo del
pensamiento crtico a travs de la clase de ingls en la Educacin Primaria Bsica
http://www.aba-argentina.com/actividades/premios_aba/2007/pdf/MencionPorto-
Barboni.pdf.

70
1. While reading this unit I feel my English because
2. While solving the tasks I feel my English. because
Bibliography
Bibliographic references:

Crystal, David, Language Play. London, Penguin, 1998.
Goshn, Irma, Four Good reasons to use literature in primary school ELT, ELT
Journal, Volume 56/2. Oxford, Oxford University Press, 2002.
Lewis, Gordon and Gnther Bedson, Games for Children. Oxford, Oxford University
Press, 1999.
Read, Carol, 500 Activities for the Primary Classroom. New York, Macmillan Books for
Teachers, 2007.
Literary Works:
Villanueva, Tino, Shaking off the Dark. New York, Bilingual Review Press, 1998.
Alurista, Floricanto en Aztln. New York, Chicano Studies Centre, 1971.
Web sites:
Fundacin ABA: Premios ABA 2007 (consultado en septiembre 2008)
Barboni, Silvana y Melina Porto, Propuesta didctica para el desarrollo del
pensamiento crtico a travs de la clase de ingls en la Educacin Primaria Bsica
http://www.aba-argentina.com/actividades/premios_aba/2007/pdf/MencionPorto-
Barboni.pdf.

71
Appendix 1
Interaction 1:
Children and Teacher are singing the song:
Who stole the cookies from the cookie jar?

________ stole the cookies form the cookie jar.
Who, me?
Yes, you.
Couldnt be!
Then who?
There is a jar with cookies on the teachers desk. A child goes and gets a cookie from it
when the teacher is not looking. Then the song starts again and teacher asks the kid
who stole the cookie. This is repeated several times and then the teacher gives
everyone a cookie as they sing for the last time.
Interaction 2:
T and children are playing a guessing game with cards. The cards contain pictures of
food. One child comes to the front and chooses a card of a food he/she likes. The other
students have to ask: Do you like.? The one who guesses goes to the front next.
Interaction 3:
Teacher reads a story called: Sams Pizza. The story is about a brother and a sister
who are making a pizza. As they put the ingredients on top of the pizza (tomato, olives,
salami, mushrooms, cheese, ham, etc) brother places insects for his sister to eat them.
In the end, sister realises and leaves the pizza portion with insects to her brother. The
story is told by the teacher and children interact with her. The dialogue between brother
and sister is cyclical: Would you like some (ingredient) on the pizza? Yes, Id love to.

72
Yummy! So Sam puts (ingredient) on the pizza and when Samantha is not looking, he
puts a (insect).

73
Appendix 2
Class 1:
1st part
T shows and reads a group of children a book by Bernadette Rossetti Shustak called I
Love You Through and Through. The children are sitting together in a corner of the
room so that everyone can see the pages.
Read the interaction of the class:
T: Ok, look at this. Were going to read a book all together.

SS: Yes!!
T: OK. Look at the book. Whats the title?
T& Students: I Love You Through and Through.
T: Yes, I Love You Through and Through (teacher makes a gesture to explain the title)
Te quiero ms y ms, por todos lados. Ok. Now look at the picture. Describe it
please.
S1: a boy
T: (with gesture) I can see (and she writes on board I can see
S1: I can see a boy.
T: yes, good.
S2: A bear.
T: (gesture for I can see)
S2: (other children help S2) I can see a bear.
T: Good. Quin le estar diciendo a quin I love you through and through?
Ss: el nene al oso!!
T: Ok. Vamos a ver. Al final del cuento Uds me van a decir quin le dice a quin. OK?
SS: Yes.
T: (opens the book and starts reading: I love you through and through, (turns the page
over and making gestures reads) I love your top side, I love your bottom side. (children
laugh and T turns the page over and making gestures reads) I love your inside and
outside, (turns the page over and making gestures reads), I love your happy side, your
sad side, (turns the page over and making gestures reads), your silly side, your mad
side. (T stops and repeats last part and makes a blank for ss to complete)
SS: (in a chorous) your mad side.
T: Qu quiere decir, que lo quiere cmo?
SS: cuando est enojado

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T: o cuando est silly, stupid, OK?
SS: Yes.
T: (turns the page over and making gestures reads) I lover your fingers and toes, ,
(turns the page over and making gestures teacher leaves a blank for SS to say)
Ss and T: Your ears and nose.
T: (turns the page over and makes gestures leaving a blank for SS to say)
Ss: I love your hair and eyes.
T: (turns the page over and making gestures reads) your giggles and cries. Your
giggles and cries. Your giggles
Ss: and cries.
T: (turns the page over and makes a blank)
Ss: I love you
T: running and ..
Ss: walking
T: (turns the page over and making gestures reads) silent and
Ss: talking.
T and SS: I love you through and through. (T makes gestures)
T: (making gestures) yesterday, today and tomorrow, too. (T repeats) Yesterday
Ss: today and
T and SS: tomorrow, too. (T closes the book) Do you like it?
SS: Yeeees!!!.
T: Quin les parece que habla? The boy to the bear?
S3: S, teacher, le puede hablar el oso al nene tambin.
T: OK, yes! The boy to the bear and the
S3: bear to the boy.
T: Yes! Y esto se lo podr estar diciendo otra persona al nene? Think (making gesture)
S4: mother.
T: OK! The boys mother, its possible! The boys mother the boys
SS: father.
T: Yes, and the boys teacher? Is it possible?
Ss: Yes.
T: OK, lets read it again. This time, Im going to read but you help me. All right?
Ss: Yeees!

75
2nd part
T reads interactively with children. Children provide parts and teacher provides other
parts. Then teacher asks a girl to come to the front and direct the whole group reading
together. T holds the book up for everyone to see.
Then teacher makes gestures and students have to guess what part of the book it is.
For example she shows her fingers and Ss say: I love your fingers. Then several
students come to the front and mime a part of the book. The rest have to guess. The
class finishes with a song.
Class 2:
T starts the class reminding students of the book they have read. T shows cards with
parts of the book at random. Children have to order these parts according to what they
have read (eg: I love you inside / and outside). After this is done, the text of the book is
on board through the card parts that have been stuck. T draws attention to the way the
text is organized referring to the way the first statement (I love you through and
through) is supported by the rest of the sentences in the text, providing the reasons. T
helps children become aware of the structure of the text: it starts with an idea, it
supports the idea with examples and finishes with the first idea.
Then children have to write their own books. They have to choose someone (it can also
be a toy or pet) that they love and write a book to them, using the same format. They
can say what they want. They can use lines of the book theyve read if they want.
T monitors and provides assistance as children work on their own books.
Class ends with a song.

76
Appendix 3
Taken from: Lantolf, J and S. Thorne. Sociocultural Theory and the Genesis of Second
Language Development. Oxford, Oxford University Press, 2006.
The primary mechanism that operates in language acquisition is imitation. Linguistic

imitation, however, must take on a different perspective from other forms of imitative
action (for example, facial movements, gestures, hammering with a toy, etc.). If
children merely put themselves in the place of adults when imitating communicative
intentions, they would end up directing the communicative symbols at themselves
rather than at others.1 Children must 'engage in role reversal imitation' when learning to
use symbols with adults in the same way adults use symbols with respect to the child
(Tomasello 2003: 27). The linguistic symbol that results from role reversal imitation is
then 'understood intersubjectively from both sides of the interaction'; that is, the
learning process guarantees that children acquire socially shared symbols through
coming to realize that interlocutors can both comprehend and produce the same or
similar symbols.
Learning to deploy role-reversal imitation with linguistic symbols is not easy for children
and in the early stages of language acquisition they frequently resort to mimicry in
which they directly mimic adult utterances resulting in role-reversal errors. Children
more frequently use 'you' inappropriately than they do 'I' and 'me', given that the
second person pronoun is more frequent in speech directed at children than are the
first person pronouns (Tomasello 2003: 203). This type of error is especially common
when children's processing capacities are under pressure (ibid.). Interestingly, young
children more often attempt to clarify the referent of pronouns through use of gesture
than they do with nouns, presumably indicating an understanding that pronouns require
'some supplemental indication of the intended referent (such as a gesture) in situations
in which shared knowledge by speaker and listener cannot be assumed' (p. 207).
Children are able to imitate not just language directed at them by adults, but are also
quite good at imitating language they are exposed to by eavesdropping on third party
conversations (p. 269).

77
Taken from: Swain, M. The output hypothesis and beyond: Mediating acquisition
through collaborative dialogue In Lantolf, J. (ed). Sociocultural Theory and Second
Language Learning. Oxford, Oxford University Press, 2000.
Output and SLA

Output might theoretically play several roles in second language learning. Relative to
the potential roles of input in second language learning, those of output have been
relatively underexplored.
As I have argued elsewhere (Swain 1995), it seems to me that the importance of output
to learning could be that output pushes learners to process language more deeply
with more mental effortthan does input. With output, the learner is in control. In
speaking or writing, learners can 'stretch' their interlanguage to meet communicative
goals. To produce, learners need to do something. They need to create linguistic form
and meaning, and in so doing, discover what they can and cannot do. Output may
stimulate learners to move from the semantic, open-ended, strategic processing
prevalent in comprehension to the complete grammatical processing needed for
accurate production. Students' meaningful production of languageoutputwould
thus seem to have a potentially significant role in language development. These
characteristics of output provide a justification for its separate consideration, both
theoretically and empirically, in an examination of the value of interaction for second
language learning.
One role for output in second language learning is that it may promote 'noticing'. This is
important if there is a basis to the claim that noticing a language form must occur for it
to be acquired (Ellis 1994). There are several! levels of noticing, for example, noticing
something in the target language because it is salient or frequent. Or, as proposed by
Schmidt and Frota (1986), in their 'notice the gap principle', learners may not only
notice the target language form, but notice that it is different from their own
interlanguage. Or, as I have suggested, learners may notice that they do not know how
to express precisely the meaning they wish to convey at the very moment of attempting
to produce itthey notice, so to speak, a 'hole' in their interlanguage.
Certainly, for many of the learners we have recorded as they interacted while working
together on tasks (for example, Swain and Lapkin 1995;
Kowai and Swain 1997), we have observed that those learners noticed 'boles' in their
linguistic knowledge and they worked to fill them by turning to a dictionary or grammar
book, by asking their peers or teacher; or by noting to themselves to pay attention to
future relevant input. Our data showed that these actions generated linguistic
knowledge that was new for the learner, or consolidated their existing knowledge. In

78
line with van Lier, one might hypothesize that learners seek solutions to their linguistic
difficulties when the social activity they are engaged in offers them an incentive to do
so, and the means to do so. The important point, however, in this context, is that it was
the act of attempting to produce language which focused the learner's attention on
what he or she did not know, or knew imperfectly.
Another way in which producing language may serve the language learning process
is through hypothesis testing. It has been argued that some errors which appear in
learners' written and spoken production reveal hypotheses held by them about how the
target language works. To test a hypothesis, learners need to do something, and one
way of doing this is to say or write something.

79
Appendix 4

80
Appendix 5
Material 1:
Five Ugly Monsters by Ted Arnold
Material 2:
(Traditional skipping rhyme)
Down by the river,
Down by the sea.
Mary went fishing
With Daddy and me.
How many fish did Mary get?
One, two, three, four, five
Material 3:
Any of the stories in
http://www.kizclub.com/Sbody.html
Material 4:
Song: Bingo
There was a farmer had a dog and bingo was his name oh! B I N G O B I
N G O B I N G O and bingo was his name oh!
(song goes on replacing letters with clapping)

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Appendix 6
TOPIC OF THE PROJECT:
Mice by Rose Fyleman
Batty by Shel Sylverstein

I think mice
Are rather nice The baby bat
Their tails are long Screamed out in fright
Their faces small, Turn on the dark,
They havent any Im afraid of the light.
Chins at all.
Their ears are pink
Their teeth are white
And run about
The house at night
They nibble things
They shouldnt touch
And no one seems
To like them much
But I think mice
Are nice.
Dogs by Marchette Chute. Always Remember by Karma Wilson
The dogs I know Remember me forever, he said.

Have many shapes. Remember the love that we shared.
For some are big and tall, Remember the way we danced trunk to trunk.
And some are long, Remember how much that I cared.
And some are thin, Always remember our time spent together
And some are fat and small, From the first day that we met!
And some are little bits of fluff I will, she replied. Dont you remember?
And have no shape at all. Elephants never forget!

82
Appendix 7
Activity____: T brings a poster with different objects of different shapes, different

colours and different materials. The class play I spy all together for the teacher to
scaffold the adjectives (round, triangular, square, rectangular) and the materials (metal,
glass, wood and plastic) and then children play the game in pairs. (eg: I spy something
red, round and made of plastic a ball)
Activity ____ : T places cards with different shapes on board (circle, square, rectangle,
triangle) and asks them to repeat the words. Each shape has a different colour. T asks
children to describe each shape the circle is red, the square is blue, etc. Then
teacher adds more cards. They contain the same shapes with smaller sizes and they
have different colours. Children play a game: one child comes and without looking at
the shapes, T asks: What colour is the small /big square/ circle/ rectangle/ triangle?
Children have to guess. They play different memory games using the cards.
Activity ___: T shows the children the book What is round? By Rebecca Kai Dotlich. T
reads the book with the children helping them remember the words by exploiting the
rhyme, asking them to read parts. They play the game in the last page.
Activity ___: Game: A feely bag. T brings a bag with lots of objects inside. Children put
their hand in the bag and they have to take an object as the teacher says: Take
something round and big from the bag take something small and square from the
bag, etc.
Activity ___: Picture dictation. Children have different shapes of different sizes in a
handout and they have to colour the shapes as the teacher says: colour the small
rectangle blue
Activity ___: Guessing game: T has different cards with different objects. T shows all
the cards to the whole class. Then one child comes to the front and T gives one card to
the child. The other children have to guess the object by asking: Is it round/
square/triangular/rectangular? - Is it (colour)? Is it (big/small)?

83
Provincia de Buenos Aires
Gobernador
Sr. Daniel Scioli
Director General de Cultura y Educacin

Prof. Mario Oporto
Subsecretario de Educacin
Lic. Daniel Belinche
Director Provincial de Gestin Educativa

Prof. Jorge Ameal
Director Provincial de Educacin de Gestin Privada

Dr. Nstor Ribet
Directora Provincial de Educacin Primaria

Prof. Mara de las Mercedes Gonzlez
Directora Provincial de Educacin Superior y Capacitacin Educativa

Lic. Mara Vernica Piovani
Directora de Capacitacin
Lic. Alejandra Paz
DGCyE / Direccin de Capacitacin

Torre Gubernamental 1, calle 12 y 50, piso 9
(0221) 429 5399
cpdircap@ed.gba.gov.ar
www.abc.gov.ar

84

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El diseo curricular en la escuela:

El Diseo Curricular en la Escuela: Ingls

El Diseo Curricular en la Escuela: Ingls

Children learn a lenguage by using it -----------------------------------------------------7

El Diseo Curricular en la Escuela: Ingls

Quiero presentarles el material de trabajo de la capacitacin en servicio del primer

Se trata de un plan que apunta a consolidar y actualizar la cultura general de nuestros

Prof. Mario Oporto

El Diseo Curricular en la Escuela: Ingls

Objetivos del curso

comprender y utilizar los lineamientos establecidos en el Diseo Curricular al

Contenidos organizados por unidades

La centralidad de la interaccin en la enseanza del ingls:

El cmo define el qu: la enseanza desde la interaccin determina el

Unidad 2: Los nios aprenden ingls si disfrutan del contacto con la

Estrategias didcticas efectivas para la enseanza del ingls a nios:

El Diseo Curricular en la Escuela: Ingls

Para el desarrollo de este curso se ha adoptado la modalidad semipresencial, lo que

Modalidad Caracterstica Actividad a Fecha y

Debe tenerse en consideracin que este material constituye una propuesta de

organice su tiempo de lectura y trabajo;

El Diseo Curricular en la Escuela: Ingls

En cada unidad encontrar:

breves referencias sobre los contenidos de Ingls que se abordarn en la

El Diseo Curricular en la Escuela: Ingls

Para la correccin de la evaluacin final y el trabajo prctico se tendr en cuenta:

El Diseo Curricular en la Escuela: Ingls

Al finalizar esta unidad el capacitando podr:

analizar y definir los aspectos de la lengua que estn involucrados en su

La centralidad de la interaccin al ensear Ingls:

La dinmica de clase cuando la interaccin es central: el andamiaje de la lengua

El desarrollo de la interlengua por medio de la interaccin: el tratamiento del error.

La reflexin sobre la lengua y su aprendizaje en la interaccin de clase.

El Diseo Curricular en la Escuela: Ingls

At the end of this unit, you should be able to:

The centrality of interaction when teaching English:

Classroom dynamics in a class where interaction is central: scaffolding

Interlanguage develepment through interaction: the treatment of errors.

Reflection on language and its learning in classroom interaction.

El Diseo Curricular en la Escuela: Ingls

Lengua discurso significado contexto tarea andamiaje negociacin

El rol de la interaccin en clase

What do you see

in the clouds so high?

What do you see in the sky?

Oh, I see dragons

that curl their tails

as they go slithering by.

What do you see

in the clouds so high?

What do you see? Tell me, do.

Oh, I see caballitos

that race the wind

high in the shimmering blue.

Probablemente, si alguien nos preguntara qu nos impacta ms del poema de Pat

El Diseo Curricular en la Escuela: Ingls

Language - discourse meaning context task scaffolding negotiation input

The role of interaction in class

What do you see

in the clouds so high?

What do you see in the sky?

Oh, I see dragons

that curl their tails