Percorsi Abilitanti PAS

Didattica della Lingua Inglese

A.A. 2013/14

Università degli Studi di Cagliari

M. Antonietta Marongiu

COMPETENCE

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A COMBINATION OF KNOWLEDGE, SKILLS, ATTITUDES AS

THEY RELATE TO THE CONTEXT IN ORDER TO ACT

APPROPRIATELY (EU Council, 18/12/2006)

LE COMPETENZE NELLE LINEE GUIDA PER GLI ISTITUTI TECNICI E PROFESSIONALI 2010: Una competenza si sviluppa in un contesto nel quale lo studente è coinvolto, personalmente o collettivamente, nell’affrontare situazioni, nel portare a termine compiti, nel realizzare prodotti, nel risolvere problemi, che implicano l’attivazione e il coordinamento operativo di quanto sa, sa fare, sa essere o sa collaborare con gli altri.

COMMUNICATIVE COMPETENCE

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Dell Hymes (1971) – the capacity of the real speaker-listener in social interaction Language in actual performance: what one can say (act with language) that a listener can find appropriate in a given context in a given time and place. – integration of linguistic theory with a more general theory of communication and culture. The grammatical factor is one among several which affect communicative competence. – It has to do with sociolinguistic and pragmatic skills besides grammar knowledge

LINGUISTIC COMPETENCE

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TRANSFORMATIONAL-GENERATIVE GRAMMAR:

- underlying grammatical competence assumed to be common to all native speakers -  ideal speaker-listener, in a completely homogeneous speech

community -  Individually, the result of the language acquisition device

activation

Noam Chomsky (1965)

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Language Competence is just functional to COMMUNICATIVE COMPETENCE

COMPETENCE IN COMMUNICATION …(has) the following characteristics:

1. is a dynamic rather than a static concept, it depends on the negotiation of meaning between two or more interlocutors;

2. applies to both written and spoken language, as well as to many other symbolic systems.

3. is context specific, (…) it requires making appropriate choices of register and style.

4. is what makes performance appropriate in a given context.

5. is relative, not absolute, and depends on the cooperation of all the participations involved.

(S. Savignon, 1983)

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The notion of communicative competence (…) looks at language as one of many symbolic systems that the members of a society use for communication among themselves (…) in given social contexts or settings.

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• grammatical competence ⎯→ linguistic competence

• sociolinguistic competence ⎯⎯→ the understanding of the social context in which language is used and the appropriateness of use of the language

• discourse competence ⎯⎯→ the understanding of text coherence to form a meaningful whole

• strategic competence ⎯→ the ability to cope within limitations and to compensate for imperfect knowledge

COMPONENTS OF COMMUNICATIVE COMPETENCE

Eight key competences

1. communication in the mother tongue, 2. communication in foreign languages, 3. mathematical competence and basic competences in

science and technology, 4. digital competence, 5. learning to learn, 6. social and civic competences, 7. sense of initiative and entrepreneurship, 8. cultural awareness and expression. These key competences are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings.

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Competenze chiave di cittadinanza da acquisire al termine dell’istruzione obbligatoria

• Imparare ad imparare • Progettare • Comunicare o comprendere o rappresentare

• Collaborare e partecipare • Agire in modo autonomo e responsabile • Risolvere problemi • Individuare collegamenti e relazioni • Acquisire ed interpretare l’informazione

STENDENRE UNA PROGRAMMAZIONE /

PLANNING A SYLLABUS

Instruments for teaching planning

- Programmazione di Istituto (POF)

- Programmazione di Dipartimento/Area Disciplinare

- Indicazioni Nazionali per il Curricolo

- Quadro di Riferimento Europeo per le lingue

ACTIONS FOR SYLLABUS PLANNING

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-  CONNECT THE KEY COMPETENCES WITH THE COMPETENCES WITHIN THE DISCIPLINE OBJECTIVES

-  CONNECT THE GOALS OF THE THREE SCHOOL ORDERS ENSURING CONTINUITY

-  PROMOTE LEARNING PRACTICE ROUTINES THAT CAN FAVOUR THE ACQUISITION OF COMPETENCES AND SKILLS THAT AIM AT SUCCESSFUL PERFORMANCE

-  PROMOTE OPPORTUNITIES FOR SECOND-LANGUAGE-IN-CONTEXT EXPOSURE AND USE

1) identifying the year-course requirements;

2) setting the achieving goals to pass the year;

3) setting a time-frame;

4) choosing an organizational framework;

5) identifying a methodological framework;

6) selecting testing strategies & evaluation criteria.!

How to plane a syllabus?

• By eliciting information from our students • By making hypothesis on our students’ interests • By following a text-book!

How to choose the topics to develop an FL teaching syllabus?

1) Identify your target class-group (starting level, aimed level, prerequisites); 2) set a time-frame (quadrimestri); 3) adjust the organizational framework (modular); 4) Identify the methodological framework; 5) choose the special topics around which to develop each module; 6) select testing strategies & evaluation criteria.

GROUP ACTIVITY: Shaping a syllabus

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SETTING A SYLLABUS

SILLABUS SHAPING

UNIT 1 UNIT 2 UNIT 3

MODULE 1

UNIT 1 UNIT 2 UNIT 3

MODULE 2

UNIT 1 UNIT 2 UNIT 3

MODULE 3

UNIT 1 UNIT 2 UNIT 3

MODULE 4

A) the topic to develop/explore in each unit; B) the input of the lessons; C) background knowledge needed for topic/input; D) the material to provide the input (a reading text? a video? a tape? pictures?); E) types of activities (to introduce/to check on comprehension/to explore/to bust/to expand/to test); F) functions / notions / vocabulary sets / language features G) the skills' balance within the units; H) testing and evaluation.

MODULE DEVELOPMENT - take decisions on:

MO

DU

LE N

. X

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Module Title specialization (macro-)TOPIC

Units Titles (4) 1st U. (micro)topic 2nd U. (micro)topic 3rd U. (micro)topic

Time-frame

background competence (classgroup spec.)

Pre-requisites

Teach. material

Objectives

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WHICH METHODOLOGY????????

- involve students in problem-solving activities

-  in the input- providing phase

-  In the practice phase

- involve students interests (life, family, school subjects, interests)

- produce individual/ group products requiring clever use of knowledge/skills learned

-  In the practice phase

-  In the performance phase

- Stimulate / encourage further individual / group investigation

-  In the practice phase

It must be oriented to: