NAME: Danna Nathalia Gomez Guzman CAU: Bogota

DATE: March 9th , 2020

Assignment 1- LANGUAGE, LEARNING AND TEACHING

Please read carefully all the Part 1: “LANGUAGE, LEARNING AND TEACHING” of the
Main Study Material “Understanding Language Teaching” by Kumaravadivelu
(Chapters 1, 2 and 3) and develop the following task. This can be done in groups of 2 or 3
students and only one should submit the file. Please make sure to include the names of the
participants for the corresponding feedback and grading.
CHAPTER 1) LANGUAGE: CONCEPTS AND PRECEPTS
Based on the chapter 1 of the Main Study Material by Kumaravadivelu, B. define:
 What is language and what are the three perspectives that the author mentions.
Which one do you feel more close to and why? Think of some class activities that
exemplify each of the perspectives.
 Develop a graphic organizer (mind map, comparative chart, Venn diagram, etc.) in
which you summarize the different definitions and positions on the concept of
“Competence”. Please establish clearly what Kumaravadivelu’s definition is and
what your opinion on that is.
SOLUTIONS

Language is the system through which man informs his ideas and feelings, whether through speech,
writing or other usual signs, using all the senses to convey an idea, the author defines it as a system
that focuses on phonological, semantic and syntactic elements. Language is the main vehicle of
communication.

The author proposes three scenarios of language, which are language as a system, which focuses on
the semantic, syntactic and phonological elements of language, taking into account that in a system
each element that forms it must work together to make it work. On the other hand, language as
discourse, which makes us understand the comprehension of a coherent and coherent written or oral
text, taking into account that discourse is the staging of aspects of reality, with which ideas can be
manifested. And finally, language as an ideology that is based on the forces, dynamics of power and
domination that impact the structures of language.

I identify with language as a system because it is a very important part since it is a way in which I
can express a communicative concept, in which the structuring of language must be effective. Also,
when communicating the message, you must identify the means and how I can communicate it
taking into account possible noise. And, of course, that the distinctive unity of the sounds of a given
language is an important element to understand all the aspects that make up a message

Example of class activities

For language to be understood as a system, it would be pertinent to carry out a reading

comprehension activity, where students will create questions to begin a debate on some topics
established in class. Taking into account that the three aspects that compose it are handled, the
semantic, syntactic and phonological.
In language as discourse, an activity would be carried out in which students will analyze and
understand what it takes to make a speech so that they can create one and expose it in front of their
classmates.

Students make a speech in which a political-social position will be reflected.

The competences are important because, in one way or another, the various ways in
which a message can be transmitted with which we will use several of the mentioned
aspects such as grammar, discourse, sociolinguistics, and strategy are being made known.
CHAPTER 2) LEARNING: FACTORS AND PROCESSES
 Complete the following chart based on the chapter 2 of the Main Study Material by
Kumaravadivelu, B. Make sure not to just copy and paste but paraphrase and
include proper citations when necessary. If evidence of copied information is seen,
the task will be invalid.

L2 DEVELOPMENT
INPUT DEFINITION: The input is the different sources of communication in which the
student can easily use to learn the foreign language

CONDITIONS: Availability and accessibility.

 EXAMPLES: Identify the general and specific idea in a conversation through
oral and written dialogues.
DEFINITION: The intake or consumption is the way in which the student
acquires the knowledge to the process, speak and interpret the meaning of a
subject.

INTAKE
VIEWS: Input, output: the product view - Input, intake, and output: the process
view - Input, input, and output: a quantitative view.

EXAMPLES: Production of oral texts from an auditory comprehension

Complete the acronym and include a brief definition to each factor.

I nternal and learner external factors: lenguaje and linguistic code.

N egotiation factors: learner’s active involvement and to draw systemic
knowledge.
T actical factors: communicative actions and strategies.
INTAKE
A ffective factors: predisposition and driving force to sustain the learning
FACTORS
process.
K nowledge factors: ability in the native language
E nvironmental factors: social environments and contexts.
CATEGORIES: internal and external student factors

DEFINITION: They are cognitive structures, which intervene in the different

sources of input and mental operations that are characteristic of language
INTAKE learning.
PROCESSE
S
CATEGORIES: inferencing, structuring, and restructuring.

DEFINITION: Refers to the collection of texts that students prepare either orally
or in writing.
OUTPUT

 In this chapter, the author talks about three different types of learning strategies:
metacognitive, cognitive and social/affective strategies. Please look for a class
activity that seeks to promote each type and describe them.
LEARNING STRATEGIES
METACOGNITIVE COGNITIVE SOCIAL/AFFECTIVE
STRATEGIES STRATEGIES STRATEGIES
Type of metacognitive Type of metacognitive
 Type of metacognitive
strategy: Elaboration strategy: Cooperation
Strategy: Metacognitive.
Objective: Improve the Objective: Allow the student
Objective: direct attention to
student's ability to capture to become subject to the
key information, linking it
and understand information language they study and
with new information.
practice it
Activity: The student will
Activity: Draw the main ideas
make a comprehensive Activity: In a group, based on
from a text and build mental
reading and according to what a topic, students will analyze
schemes that organize and
has been read and without the information obtained and
explain the information.
seeing the reading again, he each one will present their
must answer three questions point of view based on their
in his own words own experiences

CHAPTER 3) TEACHING: INPUT AND INTERACTION

 Do you think that L2 instruction and teaching strategies interfere with the learning
outcomes of students? What kind of instruction would make a difference?
 It is generally agreed that language input has to be modified in order to make it
available and accessible to the learner. In this aspect, the author establishes three
strands: (a) form-based input modifications, (b) meaning-based input modifications,
and (c) form- and meaning-based input modifications. Please give a short definition
to each and look for examples to each.
 Analyze the following syllabus that is addressed to elementary language learners
(children or teenagers). What kind of syllabus would you classify it in (Analytic or
Synthetic)? Please have in mind the information of the subchapter called “Content
Specifications”. Make sure to give recommendations in order to adjust it.
SOLUTIONS
Learning a strategy refers to methods that people use to control their process. Today,
improving strategies in an L2 into the classroom is one of the teachers’ roles, because the
teachers’ mission is facilitating the learning process to their students and make the thinking
process visible.
It is necessary to consider the different needs of the learners; the teacher can work different
methodologies to guide the student.

ÁREA DE INGLÉS
TABLA DE CONTENIDOS INGLÉS Elementary I A1.1
SKILLS
GRAMMAR &
UNIT/DATE COMPETENCES
VOCABULARY
Listening Reading Writing Speaking
WEEK 1 CLASSIFICATORY EXAM
WEEK 2 Reconozco Identifico Recito y canto Needs Analysis Identify students’ needs
Getting started cuando me palabras Copio y rimas, poemas y Classroom language and interests in relation
3 hours of hablan en inglés relacionadas transcribo trabalenguas Greetings to grammar and topics.
autonomous y reacciono de entre sí sobre palabras que que comprendo, Alphabet Requests and provides
 clarification on how
tasks Numbers 0-20 names and unknown
words are spelled
temas que me Classroom language
son familiares. Participates in a short
WEEK 3 con ritmo y Classroom and Everyday conversation where
Personal manera verbal y entonación objects
Reconozco comprendo y he/she provides his/her
Information no verbal. adecuados. Personal Basic
palabras y frases que uso con name, age and basic
3 hours of Expreso mis information
cortas en inglés frecuencia en el information to
autonomous Entiendo cuando sentimientos y Verb to be in present
en libros, salón de clase. professors, friends and
tasks me saludan y se estados de (affirmative)
objetos, acquaintances.
despiden de mí. ánimo. Possessive adjectives
propagandas y
Personal information
lugares de mi Escribo el
WEEK 4 Sigo Menciono lo Numbers 20-100 Understands and uses
alrededor. nombre de
Daily Life instrucciones que me gusta y Titles and Names familiar words and short
lugares y
3 hours of relacionadas con lo que no me Personal pronouns phrases about routines,
Relaciono elementos que
autonomous actividades de gusta. Verb to be in present (- daily activities and
ilustraciones con reconozco en
tasks clase y and ?) preferences.
oraciones una ilustración.
recreativas Deletreo Yes/no questions
simples.
propuestas por palabras que me Introducing yourself and
mi profesor. son conocidas. Understands instructions
WEEK 5 Reconozco y Respondo others
related to class, school,
Jobs and sigo brevemente a las Jobs and occupations
Comprendo Nombro and community activities
Occupations instrucciones preguntas “qué, Wh words
3 hours of canciones y algunas cosas Verb to be in present (- and expresses them in
sencillas, si están quién, cuándo y oral and written form to
autonomous rimas, y lo que puedo hacer and ?)
ilustradas. dónde”, si se evidence his/her
tasks demuestro con y que no puedo Wh questions with verb to
refieren a mi understanding.
gestos y hacer be
Puedo predecir familia, mis
movimientos. Daily routine verbs
una historia a amigos o mi
Respondo a Hobbies/ Likes and Describes the basic
WEEK 6 partir del título, colegio.
preguntas sobre interests characteristics of people,
Leisure time las ilustraciones
cómo me siento. Prepositions of time things, and places found
3 hours of y las palabras
clave. Frequency adverbs/ in his/her school, city or
autonomous
Simple present community using short
tasks
(affirmative with I, you, phrases and sentences.
we and they)

WEEK 7
MIDTERM EXAM

Describo lo que Answers questions

WEEK 8 hago. Telling the time related to “what, who
About time Respondo a Daily routine verbs and when” after reading
3 hours of Demuestro saludos y a Likes and interests or listening to a short
autonomous Sigo la secuencia despedidas. Simple present simple text whose topic
comprensión de Escribo
tasks de una historia (affirmative with he, she is connected to familiar
preguntas información
sencilla. and IT) events.
sencillas sobre personal en Uso expresiones
mí, mi familia y formatos cotidianas para Family members
Utilizo Writes basic personal
WEEK 9 mi entorno. sencillos. expresar mis Adjectives of Physical
diagramas para information in pre-
Family and necesidades appearance and
organizar la established forms that
Friends Comprendo Escribo inmediatas en el personality
información de request information such
3 hours of descripciones mensajes de aula. Simple present (questions
cuentos o as name, age, date of
autonomous cortas y sencillas invitación y and negative)
historias cortas birth, gender, nationality,
tasks de objetos y felicitación Utilizo el Wh words with present
leídas en clase. address, phone, etc.
lugares usando formatos lenguaje no simple
conocidos. sencillos. verbal cuando
Disfruto la
lectura como una no puedo
Identifico a las Demuestro responder Everyday objects
actividad de
WEEK 10 personas que conocimiento de verbalmente a Home- rooms at home- Understands the subject
esparcimiento
Home participan en una las estructuras preguntas sobre furniture and appliances at and general information
que me ayuda a of a short simple text
3 hours of conversación. básicas del mis home and work
descubrir el using aids such as
autonomous inglés preferencias. This-That-These-Those
mundo. images, titles, and key
tasks Por ejemplo, There is-There are
words.
asintiendo o Prepositions of place
negando con la
cabeza.

WEEK 11 FINAL EXAM

WEEK 12 Results Socialization Preparation for closing