MODULE 1: BASIC CONCEPTS

Faculty of Education

Pre-primary degree
2021-22

DIDÁCTICA DE LA LENGUA INGLESA EN

LA EDUCACIÓN INFANTIL
 Module 1. Basic concepts

Importance
of learning
Reflect on a FL at
the current very early
situation of ages
language
Key programme
concepts- s
starting
point

2
Didáctica de la lengua inglesa en Educación Infanti
 Module 1. Basic concepts

INDEX
Basic concepts.
1.1. L1, L2, FL.
1.2. Monolingualism, bilingualism and pluringualism
2. Early language learning
2.1. Theories in favor of early learning.
2.2. Theories against early language learning.
2.3. Element involved in early FL or L2 learning

3
Didáctica de la lengua inglesa en Educación Infanti
1. BASIC CONCEPTS p.17
DEBATE P.
18
L1: ACQUIRED AS PART
OF A SOCIETY. NATURAL
EXPOSITION.
SUBCONSCIOUSLY.

L2: ACQUIRED
CAN A PERSON ACQUIRE
AFTERWARDS (EVEN IN A
MORE THAN A L2?
NATURAL CONTEXT).

LINGUISTIC & CULTURAL

KNOWLEDGE L1
INFLUENCE L2

4
1. BASIC CONCEPTS
DEBATE P.
18
L2: AFTER THE L1. NATURAL
CONTEXT. SUBCONSCIOUS

FL: LEARNT AFTER

THE L1. NO NATURAL
CONTEXT. SCHOOL.

5
Didáctica de la lengua inglesa en Educación Infanti
1. BASIC CONCEPTS
DEBATE P.
18
END OF 20TH CENTURT-
REJECTION TERM FL.

AVOID FORMAL.
NEW TERM: ADDITIONAL FAVOUR NATURAL LEARNING
LANGUAGE (AL) (EVEN IN A FORMAL CONTEXT-
SCHOOL)

INCORRECT USAGE
ACQUISITION / LEARNING

6
Didáctica de la lengua inglesa en Educación Infanti
1. BASIC CONCEPTS

ACTIVITY
1.P.18
DEBATE 1: COMPLETE
CAN A THE
FOLLOWING
PERSON’S TABLE
FL BECOME
AN L2?
7
1. BASIC CONCEPTS
P.18 L1 L2/L3/L4… FL AL

Acquired from birth

Acquired after the L1

Acquired as an adult

It is influenced by previous knowledge

and experience in another language

It takes place in a natural context or

community of native speakers

It takes place in an artificial or formal

learning context 8
Didáctica de la lengua inglesa en Educación Infanti
1. BASIC CONCEPTS P.19
1.2 MONOLİNGUALİSM,
BİLİNGUALİSM AND
PLURİLİNGUİSM

BILINGUAL PERSON

HOW BILINGUALISM IS
DEFINED? ALTERNATE USE OF
TWO LANGUAGES

IN A SOCIETY
(SOCIAL
BILINGUALISM).

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Didáctica de la lengua inglesa en Educación Infanti
1. BASIC CONCEPTS P.19
1.2 MONOLİNGUALİSM,
BİLİNGUALİSM AND
PLURİLİNGUİSM RESTRICTIVE : NATIVE
LEVEL

HOW BILINGUALISM IS FLEXIBLE : USE TWO

DEFINED? LANGUAGES IN ALTERNATION

COOK: /L2 USER-L2 LEARNER.

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Didáctica de la lengua inglesa en Educación Infanti
1. BASIC CONCEPTS
1.2 MONOLİNGUALİSM,
BİLİNGUALİSM AND
PLURİLİNGUİSM

TRADITIONALLY
BILINGUAL PERSON:
naturally from birth
simultaneous acquisition/
HOW BILINGUALISM IS before the age of 3
DEFINED?

SIMULTANEOUS
CHILD
BILINGUALISM
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Didáctica de la lengua inglesa en Educación Infanti
1. BASIC CONCEPTS
1.2 MONOLİNGUALİSM,
BİLİNGUALİSM AND
PLURİLİNGUİSM
ADDITIVE
BILINGUALISM : L1
and later acquire an
L2, keeping both
languages in use
HOW BILINGUALISM IS
DEFINED?
SUBSTRACTIVE
BILINGUALISM: a
language is added to
gradually replace the
L1
12
Didáctica de la lengua inglesa en Educación Infanti
 1. BASIC CONCEPTS
1.2 MONOLİNGUALİSM,
BİLİNGUALİSM AND
PLURİLİNGUİSM

PLURILINGUALISM: A
MORE INCLUSIVE TERM
Activity 3. Who is OF BILINGUISM
what?

'the ability to use languages

for communicative purposes
and to participate in an
intercultural relationship in
which a person, as a social
agent, is proficient - to DYNAMIC BILINGUALISM
varying degrees - in several
languages and has
experience of several
cultures' (Council of Europe,
2002, p.167). 13
1. BASIC CONCEPTS
1.2 MONOLİNGUALİSM,
BİLİNGUALİSM AND
PLURİLİNGUİSM

HOW
PLURLINGUALISM IS
UNDERSTOOD?

CHECK TABLE P. 20
COMMAND WHERE INCLUDED
SEVERAL THE ADVANTAGES
LANGUAGES, NO BREAKING WITH A EUROPEAN
OF THE EARLY
SAME BILINGUAL OBJECTIVE: 2
LAGUAGE
COMPETENCE, BILINGUALISM LANGUAGES + 1.
LEARNING. DO YOU
ABLE OF AGREE WITH
COMMUNICATING THEM?

ACTIVITY 3. WHO
Activity 3. Who is what? IS WHAT?

14
2. VERY EARLY LANGUAGE LEARNING

Very
Young
Language
Definition.
Learners
(3-6 years
old).

The systematic awareness-raising or exposure

to more tan one language taking place in an
early childhood education and care setting in a
pre-primary school context

15
2. VERY EARLY LANGUAGE LEARNING

Moon: no
educational
/cognitive reasons Which
why a child cannot
learn a FL/ conditions
important ?
conditions to be
successful.

16
2. VERY EARLY LANGUAGE
LEARNING

Are you for or against very early

language learning?

17
2. VERY EARLY LANGUAGE
LEARNING

Are there educational reasons

why a child cannot learn a FL?

18
2. VERY EARLY LANGUAGE LEARNING
the brain's ability to
modify itself to
2.1 Theories in respond to new
stimuli or
favour of very challenges. In other
early learning. words, as long as
there is plasticity,
we learn.
https://riuma.uma.es/xmlui/bitstream/handle/106
30/4995/24_n9_Uciencia9.pdf?sequence=1

Critical period Penfield

and Roberts. Brain How can
plasticity-lost with we define
growth it?

19
2. VERY EARLY LANGUAGE LEARNING

2.1 Theories in
favour of very Activity 4. Patricia Kuhl video
early learning.

Example: Canadian
After immersion programme
puberty- (natural context)Early
difficult immersion programmes
= advantages.
Current Predisposition +imitation
neuroscientific capacity + long term
better results +
studies - cognitive integration and cultural
advantages sensitivity.
20
2. VERY EARLY LANGUAGE Activity
LEARNING 4. Patricia Kuhl video
p.22

Watch the video by Patricia Kuhl (The

linguistic genius of babies

https://www.ted.com/talks/patricia_kuhl
_the_linguistic_genius_of_babies?language
=es#t-4318

and answer the following questions the

teacher is going to tell you

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2. VERY EARLY LANGUAGE LEARNING

Older
2.1
Critical students:
Theories
period Faster
against
theory students -
very early
questioned higher
learning.
speed.

BAF study
Adults- Relaxation of
native the relationship
competence between FL
and L2 level

22
 2. VERY EARLY LANGUAGE LEARNING

2.3 Factors influencing very early L2 or FL

learning
Learning context

Natural learning environment

Language used spontaneously

Motivating activities

Not the object of study itself

23
2. VERY EARLY LANGUAGE LEARNING

2.3 Factors understand

influencing Input and follow
ery early L2 instructions
or FL quality /teacher
learning training

24
2. VERY EARLY LANGUAGE LEARNING

2.3 Factors
influencing very
early L2 or FL
learning

Personality,
intelligence,
preferences, attitude
and motivation

25
 2. VERY EARLY LANGUAGE LEARNING

Several
2.3 Factors
advantages…
influencing very Conclusi always
early L2 or FL
learning on respecting the
individual pace
of learning+
Adequate
context
+
Quality input

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 MODULE 1.
PRACTICES

PRACTICE 1 : BILINGUAL FAMILY

TREE

PRACTICE 2: EURYDICE REPORT

27
Practice 1. Case study and elaboration of bilingual family tree. P.25

28
Practice 1. Case study and elaboration of bilingual family tree.
P.25

29
Practice 1. Case study and elaboration of bilingual family tree.
P.26

30
Practice 2. CREATION OF A GOOGLE MAP OR AN INFOGRAPHIC USING THE EURYDICE REPORT.

P.26

Aim: to find out the starting age of foreign language learning in different

European countries.

Development: read carefully the Eurydice report (2017). Key data on

teaching languages at school in Europe. (or the most recent if available).

Retrieved from https://publications.europa.eu/en/publication-detail/-

/publication/73ac5ebd-473e-11e7-aea8-01aa75ed71a1/language-en/format-

PDF/source-31422363

Then extract the following information and draw a map (Excel) containing this

data:

• Countries that first introduce LE.

• Countries that were the latest to introduce LE. 31

BIBLIOGRAPHY

Cortina-Pérez, B. y Andúgar, A. (2018). Didáctica de la lengua

extranjera en Educación Infantil. Inglés. Pirámide.
VÍDEO: CONFERENCIA:
HTTPS://WWW.YOUTUBE.C
OM/WATCH?V=WN8IR8RIAU
K

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