Communicative Competence in English Language Learning
Introduction
My name is Paula Cantón Prieto. This document develops a unit focused on language as the primary means of human communication. Learning a foreign language is essential in a society that fosters international relationships at social, cultural, professional, and political levels. It promotes mutual understanding, tolerance, and respect for others’ cultural values, broadening one’s perspective. Spain’s integration into the European community creates new linguistic needs, establishing a context of communication and cultural exchange. Historically, a common language has facilitated communication and the exchange of ideas; today, English serves as that lingua franca.
Our educational system has an open and flexible curriculum, adaptable to students’ needs through different levels of development. However, the teaching plan must be implemented thoughtfully. The primary goal in foreign language teaching is to develop students’ communicative competence. This requires a communicative approach, providing ample practice for students to use the language in various situations, aligning with the objectives of our current educational law (LOE/LOMCE). The Foreign Language Area in the Curriculum contributes to learners’ integral development, enabling them to embrace diverse ways of life.
Conclusion
This unit is significantly related to the other 25 units. The main objective of the English class is to communicate using verbal and non-verbal communication strategies. For pupils to use the language effectively, they must master the four skills: listening, speaking, reading, and writing. This mastery is crucial to develop communicative competence in everyday situations, which is the curricular aim of the current educational law. Communicative competence is acquired by using language appropriately, accurately, and fluently.
It is also crucial that children develop a positive attitude towards the language and culture, providing them with a broader vision of reality and greater tolerance. Teachers should introduce relevant knowledge about English-speaking countries and their people.
Methodology and Resources
Several methods have been developed to find the best way to teach a foreign language. These approaches emphasize that learning a language requires pronouncing and recognizing sounds, using grammatical structures correctly, and applying vocabulary in different contexts.
Regarding materials, foreign language teachers should be aware of the variety of resources available, such as literary texts, songs, games, and drama activities. These tools should be selected according to the pupils’ interests, level, and age to facilitate effective language learning.
Technical aids are also significant, not only for motivating children but also for enhancing the quality of education. They help adapt teaching to students’ diverse capacities, promoting autonomous learning strategies and a learner-centered environment.
Curriculum and Classroom Management
It is essential for English teachers to thoroughly understand every curricular element and plan units thoughtfully, considering the system’s open and flexible nature. Above all, they must consider learners as individuals with different learning styles, aptitudes, and motivations. Knowledge of classroom management is crucial for success in English learning.
All the previous said leads me to conclude by saying that this unit is not a single element, it should be considered one more element in all this complex process of the teaching learning which has a final goal: the acquisition of the language to develop the communicative competence.
Bibliography
The bibliography used to develop this practical case includes:
- ANDERSON, L. W., & KRATHWOHL, D. R. (eds.) (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
- BREWSTER, J., ELLIS, G., & GIRARD, D. (2002). The Primary English Teacher’s Guide, New Edition. Pearson Education Limited, Essex, U.K.
- BYRNE, D. (1997). Teaching Oral English. England, UK: Longman.
- COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages: Learning, teaching, assessment. United Kingdom, U.K: Cambridge University Press.
- GARDNER, H. (2001). Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
- HARMER, J. (2008). The Practice of English Language Teaching (4th ed.). London: Longman.
- NUNAN, D. (2010). Language Teaching Methodology. Anaheim University Press.
Legal Framework:
- Decree 17/2015, March 3rd of Andalucía, establishes the curriculum of Primary Education for the Autonomous region of Andalucía.
- LOE (Organic Law of Education), 2/2006 of the 3rd of May.
- Royal Decree 1513/2006 of the 7th of December and 126/2014 of the 28th of February.
Moreover, I will include the research into some webpages such as: