Impact on Language Education: Teacher Training & Methodology
Consequences for the Area of Education
We know how to teach, to share knowledge.
Developing Communicative Language Competence
- Developing a standard for communicative language competence, including the production and reception of oral and written texts. (This means working on the four linguistic skills: reading, speaking, listening, and writing).
- Implementing literature workshops to foster creative writing and reading habits.
- Promoting learning through discovery and learning to learn.
- Considering the actual cognitive level of students, i.e., the language with which they arrive at school, and encouraging their personal rhythm with varied, adaptable, and optional activities.
- The teacher should be a motivator, encouraging active learners to build their knowledge, fostering their personal rhythm, and using constructivist exercises. It is essential to attach greater importance to comprehensive reports. (Remember to include comprehensive reports, as they are essential).
- Not repeating linguistic inequalities but enabling the use of language in the context of its own use. There is no language that is inherently better, but society assumes that some are more suitable. (This is because they are used to communicate with more people and more communities. Teach other expressions so that when students leave their usual environment, they understand the same thing).
- Respecting the particularities of the language, as long as they are understood and are not contrary to the basic syntactic structure of the rule. (Language is always aimed at communication).
- Planning adequate and systematic language teaching and its educational consequences.
What to Consider to Carry Out the Teaching of Language and Literature?
Teacher Training
The linguistic training of teachers is one aspect to take into account. There are teachers who are not educated in Castilian, who even have more ease of expression, especially in writing, in Castilian, or whose linguistic competence is lower than would be desirable.
Moreover, there are Castilian-speaking teachers who have followed retraining courses that give them credit for teaching Catalan, Galician, Euskera, etc. However, this accreditation often does not correspond to their real possibilities.
Methodological Training
Furthermore, the methodological training of teachers is also significantly defective. Many teachers with years of experience behind them still rely on what they learned in teacher training institutes or follow the usual textbooks to the letter, without considering developments and new teaching approaches.
General Education
We must also take into account that education in general, and even more so in the area of language arts, has evolved greatly in recent years. New approaches have soared to the forefront of language teaching, and we cannot ignore them.
Initial Teacher Training
Regarding initial teacher training, the situation is very similar. Studies lasting three years, with five hours of class per day and nine subjects per year, are more of an obstacle race than a comprehensive training space for the future teacher. In such a short time and with so much content, students cannot achieve the appropriate level. In summary, there are few teachers who master the language or language teaching system.
Can Language Be Considered the Area of Areas?
Yes, as it is the support of all the materials of a school curriculum. It teaches us to speak, listen, read, and write, so every teacher is also a language teacher. It should also be said that the area of areas is also an essential component of teacher education, and the transmission of knowledge during the teaching-learning process is done through language.