Key Competences: Acquisition and Learning in Language
Key Competences in Language Acquisition
What is a Key Competence?
(Deseco, 2003) Key competences represent a transferable, multifunctional package of knowledge, skills, and attitudes that all individuals need for personal fulfillment and development, inclusion, and employment.
- Knowledge: conocimiento
- Skill: habilidad
- Attitude: actitud
European Key Competences
- Communication in the mother tongue
- Communication in a foreign language
- Mathematical competence and basic competences in science and technology
- Digital competence
- Learning to learn
- Social and civic competences
More European Key Competences
- Sense of initiative and entrepreneurship
- Cultural awareness and expression
Applying Key Competences in Preschool
- Design and do meaningful activities and tasks
- Consider the interests and motivations of the pupils
- Teach “to know to do” through tasks
- Challenge the pupils to use their knowledge and skills to acquire more knowledge
- Foster communication in multiple languages
- Let them explore and enjoy learning
- Encourage self-confidence, autonomy, initiative, and leadership
- Take advantage of the different contexts and combine them in the learning process
Acquisition vs. Learning
Acquisition
The product of a subconscious process very similar to the process children undergo when they acquire their first language.
Language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication.
It requires meaningful interaction in the target language.
Learning
The product of formal instruction and it comprises a conscious process which results in conscious knowledge “about” the language, for example, knowledge of grammar rules.
“Learning” is less important than “acquisition” (Krashen)
The Input Hypothesis
How do we acquire language? Acquisition is central and learning more peripheral, then the goal of our pedagogy should be to encourage acquisition.
How do we move from stage i, where i represents current competence, to i+1, the next level? The acquirer understands input containing i+1, where “understand” means that the acquirer is focused on the meaning and not the form of the message. We acquire only when we understand language that contains structure that is “a little beyond” where we are now.
How can we understand language that contains structures that we have not yet acquired? We use more than our linguistic competence to help us understand. We also use:
- context,
- our knowledge of the world, and
- our extra-linguistic information to help us understand language directed at us.
Key Points of the Input Hypothesis
1) The input hypothesis relates to acquisition, not learning.
2) We acquire by understanding language that contains structure a little beyond our current level of competence (i+1). This is done with the help of context or extra-linguistic information.
3) When communication is successful, when the input is understood and there is enough of it, i+1 will be provided automatically.
4) Production ability emerges. It is not taught directly.
Affective Variables in Language Acquisition
Important Affective Variables to bear in mind
Motivation. Pupils with high motivation generally do better in second language acquisition.
• Self-Confidence. Pupils with self-confidence and a good self-image tend to do better in second language acquisition.
• Anxiety. Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom anxiety.
Lowering the Affective Filter
How to keep the Affective Filter low?
1. To concentrate on supplying comprehensible input where the focus is on the message and not on the form.
2. Not to insist on too-early production, before the student is “ready”.
3. Avoid error correction
Benefits of TPR (Total Physical Response)
Conclusions: Main Benefits of TPR
TPR activities can be used in all learning stages.
TPR activities are the best way to acquire vocabulary and commands.
They facilitate quick memorization.
They are funny.
There are no boundaries between TPR and game-like activities.
Highly motivating.
Total involvement on the part of the teacher.
Immediate feedback