Practical Strategies for Communicative Competence in Language Teaching
Practical Strategies for Language Teaching
The concept of communicative competence is crucial for achieving the main goals set in the Foreign Language Teaching syllabus design issued by the community of Andalucía. Communicative competence implies adopting the Communicative Approach, the method on which our current educational law is based, namely the Organic Law 2/2006, May 3rd of Education, and the Decree 17/2015, March 3rd of Andalucía.
The Organic Law of Education and LOMCE establishes seven key competences that help us develop students’ potential, not only academically but also for life. These competences are a combination of knowledge, skills, and attitudes appropriate to the context.
Motivation and Technology in Language Learning
Motivation is a significant factor in language learning, making the process more effective. We can use new technologies to encourage our pupils while developing their technological resources and global communication skills, which is one of the basic competences. ICT is an effective resource for adapting teaching to the different capacities of students, promoting a learner-centred environment. Furthermore, students can develop autonomous learning strategies while learning through computers.
Grouping and Individual Learning
Regarding grouping, group learning activities can mix lower-level pupils with higher-level ones to facilitate effective interaction, cooperation, and communication. Students will also work individually to understand and control their own learning, developing the sense of initiative and entrepreneurial spirit competence, as well as the learning to learn competence.
Addressing Individual Needs
If a student finishes early or needs more practice, the teacher will provide extension activities as reinforcement. If there is any pupil with special needs, the teacher will consider their needs when planning activities.
Evaluation and Self-Assessment
Since the primary aim is for pupils to communicate in a foreign language, evaluation will consist of oral activities. During these activities, the teacher will note the most remarkable features of each pupil through direct observation. To make pupils aware of their own progress, self-assessment is promoted by checking diaries and portfolios, fostering autonomous competence.
All these theoretical frameworks and practical strategies will help improve teaching practice.
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. and 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. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.).
- NUNAN, D. (2010): Language Teaching Methodology. Anaheim University Press.
Legal Framework
The legal framework taken into account includes:
- Decree 17/2015, March 3rd of Andalucía, which 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.
The Organic Law of Education establishes eight key competences. Competences are defined, according to the LOE/LOMCE, as the capacities to apply contents in an integrated manner to perform activities properly and solve complex problems efficiently. For the European Parliament, they are a combination of knowledge, skills, and attitudes appropriate to the context. In the ECD/2015 Order, key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion, and employment. By the end of compulsory education, youngsters should have developed the key competences to a level that prepares them for adult life, and they should be further developed, maintained, and used as part of lifelong learning. The LOE/LOMCE establishes seven key competences which help us to develop students’ potential, not only academically but also for life. The competences which must be included in the curriculum are the following: Competence in linguistic communication, Mathematical and basic competence in science and technology, Digital and ICT competence, learning to learn competence, social and civic competence, sense of initiative and entrepreneurial spirit competence, cultural awareness and expression.
Bilingualism and CLIL
Bilingualism: “Content and Language Integrated Learning (CLIL)”. The main goals and outcomes are related to both the contents and the foreign language.