TEFL Macro Skills and LOMCE-Madrid Decree 89/2014
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LOMCE-Madrid Decree 89/2014 and English Language
Treatment of Content and Skills
The Primary curriculum emphasizes grammar within language systems over skills development.
EFL Unit Planning with Royal Decree 5958/2010
Royal Decree 5958/2010 helps with EFL unit planning by setting specific, realistic skills in language development classes.
Integrating Skills Work in Communicative Language Teaching (CLT)
In CLT, skills work is often integrated into language development classes (focused on language systems) through:
- Restricted Exposure: Aural or written texts introduce the target language in a rich context (e.g., Hi Five 5, lessons 1 and 2).
- Target Language Practice: Primarily fluency speaking, sometimes extended writing.
Breaking Down Macro Skills in TEFL
Macro skills (listening, speaking, reading, writing) can be broken down into micro skills by specifying the actions, methods, and genre.
Bottom-Up vs. Top-Down Processing
Bottom-Up Processing
Uses incoming input to understand the message. Comprehension starts with analyzing data (sounds, words, clauses, sentences, texts) until meaning is derived. This is a decoding process.
Subskills: Recognizing small language units like sounds and words.
Top-Down Processing
Uses background knowledge (context, gist, tone) to understand the message. It moves from meaning to language, using prior knowledge, context, schemata, or scripts.
Subskills: Using large-scale clues, like topic knowledge.
Teacher Talk and Listening Skills in Young Learners
High-quality, scaffolded teacher talk in English supports early listening development. Teachers provide key structures when students lack them.
TPR: Advantages and Limitations
Total Physical Response (TPR) involves children listening and physically responding to instructions. It's a good starting point for classroom communication.
Advantages: Physical responses aid learning, and students can check understanding by observing peers.
Limitations: Not specified in the original text.