Teaching English as a Foreign Language (TEFL)
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starlight
nawelbel
chika loca
Gatsby01
Bacha Saidi
MaGGiE
leonel missi
nelwane
nabih35
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glourious
bryne_kh2000
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Ezinma
19 posters
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Re: Teaching English as a Foreign Language (TEFL)
Rationale
In this curriculum, language is viewed as a set of interacting competencies.
Therefore, the ability to use language as a speaker, listener, reader and writer is
critical in the goals of the curriculum. The program is therefore always centered on
the students and the development of their capacities in order for them to acquire, in
the most effective way possible, competency in English. Competencies are linked to
their in-school and out of school needs. Students learn to speak, listen to, read, write
and re-use what they have learned in new situations. These skills are taught in an
integrated way, since in real-life that is how they are used. It is no longer sufficient to
dispense information to students, rather the aim is to help students to play an ever
more active role in their own development and make them responsible for their own
learning. In order to take this active role, students need opportunities to find the
answers to questions arising from their own daily life and to become more responsible
and autonomous. In this approach to learning students confront complex and
significant situations; their personal process of adaptation relies on their cognitive and
affective resources while also taking into account the influence of their social and
cultural interactions with the world around them.
By framing the aims of the curriculum in terms of competency, the focus is on what
learners can actively do in and with the language rather than on a discrete list of
items they are expected to remember.
Language competencies and supporting competencies
Language competencies
Language involves three basic competencies:
• Interactive competency
• Interpretive competency
• Productive competency
In this curriculum, language is viewed as a set of interacting competencies.
Therefore, the ability to use language as a speaker, listener, reader and writer is
critical in the goals of the curriculum. The program is therefore always centered on
the students and the development of their capacities in order for them to acquire, in
the most effective way possible, competency in English. Competencies are linked to
their in-school and out of school needs. Students learn to speak, listen to, read, write
and re-use what they have learned in new situations. These skills are taught in an
integrated way, since in real-life that is how they are used. It is no longer sufficient to
dispense information to students, rather the aim is to help students to play an ever
more active role in their own development and make them responsible for their own
learning. In order to take this active role, students need opportunities to find the
answers to questions arising from their own daily life and to become more responsible
and autonomous. In this approach to learning students confront complex and
significant situations; their personal process of adaptation relies on their cognitive and
affective resources while also taking into account the influence of their social and
cultural interactions with the world around them.
By framing the aims of the curriculum in terms of competency, the focus is on what
learners can actively do in and with the language rather than on a discrete list of
items they are expected to remember.
Language competencies and supporting competencies
Language competencies
Language involves three basic competencies:
• Interactive competency
• Interpretive competency
• Productive competency
nawelbel- Number of posts : 3
Age : 35
Location : Algeria
Registration date : 2011-06-27
Re: Teaching English as a Foreign Language (TEFL)
Interactive competency
Interactive competency is the ability to use language orally to interact with
others in order to create social relations, express needs, understand and address
needs of others and to get things accomplished. Engaging in a discussion is an
example of using one’s interactive competency.
Interpretive competency
Interpretive competency is the ability to understand written language through
reading or spoken language through listening and to interpret it appropriately.
Reading is the ability to understand and interpret written texts, listening is the
ability to understand and interpret oral language. Reading and listening are
thus addressed separately in the curriculum.
Productive competency
Productive competency is the ability to produce coherent, appropriate and
relevant messages in writing and speaking. It is also the ability to effectively
express ideas and organize thoughts appropriately. Productive competency is
more often associated with writing because writing involves producing texts
such as letters or essays. Productive speaking competency is also the
production of texts; it differs from interactive speaking competency in that it
does not involve interaction with other speakers. Giving a lecture or a
presentation are examples of using one’s productive speaking competency.
Learners have different levels of competency at different levels of language
proficiency. A beginning language learner can do less in each competency than an
advanced language learner. This is reflected in the Algerian English Framework in
the next section (Section V). The Algerian English Framework describes the level of
attainment of each of the competencies for each grade in school.
Supporting competencies
In order to develop interactive, interpretive and productive competencies, language
learners also need to develop supporting competencies:
• Linguistic Competency
• Language Strategies
Linguistic competency
Linguistic competency includes the learning and mastery of grammar,
pronunciation and the vocabulary needed in a given context. There is a
separate set of descriptors of linguistic competency for each grade level.
Language Strategies
Language strategies are ways that help students to acquire, remember,
organize and use information on an ongoing basis. The language strategies are
incorporated into the competencies, rather than listed separately.
In the next section, the Algerian English Framework describes in detail the level of
attainment of each competency for each grade in school, beginning with Middle
School 1 through High School 3, seven levels all together.
Interactive competency is the ability to use language orally to interact with
others in order to create social relations, express needs, understand and address
needs of others and to get things accomplished. Engaging in a discussion is an
example of using one’s interactive competency.
Interpretive competency
Interpretive competency is the ability to understand written language through
reading or spoken language through listening and to interpret it appropriately.
Reading is the ability to understand and interpret written texts, listening is the
ability to understand and interpret oral language. Reading and listening are
thus addressed separately in the curriculum.
Productive competency
Productive competency is the ability to produce coherent, appropriate and
relevant messages in writing and speaking. It is also the ability to effectively
express ideas and organize thoughts appropriately. Productive competency is
more often associated with writing because writing involves producing texts
such as letters or essays. Productive speaking competency is also the
production of texts; it differs from interactive speaking competency in that it
does not involve interaction with other speakers. Giving a lecture or a
presentation are examples of using one’s productive speaking competency.
Learners have different levels of competency at different levels of language
proficiency. A beginning language learner can do less in each competency than an
advanced language learner. This is reflected in the Algerian English Framework in
the next section (Section V). The Algerian English Framework describes the level of
attainment of each of the competencies for each grade in school.
Supporting competencies
In order to develop interactive, interpretive and productive competencies, language
learners also need to develop supporting competencies:
• Linguistic Competency
• Language Strategies
Linguistic competency
Linguistic competency includes the learning and mastery of grammar,
pronunciation and the vocabulary needed in a given context. There is a
separate set of descriptors of linguistic competency for each grade level.
Language Strategies
Language strategies are ways that help students to acquire, remember,
organize and use information on an ongoing basis. The language strategies are
incorporated into the competencies, rather than listed separately.
In the next section, the Algerian English Framework describes in detail the level of
attainment of each competency for each grade in school, beginning with Middle
School 1 through High School 3, seven levels all together.
nawelbel- Number of posts : 3
Age : 35
Location : Algeria
Registration date : 2011-06-27
Re: Teaching English as a Foreign Language (TEFL)
thnk u so much guys
starlight- Number of posts : 30
Age : 37
Location : between stars
Registration date : 2010-08-04
Re: Teaching English as a Foreign Language (TEFL)
Kudos to all!
Please cite your sources.
Regards.
Please cite your sources.
Regards.
Ethegood- Number of posts : 1
Age : 38
Registration date : 2012-06-14
Re: Teaching English as a Foreign Language (TEFL)
YOU ARE AMAZING.
sahraoui- Number of posts : 4
Age : 42
Registration date : 2013-10-26
Re: Teaching English as a Foreign Language (TEFL)
Hi!!!!
plz... could any one provide me with books/articles about reading theories & strategies,??
plz... could any one provide me with books/articles about reading theories & strategies,??
the happiest girl- Number of posts : 3
Age : 30
Registration date : 2012-06-12
Re: Teaching English as a Foreign Language (TEFL)
Dear members I need to know and read about "planning progression" to prepare a plan or a yearly planning containing the following points :communicative tasks,objectives,the know how,skills,resources,vallues and attidudes...
dida- Number of posts : 14
Age : 42
Registration date : 2011-02-01
Re: Teaching English as a Foreign Language (TEFL)
That was really amazing and interesting as i mentioned before i i need to learn about the know how and attidudes in teaching
dida- Number of posts : 14
Age : 42
Registration date : 2011-02-01
Re: Teaching English as a Foreign Language (TEFL)
"In the next section, the Algerian English Framework describes in detail the level of
attainment of each competency for each grade in school, beginning with Middle
School 1 through High School 3, seven levels all together"
Did i miss this section?
attainment of each competency for each grade in school, beginning with Middle
School 1 through High School 3, seven levels all together"
Did i miss this section?
dida- Number of posts : 14
Age : 42
Registration date : 2011-02-01
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