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Developing Communicative Competence Methodology

1 WORK PROGRAMME In the work carried out with me in the person to person class we carried out the following steps: 1. Verbalisation, individual and collective of the tacit ideas ones own vision of what communicative competence means. 2. Identification of the general features of the classroom methodology in order to promote communicative competence: involving psycho-pedagogic and didactic elements. 3. Specification of the necessity to promote plurilingual competence in order to move forward in co

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7 views2 pages

Developing Communicative Competence Methodology

1 WORK PROGRAMME In the work carried out with me in the person to person class we carried out the following steps: 1. Verbalisation, individual and collective of the tacit ideas ones own vision of what communicative competence means. 2. Identification of the general features of the classroom methodology in order to promote communicative competence: involving psycho-pedagogic and didactic elements. 3. Specification of the necessity to promote plurilingual competence in order to move forward in co

Uploaded by

soniadedios
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd

1

WORK PROGRAMME

In the work carried out with me in the person to person class we


carried out the following steps:

1. Verbalisation, individual and collective of the tacit ideas ones


own vision of what communicative competence means.

2. Identification of the general features of the classroom


methodology in order to promote communicative competence:
involving psycho-pedagogic and didactic elements.

3. Specification of the necessity to promote plurilingual competence


in order to move forward in communicative competence: related
to a specific language element.

WHERE TO GO FROM HERE?

Final objective: Get to share the bases of a common


methodology directed at the development of communicative
competence by way of promoting pluriligual competence and
work by competences.

Steps towards achieving the objective.

1. In each school or centre: contrast of ones own ideas and practices


with

A) the ideas picked up in the face-to-face class


b) the interrogation norm handed out by Olga.

To what extent do ones own practices measure up to the approach


worked on in the face-to- face class?

Important: First search specifically for coincidences

2. Once the analysis carried out, identify the exact elements which
you would have to work on to achieve the “methodological model”
based on the Reference Framework and worked on in the face-to-face
session.

3. Materialisation of the conclusions of the analysis in 2) in concrete


didactic propositions. In this step it is important to:
2

• Work at each centre in small inter-language groups


• Elaborate a first proposal
• Prepare a justification of the proposal in (in a text
document or Power Point presentation) to present to the
rest of the groups.

4. Interchange and analysis of the whole of the different


propositions in a large group. In this step it is important to:
• Limit the time of the presentation of each group
• Elaborate a small work card as the following, that each
person should fill out individually.

What Why? What has it made


especially me reconsider with
interests me reference to the
about proposition of my
this group?
proposition?
Proposition 1
Proposition 2
Proposition 3
Etc.

5. Contrast the results of the “active listening” reflected in the box.


6. In-group analysis of the sum of reflections on the question: In
what have we progressed as group-centre?

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