JUAN MISAEL SARACHO AUTONOMOUS UNIVERSITY
FACULTY OF HUMANITIES
LANGUAGE CAREER
Community Language Learning - EXPERIENCE AND ITS PRINCIPLES
SUBJECT: Foreign Language Teaching Methodology 1
STUDENTS:
Alison Jhoana Fernandez Tapia
Edith Alysson Illanes Romero
Fernanda Cecilia Velasquez
Cinthya Estefania Yelma Oña
Tarija - 2024
Experience Community Language Learning
Observation Principle Technique(s) Procedure Material
The teacher will Building a Repetition Drill The teacher For this activity
arrange the relationship and greets the class we don’t need
chairs in a circle encouraging and tells them any material,
where students is very his name and the teacher will
everybody can important. one thing about support
see each other. himself. The students with
After that, he student that is the translation
will greet the next to the of some words
class and teacher will if they need it.
introduce repeat what the
himself to the teacher has
class, and the said, name, and
students will one thing about
also introduce him, and then
themselves. say his name
and one thing
about him. The
process will be
repeated by
each student,
they will have to
repeat what the
last student has
said.
Teacher: Good
evening
everybody, I’m
Mr. Rojas and
my favorite
color is purple.
Student 1:
Good evening
everybody this
is Mr. Rojas and
his favorite
color is purple.
I’m Mark and I
like to eat pizza.
The teacher A new learning Questions and The teacher A recorder or a
divides the experience can answers. presents the smartphone
class in small be threatening. activity to the with a
groups where When students students where voice-recording
one group will have a clear they will have to app.
ask questions idea of what record their
and the other they will do in voices asking
group will the activity they and answering
answer to the often feel more questions. The
questions and secure. People teacher will help
then they will learn the students by
change roles. nondefensively. providing them
The teacher the expressions
during all the and vocabulary
activity will they might not
stand behind know. So,
the students to students can
help and use their first
encourage language to get
them. the translated
phrase in the
target language.
The teacher will
translate what
the student
wants to say in
chunks.
The teacher The teacher Discussion: Students will Sticky notes
invites students and students Think, pair, write in sticky Wastewasket
to say how they are whole share notes how the
feel during the persons. activity made
activity and how Sharing their them feel and
they will feel feelings about also they can
when they hear their learning write about the
the recordings. experience fears they might
allows students have about
to get to know learning a new
each other and language.
also build a After they read
community. their notes, if
the feeling is
negative they
will throw the
notes in a
wastebasket.
The teacher The principle "One-Minute 1. At the end a)Paper and
leads underlying Paper" of a lesson or pens/pencils for
discussions, effective class session, students to
gives lectures, student-teacher write their
the teacher
provides interaction often responses (or
guidance, and involves instructs digital devices if
offers feedback fostering a students to using an online
to individual supportive, take out a platform).
students. respectful, and piece of paper b)Timer or clock
conducive or open a to track the
learning digital one-minute time
environment. limit.
document.
This includes c)Prompts or
clear 2. Students questions
communication, are given one related to the
empathy, and minute (or a lesson content
understanding brief or learning
of students' designated objectives.
needs. d)Optional: A
time) to write
structured
down template for
responses to students to
one or two organize their
specific thoughts, such
questions as a simple
posed by the questionnaire or
reflection sheet.
teacher. These
questions can
be related to
the content
covered in the
lesson,
reflections on
their learning
process, or
inquiries about
concepts they
found
challenging.
3. After the
time elapses,
students
submit their
responses
anonymously
or with their
names,
depending on
the classroom
dynamics and
the purpose of
the activity.
4. The teacher
collects the
responses and
reviews them
to gain insight
into students'
understanding,
identify areas
of confusion,
and gauge
overall class
comprehensio
n.
5. Based on
the students'
responses, the
teacher can
adjust future
lessons,
provide
targeted
feedback,
address
misconception
s, or initiate
discussions to
clarify
concepts.
Observing Principles "Jigsaw 1. The teacher a)Assigned
student-student guiding Learning." divides the topics or
interaction may student-student class into small subtopics
involve noticing interaction often groups, relevant to the
peer revolve around assigning each lesson.
collaboration, promoting peer group a specific b)Resources
group learning, topic or aspect such as
discussions, collaboration, of the lesson to textbooks,
sharing of and social skills research or articles, or
ideas, and development. become experts online research
cooperation Encouraging on. materials.
during group mutual respect, 2. Within each c)Graphic
activities. active listening, group, students organizers or
and valuing work together to note-taking
diverse study their templates to
perspectives assigned topic, structure
are key. using various students'
resources such learning and
as textbooks, facilitate their
articles, or teaching role.
online sources. d)Presentation
3. After a tools or posters
designated for students to
period, students use when
from different teaching their
groups who peers.
studied the
same topic
come together
to form new
groups, where
they teach each
other what they
have learned.
4. Each student
becomes a
"teacher" for
their topic,
explaining key
concepts,
answering
questions, and
facilitating
discussion
within their new
group.
Observing The principle "Feelings [Link] Feelings
students' body underlying the Check-In" seating in a Chart: A visual
language, facial handling of circle or aid displaying a
expressions, students' semicircle to range of
verbal cues, feelings is facilitate open emotions (e.g.,
and interactions empathy and communication happy, sad,
with peers can respect for and visibility angry, anxious)
provide insights students' among with
into their emotions. students. corresponding
emotional state. Acknowledging [Link] teacher images or
Paying attention and validating initiates feeling descriptions to
to changes in their feelings monitoring by help students
behavior, fosters trust and inviting students identify and
participation a sense of to share how articulate their
levels, and safety in the they feel. feelings.
overall classroom, [Link] take Talking Stick
engagement which is turns or Object: An
can also conducive to expressing their object passed
indicate shifts in learning. emotions using around the
students' words, circle to signify
feelings. gestures, or whose turn it is
visual aids such to speak during
as emoticons or the Check-In,
drawings. promoting
[Link] each respectful
student shares, communication
the teacher and active
acknowledges listening.
her feelings with Journal or
empathy and Reflection
validation. Sheet: Optional
[Link] the materials for
feelings check students who
by expressing prefer to write
gratitude to down their
students for feelings rather
their openness than verbally
and honesty. share them
during the
Check-In.
The teacher Students can Small groups First the teacher Any material Is
divides her begin to feel a tasks lets the used.
class into small sense of students talk in
groups so that community and their groups,
they can talk learn from each then she makes
about what they other. them participate
like to do in one by one.
their free time, Teacher: What
with the do they like to
purpose of do in their free
sharing time?
opinions and Student A: I
getting to know like to play
each other, the videogames
teacher says with my cousin.
that they can Student B: I
speak Spanish, like to listen to
the students K-pop music.
begin to talk in And so on with
groups, after the others.
For a few
minutes the
teacher says
that everyone is
going to talk
about the same
topic, but in
English and for
the whole class,
some students
say "no" others
are afraid, but
the teacher
motivates them
to talk, because
the important
thing is that the
students learn
to communicate
through the
target language.
First the teacher The teacher Reflective First class: The teacher
prepares her should take the listening The teacher used an audio
class with an responsibility for says to pay about a
audio about a structuring attention and dialogue, then
dialogue activities clearly listen well to the she also used a
between two in the most dialogue, since written sheet of
people who talk appropriate way then you are paper.
about the possible for going to
weather, the successful practice in
students must completion of pairs.
listen and the activities. Second class:
understand the teacher
what they say, gives a sheet to
then at the end each student
of the class the and says that
teacher will they must fill in
make them the dialogue
practice the with the key
same words.
conversation,
the students
must repeat the
conversation.
And in the next
class the
teacher will give
them another
dialogue but in
written form
with empty
spaces and with
key words,
which the
students must
fill in. At the end
of the class the
teacher will ask
them how they
felt when doing
this activity.
Students are Recognition and Use of bilingual Organize the Bilingual
organized into appreciation of vocabulary course into flashcards.
small groups the mother cards . small groups.
and vocabulary tongue as a Distribute the
cards are resource for vocabulary
distributed to learning a cards to each
each group to second group.
match each language. Ask students to
target language match each
word with its word in the
native language target language
equivalent. with its
Finally, they equivalent in
practice saying their native
aloud the target language.
language word Practice saying
and then its aloud the word
equivalent in in the target
their native language and
language. then its
equivalent in
their native
language.
Student A: I
have the cards
of: Dog, Duck
and Cow, and
their
equivalents are:
chien, canard
and vache.
From the This maximizes Reading aloud Student A: The Any material is
activity of learning and and repeating equivalents are used.
reading aloud, promotes a correctly Perro, Pato and
the teacher supportive Vaca.
corrects the environment Teacher: The
errors in a where students equivalents “is”
subtle way, feel comfortable Student A: Oh!
reformulating making Sorry, the
the error. mistakes as a equivalents are
the teacher natural part of chien, canard
takes the learning and vache.
advantage of process.
natural
opportunities
that arise during
classroom
interactions to
point out and
correct student
errors.
Finally, the The evaluations Oral interview Teacher: Rita Any material is
teacher are integrative what did you do used.
announces that and promote this morning?
the next class the students to Student A: I
will be an oral self-evaluate got out of my
interview about (monitor). bed and took a
the daily routine shower.
and gives an
example for
better
understanding.
Questions:
1. A teacher is a counselor because
a. He’s a psychologist and therapist
b. He recognizes how threatening a new language situation can be for adult
students.
c. He recognizes how threatening a new word is and forces students to learn.
2. An adult learner is threatened by a new learning situation, so he will be scared to
participate and never participate will always be scared to use the second language.
True False
3. How should students feel when they make mistakes?
scared Confident Animated
4. The teacher should
a) take the responsibility for structuring activities clearly in the most appropriate way
possible for successful completion.
b) give instructions and spect students to complete them
c) help them with the activities and do most of them so students just repeat them.
5. Acknowledging and validating their feelings creates trust and a sense of safety in the
classroom, which is conducive to learning.
True False
Link of the presentation:
[Link]
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