Fundamentos de la Enseñanza y en Aprendizaje en Inglés I

Unit 1 Asisgment N°1

Do we Teach Children to Speak?

Children’s Language - Ray Cattell - Chapter 3

Pre-reading task.

- Do we teach children to speak? how?

- What is the difference between the brain and the mind?
- What do you know about Pavlov, Watson and Skinner?

Reading task.

Read the chapter “Do we teach children to speak? and check your previous answers.
Answer these questions

1) Describe Pavlov’s experiment. What did he want to prove? Which were his
conclusions?
2) What is the scientific method? What does it consist of?
3) What is the behaviorist’s conception of science?
4) Why is this approach called behaviourism?
5) Are we human beings, complex machines? What do different authors say and what
do you think about it?
6) Who was Leonard Bloomfield?
7) What do the mentalist and the materialistic theories state?
8) Who was Skinner?
9) What was his work?
10) Describe his experiments. What did he want to prove? What were his conclusions?
11) What are the main two behaviourist beliefs?
12) What‘s reinforcement? What is its aim?
13) Search for explanations about positive and negative reward and positive and
negative punishment.
14) How did Skinner explain language acquisition?

- Post-reading task.

Make a voki about the main ideas proposed by behaviourists and upload the link in
the classroom for everybody to see it.

Children’s Language - Ray Cattell - Chapter 3

OVERVIEW:
SOME POPULAR IDEAS 3.1
THE SOURCES OF THESE BELIEFS 3.2
EARLY BEHAVIOURISM 3.3
- PAVLOV'S RESEARCH 3.3.1
- J. B. WATSON 3.3.2
- THE BEHAVIOURIST CONCEPTION OF SCIENCE 3.3.3
- ARE HUMAN BEINGS JUST COMPLEX MACHINES? 33 3.3.4
- THE WORK OF LEONARD BLOOMFIELD 35 3.5
THE WORK OF B. F. SKINNER 36 3.4
WHY CAN'T THAT BE THE WAY CHILDREN ACQUIRE LANGUAGE? 38 3.5

Pre-reading Task:

1. Do we teach children to speak? How?

○ Children are exposed to language through interactions with caregivers and
their environment. While they may receive some direct instruction, much of
their language learning comes from listening, imitating, and
experimenting with words and sentences. The debate is whether this
learning is purely through reinforcement and conditioning or if innate
cognitive abilities also play a significant role.
2. What is the difference between the brain and the mind?
○ The brain is the physical organ within the skull, responsible for neural
processes and activities. The mind, on the other hand, refers to the abstract
aspects of thought, consciousness, perception, and emotion, which are
functions that emerge from brain activity.
3. What do you know about Pavlov, Watson, and Skinner?
○ Ivan Pavlov: Known for his experiments on classical conditioning with
dogs, where he demonstrated that a neutral stimulus (a bell) could be
associated with a n unconditioned stimulus (food) to elicit a conditioned
response (salivation).
○ John B. Watson: Introduced behaviorism and emphasized the study of
observable behavior. He conducted the famous "Little Albert" experiment,
conditioning a child to fear a white rat.
○ B.F. Skinner: Expanded on behaviorism through operant conditioning,
using reinforcements and punishments to shape behavior. He developed
the Skinner box to study animal behavior and applied his findings to
human learning and language acquisition.

Reading Task:

Read the chapter “Do we teach children to speak?” and check your previous answers.
Answer these questions:

1. Describe Pavlov’s experiment. What did he want to prove? Which were his
conclusions?
○ Pavlov's Experiment: Pavlov conditioned dogs to associate the sound of a
bell with food. Initially, the dogs salivated only when they saw the food.
After repeatedly pairing the bell with food, the dogs began to salivate upon
hearing the bell alone.
○ What he wanted to prove: Pavlov aimed to demonstrate that a neutral
stimulus could elicit a conditioned response through association with an
unconditioned stimulus.
 ○ Conclusions: Pavlov concluded that behavior could be predicted and
controlled through conditioning, showing that one stimulus could
substitute for another to elicit the same response.
2. What is the scientific method? What does it consist of?
○ The scientific method is a systematic approach to inquiry based on
empirical evidence, observation, and experimentation. It involves forming a
hypothesis, conducting experiments, collecting data, analyzing results, and
drawing conclusions to support or refute the hypothesis.
3. What is the behaviorist’s conception of science?
○ Behaviorists adopted a rigorous scientific approach to psychology,
focusing on observable and measurable behavior while excluding internal
mental processes. They emphasized objectivity, often using controlled
experiments and avoiding subjective interpretations.
4. Why is this approach called behaviorism?
○ This approach is called behaviorism because it concentrates on studying
and analyzing behavior, particularly observable actions, rather than
internal mental states.
5. Are we human beings, complex machines? What do different authors say and
what do you think about it?
○ Determinism (Bloomfield): Some behaviorists, like Leonard Bloomfield,
viewed humans as complex machines whose actions are predetermined by
physical and environmental factors.
○ Free Will: Others argue that humans possess free will, enabling them to
make independent choices.
6. Who was Leonard Bloomfield?

Leonard Bloomfield

○ Leonard Bloomfield was a

linguist who contributed
significantly to the study of
language from a behaviorist
perspective. In his book
"Language" (1933), he
advocated for the materialistic
or mechanistic theory of
language, linking it to the
complexity of human behavior
and bodily functions.
○ determinism, which suggests
humans are essentially
complex machines whose
actions are predetermined by
external forces, and free will,
which asserts that humans have the ability to make choices independently.
It discusses how determinism compares human behavior to the
 predictable actions of machines, while acknowledging the philosophical
complexities of defining free will.
7. What do the mentalist and the materialistic theories state?
○ Mentalist Theory: Attributes variability in human behavior to non-physical
factors like spirit or consciousness.
○ Materialistic Theory: Suggests that human behavior, including speech, is
determined by the physical complexity of the human body and can be
predicted based on its structure and development.
8. Who was Skinner?

B.F Skinner

○ B.F. Skinner was an

influential American
psychologist and
behaviorist known for his
work on operant
conditioning and
reinforcement. He
conducted experiments
with animals to
understand how behavior
could be shaped by
external stimuli and
applied these principles
to human learning and
language acquisition.

9. What was his work?

○ Skinner's work involved studying behavior through controlled experiments,
primarily using the Skinner box, to explore how reinforcement and
punishment influence behavior. He applied these findings to theories of
human behavior and language acquisition.
10. Describe his experiments. What did he want to prove? What were his
conclusions?
○ Experiments: Skinner conducted experiments using a Skinner box, where
animals like rats and pigeons learned to press a lever to receive food
rewards or avoid electric shocks.
○ What he wanted to prove: He aimed to demonstrate that behavior could be
modified through reinforcement (positive or negative) and punishment.
○ Conclusions: Skinner concluded that behavior is shaped by its
consequences, and that reinforcement could increase the likelihood of a
behavior recurring, while punishment could decrease it.
11. What are the main two behaviorist beliefs?
 ○ Behavior is learned from the environment: Behaviorists believe that all
behavior is acquired through interaction with the environment.
○ Focus on observable behavior: Behaviorists prioritize studying observable
and measurable behaviors, excluding internal mental states.
12. What’s reinforcement? What is its aim?
○ Reinforcement: Reinforcement is a process in which a behavior is
strengthened by the outcome that follows it.
○ Aim: The aim of reinforcement is to increase the likelihood of a behavior
recurring by providing a positive outcome (positive reinforcement) or
removing a negative outcome (negative reinforcement).
13. Search for explanations about positive and negative reward and positive and
negative punishment.
○ Positive Reward (Positive Reinforcement): Adding a pleasant stimulus to
increase a behavior (e.g., giving a child a treat for completing homework).
○ Negative Reward (Negative Reinforcement): Removing an unpleasant
stimulus to increase a behavior (e.g., turning off a loud noise when a
desired behavior is performed).
○ Positive Punishment: Adding an unpleasant stimulus to decrease a
behavior (e.g., scolding a child for misbehavior).
○ Negative Punishment: Removing a pleasant stimulus to decrease a
behavior (e.g., taking away a toy when a child misbehaves).
14. How did Skinner explain language acquisition?
○ Skinner explains language acquisition through operant conditioning,
suggesting that children learn language through reinforcement and
imitation. When a child uses a word correctly and receives positive
reinforcement from caregivers, they are more likely to repeat that word. This
view focuses on the role of environmental stimuli and responses in
shaping language behavior, though it has been criticized for
oversimplifying the process and neglecting the role of internal cognitive
mechanisms.

Unit 1. Assignment N°2

What Goes On in the Mind?

Children’s Language – Ray Cattell – Chapter 5

Pre-reading task:

Search information about Noam Chomsky and his work.

Reading task.

Answer these questions while reading the chapter assigned.

1) Why did Chomsky criticise Skinner’s work? What did he base his arguments on?
2) What does mentalists theories consider?
3) What are Descartes’s contributions to Mentalism?
4) What is known as Chomskyan revolution?
5) Explain Chomsky’s concepts competence and performance.
6) What is innate knowledge according to Chomsky?
7) Mention the main points of the debate between Chomsky and Piaget.
8) What is the main difference between Piaget and Chomsky?
Why did Chomsky criticize Skinner’s work? What did he base his arguments
on?

● Chomsky criticized Skinner's behaviorist theory of language acquisition

because it focused solely on observable behavior and reinforcement.
Chomsky argued that Skinner's approach couldn't explain the creativity and
generativity of language, suggesting instead that humans have an innate
capacity for language.

What do mentalist theories consider?

● Mentalist theories consider that human behavior, including language, is

influenced by internal mental states, cognitive processes, and innate
structures rather than solely by external stimuli and reinforcement.

What are Descartes’s contributions to Mentalism?

● Descartes contributed to Mentalism by emphasizing the importance of

innate ideas and the mind's ability to reason independently of sensory
experience. His views laid the groundwork for later theories that
emphasized the role of internal mental processes.

What is known as the Chomskyan revolution?

● The Chomskyan revolution refers to Noam Chomsky's significant impact on

linguistics and cognitive science in the 1950s and 1960s. He challenged
behaviorist theories of language and introduced the idea of universal
grammar, proposing that humans are born with an innate capacity for
language.

Explain Chomsky’s concepts of competence and performance.

● Competence refers to an idealized internalized knowledge of language,

including grammar rules and structures, possessed by native speakers.
Performance, on the other hand, refers to the actual use of language in real-
world situations, influenced by factors like memory and attention.

What is innate knowledge according to Chomsky?

● Innate knowledge, according to Chomsky, is the idea that humans are born
with a biological predisposition for language, including universal grammar
principles that enable language acquisition and use.

Mention the main points of the debate between Chomsky and Piaget.

● The main point of debate between Chomsky and Piaget centered on the
innateness of language. Chomsky argued that language acquisition is
driven by innate linguistic principles, while Piaget denied the existence of
innate language structures and suggested language develops through
interaction with the environment.
What is the main difference between Piaget and Chomsky?

● The main difference is their views on the origin of language acquisition.

Chomsky believed in the innateness of language and universal grammar,
while Piaget argued that language development emerges from cognitive
development and interaction with the environment.

A Close Look at Chomsky’s Theories

Children’s Language – Ray Cattell – Chapter 6

9) What are innate principles?

10) What is the difference between a regional dialect and a social dialect?
11) Define Grammar in Chomsky’s terms.
12) What are parameters?
13) How are they different from principles?

Post-reading task.

Make a glog (or any other digital poster you know) showing the main concepts introduced
by Chomsky about first language acquisition.
You will find a tutorial in our classroom.

5.1 MENTALISM
5.2 DESCARTES' CONTRIBUTION TO MENTALISM
5.3 CHOMSKY'S CONTRIBUTION TO MENTALISM
5.3.1 SCIENTIFIC METHOD
5.3.2 THE IDEAL SPEAKER-LISTENER
5.3.3 COMPETENCE AND PERFORMANCE
5.3.4 UNCONSCIOUS KNOWLEDGE
5.3.5 LANGUAGE CAPACITIES ARE INNATE
5.3.6 THE BIOLOGICAL CLOCK
5.4 THE DEBATE BETWEEN PIAGET AND CHOMSKY
5.4.1 A HIGHLIGHT OF THE DEBATE
5.5 WAS THE DEBATE THE END OF PIAGET'S MODEL?

Innate Principles

In Chomsky's theory, innate principles are universal rules or structures inherent in

the human brain that form the basis of human language. These principles are not
learned but are part of the genetic endowment that all humans share. They
include the ability to recognize grammatical patterns, understand syntactic rules,
and process semantic relationships.

Regional Dialect vs. Social Dialect

● Regional Dialect: Variations in language based on geographic location.

These differences can include pronunciation, vocabulary choices, and
sometimes grammatical structures specific to a particular region.
● Social Dialect: Variations in language use associated with social or
cultural groups within a society. Factors influencing social dialects include
socioeconomic status, education level, ethnicity, and age, leading to
differences in vocabulary, slang usage, and sometimes grammar.

Grammar in Chomsky's Terms

Chomsky defines grammar as the underlying system of rules that govern the
structure and formation of sentences in a language. It encompasses both syntax
(the arrangement of words) and morphology (word formation and inflection).
Grammar is viewed as an innate cognitive mechanism that allows humans to
generate and interpret language.

Parameters

● Parameters: According to Chomsky, parameters are innate settings or

switches in the human brain that determine specific grammatical features
of a particular language. These parameters account for the variation
observed between languages while operating within the constraints of
universal grammar principles.

Difference Between Parameters and Principles

● Principles: Universal principles of language that are innate and common to

all humans. They define the fundamental rules and structures underlying
language.
● Parameters: Settings or variables within universal grammar that determine
the specific grammatical characteristics of individual languages.
Parameters allow for variation between languages while still adhering to
innate principles.

These concepts form the foundation of Chomsky's theory of universal grammar,

explaining how humans possess an inherent ability to acquire language and how
languages themselves exhibit both universal traits and specific variations.

Unit 1. Assignment 3

Learning through Touching and Feeling

Children’s Language - Ray Cattell – Chapter 4
Pre-reading task
Group Discussion. Read the titles of the chapter for assignments 4 & 5 and
say why you think they are called in
such a way. Take notes about your ideas to check them while reading these
chapters.
Read Learning through Touching and Feeling and do the following activities.
1) Explain assimilation and accommodation in Piaget’s terminology.
2) Describe Piaget’s stages involving cognitive development.
3) Compare Piaget’s system and that of Skinner’s.
4) Explain the foundations of logic and mathematics.
5) Describe the different Piaget’s tests and say which goals they pursue.
6) Explain how Piaget’s theory is related to language development.

tainly! Here are the questions along with their corresponding answers based on
the summary and analysis of Piaget's theory of language development:

1. What did Ferreiro's study on temporal relations in children's language

reveal?
○ Ferreiro studied how children understand sentences with temporal
relations like "After his wife greeted him, he went upstairs" versus
"Before he went upstairs, his wife greeted him."
○ The study found that children find sentences where the order of
mention matches the order of events easier to process. This
understanding develops alongside their ability to handle conceptual
reversibility, a key aspect of Piaget's theory.
2. How does Piaget relate conceptual reversibility to language
development?
○ Piaget argued that children cannot fully grasp grammatical
structures like the passive voice or complex temporal relationships
until they develop the ability to mentally reverse actions and
concepts.
○ This ability to mentally manipulate concepts (reversibility) is a
hallmark of Piaget's concrete operational stage, typically reached
around ages 7-11.
3. What is the developmental sequence according to Piaget in relation to
language?
○ Piaget proposed that infants first understand temporal events
through sensorimotor actions, such as crying before being fed.
○ As children develop "schemes of action," they begin to grasp the
sequence of events.
○ By age 4, children start to develop mental concepts of action, but
they cannot yet perform operations on these concepts until around
ages 6-7, according to Piaget.
4. How does Piaget link language development to broader cognitive
abilities?
 ○ Piaget linked language development to cognitive abilities such as
seriation (arranging objects in a series) and conservation
(understanding that quantity remains the same despite changes in
appearance).
○ Children's ability to handle grammatical complexities correlates with
their cognitive development, particularly their ability to mentally
reverse actions and concepts.
5. What are some criticisms of Piaget's theory of language development?
○ Piaget's theory has been critiqued for underestimating the role of
social interaction and linguistic input in language development.
○ It also may not fully account for individual differences in language
acquisition and the influence of cultural and environmental factors.
○ Modern theories of language development often integrate Piagetian
concepts with insights from sociocultural theories and cognitive
linguistics.

These questions and answers provide a structured overview of Piaget's perspective

on language development and its implications within his broader theory of
cognitive development. If you have more questions or need further clarification,
feel free to ask!

Unit 1. Assignment Nº 4
Toward an Interactional Approach
(Making it Happen – Chapter 3)

Read Toward an Interactional Approach and answer these questions.

1) Why does Piaget state that learning and mental development are independent?
2) What is the readiness principle?
3) How is Vigotsky’s theory different from Piaget’s theory?
4) What is the determiner of development according to these theories?
5) What is learning for Vigotsky?
6) What are the two kinds of education Freire distinguishes? What are their
differences?
7) Is age important in the learning process if there is meaningful interaction? Why
is meaningful
interaction important?
8) What does Bruner say about learning?
9) What is motherese? Give its characteristics.
10) How can accuracy and fluency be achieved at the same time at beginning
levels?
11) Why are mistakes important? Are the different kinds of mistakes? Are they a
positive sign in the
learning process of a second language?
12) How does Yorio suggest that errors should be worked?
13) How can Vigotsky’s developmental levels be compared to Krashen’s i+1?
14) What does “foreign talk” include?
15) What is the key term for Krashen?
16) Can we say that he disagrees with Piaget? What about?
17) Is output significant in the acquisition process?

Why does Piaget state that learning and mental development are
independent?

● Piaget posits that learning and mental development are independent

because he believed that cognitive development progresses through innate
stages driven by biological maturation. Learning, according to Piaget,
occurs as a result of internal cognitive processes rather than direct external
influences.

What is the readiness principle?

● The readiness principle suggests that individuals are ready to learn certain
concepts or skills when they have reached a particular stage of cognitive
development and maturity. It emphasizes the importance of developmental
readiness for effective learning.

How is Vigotsky’s theory different from Piaget’s theory?

● Vigotsky’s theory differs from Piaget’s by emphasizing the role of social

interaction and cultural context in cognitive development. While Piaget
focused on individual cognitive processes and stages of development,
Vigotsky highlighted how interaction with more knowledgeable others
(such as parents, teachers, or peers) and cultural tools (like language) drive
cognitive growth.

What is the determiner of development according to these theories?

● According to Piaget, development is primarily determined by internal

cognitive processes and biological maturation. In contrast, Vigotsky argued
that development is shaped by social interaction and cultural factors,
where learning occurs through collaboration and guidance from others.

What is learning for Vigotsky?

● Learning for Vigotsky is seen as a social process where individuals acquire

knowledge and cognitive skills through interaction with more
knowledgeable others. This interaction facilitates cognitive development
and allows individuals to reach higher levels of understanding than they
could achieve alone.

What are the two kinds of education Freire distinguishes? What are their
differences?
 ● Freire distinguishes between "banking education," where knowledge is
deposited into students without critical engagement, and "problem-posing
education," where students actively participate in a dialogue to critically
analyze and transform their understanding of the world. The key difference
lies in the approach to knowledge: one is passive and hierarchical, while the
other is active, dialogic, and empowering.

Is age important in the learning process if there is meaningful interaction?

Why is meaningful interaction important?

● Age becomes less significant in the learning process if there is meaningful

interaction because meaningful interaction supports cognitive
development regardless of age. It provides scaffolding, feedback, and
opportunities for language and cognitive skills development, enhancing
learning outcomes.

What does Bruner say about learning?

● Bruner emphasizes that learning involves actively constructing knowledge

and understanding through interaction with the environment and social
interactions. He advocates for discovery learning and the importance of
narrative and structure in learning experiences to promote deeper
understanding.

What is motherese? Give its characteristics.

● Motherese, or caretaker speech, is the simplified and modified form of

language used by caregivers when speaking to infants and young children.
Characteristics include exaggerated intonation, simplified vocabulary,
repetition, and emphasis on meaning rather than grammatical correctness.

How can accuracy and fluency be achieved at the same time at beginning
levels?

● Accuracy and fluency can be achieved simultaneously at beginning levels

by providing opportunities for meaningful communication and practice in
real-life contexts where language is used naturally. This approach supports
both the precision of language use and the ability to communicate fluidly.

Why are mistakes important? Are there different kinds of mistakes? Are they a
positive sign in the learning process of a second language?

● Mistakes are important in the learning process of a second language

because they indicate areas where learners are attempting to use newly
acquired language rules. There are systematic errors, indicative of evolving
language rules, and random errors, often due to memory lapses. Mistakes
are generally viewed positively as they signify active engagement and
progression in language acquisition.

How does Yorio suggest that errors should be worked?

 ● Yorio suggests addressing errors systematically, distinguishing between
systematic errors (indicative of evolving language rules) and random errors
(often due to lapses in memory or attention). Addressing systematic errors
supports learners in advancing their language proficiency.

How can Vigotsky’s developmental levels be compared to Krashen’s i+1?

● Vigotsky’s developmental levels emphasize the importance of social

interaction and scaffolding in learning, akin to Krashen’s concept of i+1,
where language acquisition is facilitated by exposure to language just
beyond the learner’s current level, supported by interaction and contextual
understanding.

What does “foreign talk” include?

● “Foreign talk” refers to the modified speech used by native speakers when
communicating with non-native speakers. It involves strategies such as
simplified vocabulary, slower speech rate, exaggerated intonation, and
supportive gestures to aid comprehension.

What is the key term for Krashen?

● The key term for Krashen is “comprehensible input,” referring to language

input that learners can understand, with some challenge (i+1), promoting
language acquisition.

Can we say that Krashen disagrees with Piaget? What about?

● Krashen’s emphasis on comprehensible input suggests a departure from

Piaget’s stage theory of cognitive development, which focuses more on
internal cognitive processes and stages rather than external input and
interaction.

Is output significant in the acquisition process?

● Krashen minimizes the role of output in language acquisition, suggesting

that learners acquire language primarily through exposure to
comprehensible input rather than through producing language or testing
hypotheses via output.

Unit 1. Assignment Nº5

Language Learning in Early Childhood
How Languages are Learned - Spada – Chapter 1

A. Read the chapter and draw a time line of Children’s language development from birth to
school
age. You can use the app timeline maker professional or any that you know.
B. Summarise the main ideas of the theories that explain language acquisition.
Behaviourism Innatism Constructivism Social constructivism

C. Make a summary about language disorders explained by the author.

Certainly! Here are questions and answers based on the Unit 1, Assignment No. 5 on
language learning in early childhood:

Questions and Answers:

1. Q: Create a timeline of children's language development from birth to school

age.
○ A: The timeline progresses from crying and cooing at birth to babbling
around 4-6 months, first words around 12 months, and developing complex
sentences by school age.
2. Q: Summarize the main ideas of the theories that explain language
acquisition: Behaviourism, Innatism, Constructivism, and Social
Constructivism.
○ A:
■ Behaviourism: Language is learned through imitation,
reinforcement, and habit formation.
■ Innatism: Humans are biologically predisposed to acquire
language, with Chomsky's Universal Grammar theory suggesting
innate language structures.
■ Constructivism: Children actively build knowledge through
interaction and experience, shaping language acquisition.
■ Social Constructivism: Language development is viewed as a social
process influenced by interaction and cultural context.
3. Q: Provide a summary about language disorders as explained by the author.
○ A: Language disorders encompass developmental delays in language
acquisition, speech disorders affecting articulation or fluency, and the
distinction between delays (temporary setbacks) and disorders (persistent
difficulties requiring intervention). Environmental factors can also impact
language development.
4. Q: How does the timeline of children's language development align with the
theories of language acquisition discussed?
○ A: The timeline reflects stages of language development observed in
children, which can be interpreted through the lens of each theory:
■ Behaviourism explains early stages of imitation and reinforcement.
■ Innatism supports the rapid acquisition of grammar and syntax.
■ Constructivism emphasizes active engagement and learning from
the environment.
■ Social Constructivism highlights the role of social interactions in
language development.
5. Q: Why is understanding language disorders important in early childhood
education?
○ A: Understanding disorders helps educators recognize and address
challenges in language development early, ensuring appropriate support
and intervention to facilitate effective learning.

These questions and

 Unit 1. Assignment Nº6
Ausubel’s Meaningful Learning Theory
Principles of Language Learning and Teaching - Brown, Douglas

Read chapters 4 from Principles of Language Learning and Teaching and do these
activities.
1) Explain Ausubel’s Meaningful Learning Theory.
2) Give examples of rote and meaningful learning.
3) Exemplify a meaningful learning situation.
4) Mention Ausubel’s suggestions for language teachers.
5) Mention the drawback of this theory according to the author.
6) Complete the following chart taking into account Ausubel’s view.
7) Explain why Ausubel, Piaget and many others are called cognitivists.

1. Explain Ausubel’s Meaningful Learning Theory: Ausubel's theory posits that

meaningful learning occurs when new information is linked to existing cognitive
structures or "schemas" in the learner's mind. This contrasts with rote learning,
where information is memorized without connection to existing knowledge.
Meaningful learning enhances retention and understanding by integrating new
knowledge into a meaningful framework.
2. Give examples of rote and meaningful learning:
○ Rote Learning: Memorizing multiplication tables without understanding
the concept of multiplication.
○ Meaningful Learning: Understanding the concept of multiplication
through real-life examples or manipulative tools, thereby integrating it into
a broader understanding of mathematics.
3. Exemplify a meaningful learning situation: Learning a new language by relating
new vocabulary and grammar structures to familiar concepts or previous
language learning experiences. For instance, learning Spanish verbs by
understanding their conjugation patterns in relation to English verb tenses
already familiar to the learner.
4. Mention Ausubel’s suggestions for language teachers:
○ Encourage meaningful engagement with language material.
○ Relate new language items to learners' existing knowledge and experiences.
○ Use advance organizers to provide a framework for new learning.
5. Mention the drawback of this theory according to the author: One potential
drawback noted by some educators is the challenge of ensuring that all learners
have the necessary prior knowledge or schemas to effectively integrate new
information meaningfully. This can be particularly challenging in diverse or
multicultural classrooms where students may have varying levels of prior
knowledge.
6. Complete the following chart taking into account Ausubel’s view:

Period of Advantages Disadvantages

Life

Childhood Rapid integration of new knowledge Limited prior knowledge

Enhanced retention through Difficulty in abstract thinking

 meaningful learning

Development of foundational cognitive Dependence on external

structures support

Adulthood Relating new learning to extensive Fixed cognitive structures

prior knowledge

Ability to make complex associations Resistance to change in

existing schemas

7. Explain why Ausubel, Piaget and many others are called cognitivists: Cognitive
theorists like Ausubel and Piaget focus on understanding the internal mental
processes involved in learning and development. They emphasize the role of
cognitive structures, schemas, and mental representations in learning, rather
than purely behavioral responses or environmental factors. Their theories
highlight the active role of the learner in constructing knowledge and
understanding through meaningful engagement with the material.

Unit 1 Assignment Nº 7
Teaching with the Brain in Mind
Meet your Amazing Brain

Pre-reading tasks
Group discussion
1) What do you know about our brain?
2) Describe it and mention its parts and functions
Reading tasks
Read chapter 1: Meet your Amazing Brain and do the following activities.
1) Which are the essential features of the brain?
2) Define the word neuron.
3) Draw a neuron and mark its parts and describe their functions.
4) Draw the brain showing the different lobes and complete the chart below.
LOBES FUNCTIONS

5) What does the limbic system consist of? What is its function?
6) Can our brain change? How?
7) How does environment influence the brain?
8) Why do we forget certain information? What happens in our brain for this to occur?
9) Characterise the brain.
10) How does the brain cooperate with itself?
11) Define neurotransmitter. Mention some of them.
12) Define neuromodulator.
13) The left and right hemispheres. Is it a myth that they are in charge of different
functions and work
individually?
14) What is the function of the corpus colossus?
15) How does the brain learn new information? Describe what happens in the brain.
16) How is input processed?
17) What happens when input represents a threat?
18) How is information processed?
19) Why does learning involve both excitatory and inhibitory processes?
20) What happens in the brain when learning has taken place?
Post-reading task
Group discussion
1) Have you enlarged your knowledge about the brain?
2) How do you think this information can be useful for teachers?

Certainly! Here are the questions from your assignment along with their corresponding
answers based on the text "Meet Your Amazing Brain":

Pre-reading tasks
Group discussion

1. What do you know about our brain?

○ The brain is the command center of the nervous system, responsible for
processing sensory information, directing behavior, and controlling bodily
functions.
2. Describe it and mention its parts and functions
○ The brain consists of several parts including the cerebrum, cerebellum, and
brainstem. Each part has specific functions related to processing sensory
input, motor control, coordination, and higher cognitive functions like
memory and emotion regulation.

Reading tasks
Read chapter 1: Meet your Amazing Brain and do the following activities.

1. Which are the essential features of the brain?

○ The brain's essential features include neurons, glial cells,
neurotransmitters, and various structures such as lobes and systems like
the limbic system.
2. Define the word neuron.
○ A neuron is a specialized cell transmitting nerve impulses; it consists of a
cell body, dendrites (receiving inputs), and an axon (transmitting outputs).
3. Draw a neuron and mark its parts and describe their functions.
○ (Diagram with labeled parts: cell body, dendrites, axon)
○ Functions: Cell body (contains nucleus and controls cell activities),
dendrites (receive signals from other neurons), axon (transmits signals to
other neurons).
4. Draw the brain showing the different lobes and complete the chart below.
LOBES FUNCTIONS

Frontal Executive functions, decision-making, motor control, speech

production

Parietal Sensory processing, spatial awareness, perception of stimuli

Temporal Auditory processing, memory, language comprehension

Occipital Visual processing, interpreting visual stimuli

5.
What does the limbic system consist of? What is its function?
○ The limbic system includes structures like the amygdala, hippocampus,
and hypothalamus. It regulates emotions, memory formation, and basic
physiological functions.
6. Can our brain change? How?
○ Yes, the brain exhibits neuroplasticity, allowing it to reorganize neural
pathways based on experience, learning, and environmental influences.
7. How does environment influence the brain?
○ Environmental factors such as learning experiences, stress levels,
nutrition, and social interactions can shape brain development and
function.
8. Why do we forget certain information? What happens in our brain for this to
occur?
○ Forgetting occurs due to interference from new memories, lack of retrieval
cues, or decay of unused memories in the brain's neural networks.
9. Characterize the brain.
○ The brain is complex, adaptive, and capable of diverse functions including
cognition, emotion regulation, sensory processing, and motor control.
10. How does the brain cooperate with itself?
○ The brain cooperates through interconnected neural networks,
neurotransmitter signaling, and integrated processing of information
across various regions.
11. Define neurotransmitter. Mention some of them.
○ Neurotransmitters are chemical messengers that transmit signals across
synapses between neurons. Examples include serotonin, dopamine, and
acetylcholine.
12. Define neuromodulator.
○ Neuromodulators are chemicals that modify the functioning of neurons
and neurotransmitters, influencing neural activity and synaptic
transmission.
13. The left and right hemispheres. Is it a myth that they are in charge of different
functions and work individually?
○ It's a myth that the left and right hemispheres work independently. While
they specialize in certain functions (left: language, logic; right: creativity,
spatial awareness), they collaborate extensively for integrated cognitive
processes.
14. What is the function of the corpus callosum?
○ The corpus callosum connects the left and right hemispheres, facilitating
communication and coordination of activities between them.
15. How does the brain learn new information? Describe what happens in the
brain.
○ Learning involves neural processes such as synaptic plasticity, where
synapses strengthen or weaken based on repeated stimulation, leading to
changes in neural connectivity and memory formation.
16. How is input processed?
○ Input is initially processed in the thalamus for sensory information, then
directed to specific cortical areas for further processing (e.g., visual
information to the occipital lobe).
 17. What happens when input represents a threat?
○ Threatening input activates the amygdala, triggering a rapid emotional and
physiological response through the sympathetic nervous system.
18. How is information processed?
○ Information processing involves neural circuits and feedback mechanisms,
integrating sensory input with memory, emotion, and decision-making.
19. Why does learning involve both excitatory and inhibitory processes?
○ Excitatory processes strengthen synaptic connections, while inhibitory
processes regulate neural activity, ensuring efficient information
processing and memory formation.
20. What happens in the brain when learning has taken place?
○ Learning results in changes in synaptic connections, neuronal growth
(synaptogenesis), and enhanced neural networks that store and retrieve
information effectively.

Post-reading task
Group discussion

1. Have you enlarged your knowledge about the brain?

○ Yes, understanding the brain's structure, functions, and learning
mechanisms has expanded our knowledge significantly.
2. How do you think this information can be useful for teachers?
○ This information can help teachers design effective learning experiences,
understand student behaviors, and apply evidence-based practices to
support cognitive development and academic achievement.

Unit 1 Assignment Nº 8
Teaching with the Brain in Mind
Rules we Learn by

Pre-reading task
A. Make a list of strategies to increase students’ engagement.

Reading-tasks
B. Read the chapter assigned and answer these questions
1) What does the author refer to when he speaks about nature and nurture in the learning
process?
2) What is learning according to him?
3) When do we know the learner has really learned?
4) Which are the factors that influence the learning process? Explain them.
5) Why does the author say that attention is a “payment”?
6) When can we expect focused attention from part of our students?
7) Which factors can prevent attention from happening? Describe them.
8) Which are the author’s suggestions to solve these problems?
9) Why are the “pre” activities important for our brain?
10) Why are reviewing and revising important for the learning process?
11) Which are the author’s suggestions for teachers to be successful in making students
learn?
12) Why does the input quantity matter?
13) What is in-depth learning?
14) Which structures of the brain protect it from high speed processing? And how do the
influence
learning?
15) When is content attractive to students?
16) When does it become meaningful?
17) Why is students’ prior knowledge important for learning?
18) What are mental models and why are they important?
19) How can we help students to have knowledge well organized in their brains?
20) Why is timing important?
21) Why do we have to consider hormones, too?
22) Why do we have a brain that doesn’t get it right the first time?
23) What is the relationship between mistakes and feedback?
24) How do you offer good, timely feedback in a busy, differentiated classroom?
25) What is the relationship between learning and emotional states?

Post-reading task
C. Reflection
1) Have your suggestions in A above been mentioned by the authors? Which ones?
2) How has the information presented in this chapter changed your ideas about learning?

Pre-reading Task: A. List of strategies to increase students’ engagement:

1. Incorporate interactive activities like debates and group discussions, which help
stimulate interest and active participation.
2. Use multimedia resources such as videos and interactive presentations to cater to
different learning styles and enhance engagement.
3. Implement hands-on experiments and real-life applications to make learning
more tangible and relevant.
4. Encourage peer collaboration and cooperative learning to foster social interaction
and shared learning experiences.
5. Provide choices in assignments and projects to increase student autonomy and
motivation.
6. Utilize storytelling and narrative techniques to make content more engaging and
memorable.
7. Integrate technology creatively to enhance learning experiences and create
interactive learning environments.
8. Offer frequent feedback and opportunities for reflection to support continuous
improvement and learning.
9. Create a positive classroom environment that supports risk-taking, creativity, and
a sense of belonging.
10. Use humor, enthusiasm, and personalization to maintain student interest and
motivation.

Reading Tasks: B. Answers to chapter questions:

1. Nature and nurture in the learning process: The author refers to nature as
inherent genetic factors and nurture as environmental influences. Both shape how
individuals learn and develop.
2. Definition of learning: Learning is described as the acquisition of knowledge and
skills through experiences that can be influenced by both genetic predispositions
and environmental factors.
3. Indicator of true learning: True learning is demonstrated when individuals can
independently apply knowledge and skills in new situations, indicating
comprehension and integration of information.
4. Factors influencing the learning process: Attention, engagement, prior
knowledge, emotional states, feedback, and brain structure are identified as
crucial factors that impact how individuals learn. These factors interact to affect
learning outcomes and retention.
5. Attention as "payment": Attention is likened to a "payment" because it requires
cognitive resources and effort to focus on specific stimuli, similar to a
transactional process.
6. Expectations for focused attention: Focused attention is expected when tasks
are appropriately challenging, relevant, and when students are motivated and
interested in the subject matter.
7. Factors preventing attention: Distractions, lack of interest, fatigue, and
emotional stress are factors that can hinder attention and impact learning
effectiveness.
8. Suggestions to improve attention: Strategies include creating a conducive
learning environment, varying teaching methods, setting clear goals, addressing
emotional needs, and engaging students through interactive and relevant
activities.
9. Importance of "pre" activities: Pre-activities prepare the brain by activating prior
knowledge, establishing relevance, and enhancing engagement, thereby
optimizing the learning readiness.
10. Role of reviewing and revising: Reviewing and revising help reinforce learning,
consolidate memory, and enhance retention by repeatedly engaging with and
reflecting on the material.
11. Suggestions for effective teaching: Recommendations include creating
meaningful connections, providing timely feedback, fostering a positive
classroom climate, and adapting teaching methods to accommodate diverse
learner needs.
12. Significance of input quantity: Exposure to sufficient information supports
comprehensive understanding and the development of cognitive schemas,
facilitating deeper learning.
13. Definition of in-depth learning: In-depth learning involves understanding
concepts deeply rather than superficially, fostering critical thinking and
application skills.
14. Brain structures protecting from high-speed processing: Structures like the
amygdala regulate emotional responses, helping to manage stress and maintain
cognitive processes during learning.
15. Conditions making content attractive: Content becomes attractive when it is
relevant, meaningful, and presented in engaging formats that capture and sustain
student interest.
16. When content becomes meaningful: Content becomes meaningful when
students can relate it to personal experiences or see its relevance in real-world
contexts, facilitating deeper understanding and application.
17. Importance of students' prior knowledge: Prior knowledge serves as a foundation
for new learning, influencing how new information is processed, integrated, and
retained.
 18. Definition and importance of mental models: Mental models are cognitive
frameworks that organize knowledge, guide understanding, and support effective
learning and problem-solving.
19. Strategies to help organize knowledge: Teachers can scaffold learning
experiences, provide conceptual frameworks, encourage concept mapping, and
facilitate active engagement to help students organize knowledge effectively.
20. Significance of timing: Timing impacts learning effectiveness by influencing
attention span, memory consolidation, and the ability to process and retain new
information optimally.
21. Consideration of hormones: Hormones like cortisol and dopamine influence
cognitive functions such as attention, memory, emotional regulation, and
motivation, thereby affecting learning outcomes.
22. Brain's iterative learning process: The brain's iterative learning process involves
making mistakes, receiving feedback, and refining understanding through
repeated attempts, supporting gradual improvement and mastery.
23. Relationship between mistakes and feedback: Mistakes provide opportunities
for learning and growth, with constructive feedback playing a crucial role in
guiding and refining understanding.
24. Offering good, timely feedback: Effective feedback in a busy, differentiated
classroom involves providing personalized comments, clear criteria, and
opportunities for reflection to support continuous learning and improvement.
25. Relationship between learning and emotional states: Emotional states
significantly influence learning and memory, with intense emotions enhancing
memory consolidation and retrieval, thereby impacting learning outcomes.

Post-reading Task: C. Reflection:

1. Alignment of strategies: Reflect on whether the strategies listed in A align with

the recommendations from the text and discuss which strategies were
emphasized or supported by the author.
2. Impact on learning ideas: Consider how the information from the chapter has
influenced or changed your ideas about effective teaching practices and student
learning processes, discussing any new insights gained or perspectives shifted.

Unit 2 Assignment Nº 9
Explaining second Language Learning
How Languages are Learned - chapter 4

Pre-reading task
Complete the following chart with the main characteristics you remember about L1
acquisition according to
these theories.
Behaviourism innatism Constructivism Social constructivism

Reading task
Read the chapter assigned and do these activities
1) How is second language acquisition different from first LA for Behaviourists?
2) What is the evidence that shows that the influence of the learner’s first language may
not be simply a
matter of the transfer of habits?
3) How do theorists differ about the role of UG in SLA?
4) What are researchers who study SLA from UG perspective interested in?
5) Describe Krashen’s Monitor Model.
6) Why was this model criticized?
7) How does information processing model see SLA?
8) How is practice different from behaviourist’s practice?
9) What is restructuring?
10) How do connectionists differ from innatists?
11) How do children build up their knowledge of language according to connectionists?
12) What is innate for cognitivists?
13) How are FLA and SLA similar for the interactionists?
14) What is modified interaction? Why does Long consider it necessary for L2 acquisition?
15) Explain:
the interactionist hypothesis
the comprehensible output hypothesis
the noticing hypothesis
16) How is practice different from behaviourists and cognitivists’ views? Complete the
chart.
Behaviourism cognitivism

17) How can Vigotsky’s theory be extended to SLA?

18) Complete the chart

Behaviorism Innatism Connectionism

Information Processing

Interactionism

Basis

Criticism
Post-reading task
Which theory do you agree on? Support your answers.

Pre-reading Task: Characteristics of L1 Acquisition According to Theories

Theory Characteristics of L1 Acquisition

Behaviourism Learning through reinforcement, habit formation, imitation.

Innatism Innate language acquisition device, biological predisposition to

language.

Constructivism Active construction of knowledge through interaction with the

environment.
Social Learning through social interaction, cultural context shaping
Constructivism language use.

Reading Task: Answers to Specific Questions

1. Behaviourists: Second language acquisition differs because it involves conscious
learning and rule formation, whereas first language acquisition (FLA) is
subconscious and based on habit formation.
2. First Language Influence: Evidence shows that FLA's influence is not merely habit
transfer but involves cognitive restructuring and adaptation of existing linguistic
frameworks.
3. Role of UG in SLA: Theorists differ on whether Universal Grammar (UG) plays a
central role in SLA; some argue for strong UG influence, while others emphasize
environmental factors.
4. UG Perspective: Researchers interested in UG in SLA focus on identifying
universals in language acquisition processes across different languages.
5. Krashen’s Monitor Model: Proposes language acquisition through
comprehensible input; learners use a monitoring system for accuracy in language
production.
6. Criticism of Krashen’s Model: Criticized for oversimplifying the complexity of SLA
and neglecting the role of explicit learning and practice.
7. Information Processing Model: Views SLA as involving mental processes such as
attention, memory, and problem-solving akin to cognitive processing in other
domains.
8. Practice vs. Behaviourist Practice: Practice in SLA involves meaningful
interaction and application of language rules, not mere repetition without
understanding.
9. Restructuring: Cognitive process where learners reorganize their mental
representation of language based on new input and knowledge.
10. Connectionists vs. Innatists: Connectionists emphasize learning through
exposure and pattern recognition, contrasting with innatists who stress biological
predispositions.
11. Children's Language Knowledge (Connectionists): Children build language
knowledge through gradual exposure to patterns and feedback mechanisms.
12. Innate (Cognitivists): Cognitivists argue innate cognitive capacities enable
language learning, such as memory and cognitive flexibility.
13. Similarities (Interactionists): Both FLA and SLA involve social interaction and
negotiation of meaning to acquire language skills.
14. Modified Interaction: Adjusting language input to make it comprehensible and
engaging for learners, deemed crucial by Long for effective SLA.
15. Hypotheses:
○ Interactionist Hypothesis: Language acquisition facilitated through social
interaction and negotiation of meaning.
○ Comprehensible Output Hypothesis: Language learning enhanced when
learners produce meaningful output.
○ Noticing Hypothesis: Learners acquire language features when they
consciously notice them in the input.
16. Practice (Comparison):
Theory Practice Characteristics

Behaviouris Repetition, reinforcement

m

Cognitivism Meaningful practice, cognitive

engagement

17.
Vygotsky’s Extension to SLA: Applies ZPD to SLA, suggesting language learning
occurs through interaction with more proficient speakers.
18. Chart Completion (Criticism and Basis):
Theory Basis Criticism

Behaviourism Stimulus-response, Ignores cognitive aspects, lacks

habit formation depth

Innatism Biological predisposition Limited empirical evidence,

to language universal applicability debated

Connectionism Learning through Oversimplified view, neglects innate

exposure, patterns factors

Information Cognitive processes in Ignores social interaction, holistic

Processing SLA aspects

Interactionism Social interaction, Overemphasis on interaction,

negotiation neglects individual differences

Post-reading Task: Personal Perspective

To conclude, select the theory you find most compelling and explain why, supporting your
choice with evidence from the readings and your own insights into language acquisition
processes.

This structured approach should help you effectively summarize and analyze the content
from the chapter on second language learning theories. Adjust as needed based on the
specific content and focus of your assigned reading.

Unit 3. Assignment Nº 10

Learning How to mean

Children’s Language – Chapter 8

Pre-reading task. In groups share what you remember about Skinner, Chomsky, Piaget
and Vygotski.

Read the chapter and do the following tasks

A. Complete the chart below establishing similarities and differences among these
people’s views.

SKINNER CHOMSKY PIAGET HALLIDAY

linguistics

organism

environment

Innate knowledge

Child

B. Answer these questions

1) Why does the author say that Chomsky and Halliday’s perspectives are complementary
and not

contradictory?

2) What does Halliday mean by ‘mean’?

3) What’s prespeech?

4) What is protolanguage?

5) What happens in each phase according to Halliday?

6) Why are children conversations’ important?

7) When does the child learn how to mean?

8) Why isn’t a cry a symbolic act?

9) What does Halliday refer to when he speaks about functions?

C. Mention and describe Halliday’s four semantic functions.

D.

Semantic functions Child’s

age

Phase Characteristics

E. What’s the scope of Halliday’s work?

A. Complete the chart:

SKINNER CHOMSKY PIAGET HALLIDAY

Linguistics Behaviorist Universal Cognitive Systemic-

approach, grammar, development, functional
language as language as language as part grammar,
learned innate of overall language as a
behavior development social semiotic

Organism Behavioral Biological Developmental Sociocultural

perspective, perspective, perspective, perspective,
emphasis on focus on cognitive language as a
observable mental structures and tool for
behavior structures processes meaning-
making

Environmen External Language input Interaction with Interaction with

t stimuli, from caregivers physical and social and
reinforcement social cultural
environment contexts

Innate Learning Innate Constructivist Language as a

Knowledge through linguistic view, innate social semiotic
conditioning capacity, cognitive system
universal structures
grammar

Child Passive learner, Active learner, Active learner, Active meaning-

shaped by language cognitive maker, language
environment acquisition development development
driven by through through social
internal interaction interaction
mechanisms

B. Answer these questions:

1. Why does the author say that Chomsky and Halliday’s perspectives are
complementary and not contradictory?
○ Both focus on different aspects of language: Chomsky on the innate
capacity and universal grammar, while Halliday on language as a social
semiotic system. Together, they provide insights into different dimensions
of language acquisition and use.
 2. What does Halliday mean by ‘mean’?
○ 'Mean' refers to the process of using language to convey meaning, involving
both the expression of personal meanings and the exploration of the
external world.
3. What’s prespeech?
○ Prespeech refers to the early vocalizations and gestures made by infants
before they develop meaningful language.
4. What is protolanguage?
○ Protolanguage is an early stage of language development characterized by
simple vocalizations and gestures without fully developed grammar or
syntax.
5. What happens in each phase according to Halliday?
○ Phase 1: Proto-language, focusing on instrumental and regulatory
functions.
○ Phase 2: Expansion of vocabulary, grammar, and meaning, integrating
personal and heuristic functions.
○ Phase 3: Adult-like language, with ideational, interpersonal, and textual
functions.
6. Why are children conversations’ important?
○ Children's conversations are crucial for learning how to use language in
social contexts, developing interpersonal skills, and acquiring linguistic
competence.
7. When does the child learn how to mean?
○ The child learns how to mean through the integration of personal
expression and exploration of the external world, typically progressing
through phases of language development.
8. Why isn’t a cry a symbolic act?
○ A cry is not considered a symbolic act because it lacks intentional
meaning-making beyond basic signaling of discomfort or need, unlike
language which involves symbolic representation.
9. What does Halliday refer to when he speaks about functions?
○ Halliday refers to different functions of language, such as instrumental,
regulatory, personal, heuristic, imaginative, and informative functions,
which serve different purposes in communication.

C. Mention and describe Halliday’s four semantic functions:

● Instrumental function: Using language to fulfill needs or obtain things.

● Regulatory function: Using language to influence the behavior of others.
● Interactional function: Using language to develop social relationships.
● Personal function: Using language to express personal identity and feelings.

D. Semantic functions:

Semantic Child’s age Phase Characteristics

functions

Instrumental Early stages Fulfilling basic needs

 Regulatory Toddlerhood Influencing others' behavior

Interactional Preschool Developing social relationships

Personal Early childhood Expressing personal identity and

emotions

E. What’s the scope of Halliday’s work?

● Halliday's work extends from the early stages of language acquisition through to
educational applications, emphasizing the role of language in social interaction,
cognitive development, and educational contexts.

This should cover the Unit 3 assi

Communicative Competence

Chapter 9- Douglas Brown

A. Read the chapter and answer these questions.

1) What is the difference between competence and communicative competence?

2) Define CALP and BICS.

3) What are the four subcategories of communicative competence according to Canale

and Swain?

4) How has Canale and Swain’s definition of communicative competence changed over
the years?

5) What is communication?

6) Who was Michael Halliday?

7) Describe Halliday’s exposition of language functions.

8) How is interpretation of a message determined?

9) Which are Grice’s maxims?

10) What do they determine?

B. Watch the videos uploaded about this topic.

Post-reading task

Write a paragraph comparing Hallidays’ views and those of Chomsky, Skinner,

### A. Read the chapter and answer these questions.

1) **What is the difference between competence and communicative competence?**

- **Competence** refers to the internal knowledge of language structures, such as

grammar, vocabulary, and syntax. It is the theoretical understanding of language.

- **Communicative competence** includes this knowledge but extends to the ability to

use language appropriately in social contexts, considering sociocultural norms and
pragmatic functions.

2) **Define CALP and BICS.**

- **CALP (Cognitive/Academic Language Proficiency)**: The ability to understand and

use language in academic settings, dealing with abstract and decontextualized language
tasks.

- **BICS (Basic Interpersonal Communicative Skills)**: Everyday conversational

language skills used in social interactions, typically developed quickly and involving
context-embedded, informal communication.

3) **What are the four subcategories of communicative competence according to Canale

and Swain?**

- **Grammatical competence**: Knowledge of vocabulary and grammar rules.

- **Discourse competence**: Ability to connect sentences into cohesive and coherent

discourse.

- **Sociolinguistic competence**: Understanding the social context and norms of

language use.

- **Strategic competence**: Using communication strategies to handle breakdowns and

enhance communication.
4) **How has Canale and Swain’s definition of communicative competence changed over
the years?**

- Their model has been refined, notably by Lyle Bachman (1990), who distinguished
between organizational competence (grammar and textual competence) and pragmatic
competence (illocutionary and sociolinguistic competence). Strategic competence was
added as a separate element.

5) **What is communication?**

- Communication is the exchange of information, ideas, thoughts, and feelings through

verbal and non-verbal methods, involving a sender, message, medium, and receiver. It is
purposive and functional, aiming to achieve specific effects or responses.

6) **Who was Michael Halliday?**

- Michael Halliday was a linguist known for his work in systemic functional linguistics,
focusing on how language functions in social contexts and serves various
communicative purposes.

7) **Describe Halliday’s exposition of language functions.**

- Halliday identified seven functions of language:

- **Instrumental**: Fulfilling needs or desires.

- **Regulatory**: Controlling others' behavior.

- **Representational**: Conveying information.

- **Interactional**: Establishing social relationships.

- **Personal**: Expressing feelings and individuality.

- **Heuristic**: Acquiring knowledge and exploring.

- **Imaginative**: Creating imaginary systems or ideas.

8) **How is interpretation of a message determined?**

- Interpretation involves linguistic elements and contextual factors, understanding the

speaker's intent, the context, and the sociocultural background of both the speaker and
the listener.

9) **Which are Grice’s maxims?**

- **Maxim of Quantity**: Provide the right amount of information.

- **Maxim of Quality**: Be truthful.

- **Maxim of Relation**: Be relevant.

- **Maxim of Manner**: Be clear and orderly.

10) **What do they determine?**

- Grice’s maxims guide effective and cooperative communication, ensuring messages

are understood as intended.

### B. Post-reading task

**Write a paragraph comparing Halliday’s views and those of Chomsky and Skinner:**

Michael Halliday’s approach to language emphasizes its functional and social use,
categorizing language functions to illustrate how language operates in various social
interactions. He focuses on the practical use of language to achieve specific
communicative purposes within contexts. In contrast, Noam Chomsky’s theory centers on
the cognitive structures underlying language, proposing an inherent Universal Grammar
that governs all languages, focusing more on syntax and the internal cognitive aspects of
language acquisition. B.F. Skinner’s behaviorist perspective views language learning as a
result of habit formation through environmental stimuli and reinforcement, emphasizing
external factors and conditioning. While Halliday highlights the context and functional
use of language, Chomsky and Skinner focus on the internal mechanisms and external
influences on language learning, respectively.
 Unit 3. Assignment Nº 11
Interculturality

Read the text “Nucleo III: Interculturalidad” del proyecto de mejora para la formación
inicial de profesores para el nivel secundario [Link]
[Link] and answer the following questions.
a. Explain what the author means when he writes: “ …la formación de Lengua
Cultura Extranjera en Argentina privilegió una mirada unidireccional respecto
de las materias de corte cultural y de formación en general”
b. What’s the approach that is criticised and why?
c. What’s the difference between declarative knowledge and procedural
knowledge?
d. Charactarise the intercultural approach.
e. What does the author mean when he speaks about otherness?
f. What’s the objective of teaching using the intercultural approach?
g. Why is it important the type of cultural manifestations that teachers choose to
use in their classes?
h. What’s intercultural multilingual competence?
i. Why does the author suggest using the nucleus interculturality?
j. What does learning a new language imply to M. Byram and Fleming (1998)?
k. Read and analyse the goals and experiences suggested.
l. Read and analyse the progress charts described.
Post-reading task
Define in your words what intercultural communicative competence is. Support your
conclusion with the bibliography read.

Assignment Nº 11: Interculturality

a. Explanation of the author's meaning

Question: Explain what the author means when he writes: “…la formación de Lengua
Cultura Extranjera en Argentina privilegió una mirada unidireccional respecto de las
materias de corte cultural y de formación en general.”

Answer: The author suggests that the teaching of foreign languages and cultures in
Argentina has traditionally focused on a one-sided perspective. This means that the
curriculum has primarily emphasized the culture of the target language without
considering the cultural background and experiences of the students themselves. This
approach often neglects the importance of students’ own cultural identity in the learning
process.

b. Criticised approach and its reasoning

Question: What’s the approach that is criticised and why?

Answer: The criticized approach is the traditional, monolithic view of culture in foreign
language education, which presents culture as a fixed, homogeneous set of traits
associated with a national identity. This approach is criticized because it overlooks the
complexity and diversity of cultures, including the presence of multiple subcultures
within any national context. It fails to engage students in critical reflection about both
their own culture and the target culture, thereby missing the opportunity to foster
intercultural understanding and competence.

c. Declarative vs. Procedural knowledge

Question: What’s the difference between declarative knowledge and procedural

knowledge?

Answer: Declarative knowledge refers to knowledge of facts and information, such as

knowing specific cultural norms, historical facts, or grammatical rules. Procedural
knowledge, on the other hand, involves knowing how to perform certain tasks or
behaviors, such as using language appropriately in various social contexts or engaging
effectively in intercultural communication. Declarative knowledge is about "knowing
that," while procedural knowledge is about "knowing how."

d. Characterization of the intercultural approach

Question: Characterize the intercultural approach.

Answer: The intercultural approach emphasizes understanding and appreciating the

complexity and diversity of cultures. It involves recognizing that culture is not monolithic
but consists of various subcultures influenced by factors like region, gender, class, and
age. This approach encourages critical reflection on one’s own cultural assumptions and
promotes dialogue and interaction between cultures. It aims to develop learners’ ability to
mediate and navigate between different cultural perspectives, fostering mutual respect
and understanding.

e. Meaning of otherness

Question: What does the author mean when he speaks about otherness?

Answer: When the author speaks about otherness, they refer to the concept of
recognizing and valuing the differences between one’s own culture and the cultures of
others. It involves an awareness and appreciation of the diversity of cultural identities
and perspectives. Otherness is about understanding and respecting the unique
characteristics and experiences of people from different cultural backgrounds, rather
than viewing them through the lens of one's own cultural norms.

f. Objective of teaching using the intercultural approach

Question: What’s the objective of teaching using the intercultural approach?

Answer: The objective of teaching using the intercultural approach is to develop students'
intercultural communicative competence. This includes fostering their ability to
understand and respect cultural differences, engage in meaningful intercultural
interactions, and reflect critically on their own cultural assumptions. The goal is to
prepare students to navigate and mediate between cultures, promoting mutual
understanding and effective communication in a multicultural world.

g. Importance of cultural manifestations in teaching

Question: Why is it important the type of cultural manifestations that teachers choose to
use in their classes?
Answer: The type of cultural manifestations that teachers choose to use in their classes
is important because it shapes students' understanding and perceptions of the target
culture. Choosing a diverse range of cultural expressions helps to present a more
accurate and comprehensive picture of the target culture, highlighting its complexity and
avoiding stereotypes. It also enables students to connect with the culture on multiple
levels and develop a deeper, more nuanced appreciation of its diversity.

h. Intercultural multilingual competence

Question: What’s intercultural multilingual competence?

Answer: Intercultural multilingual competence refers to the ability to communicate

effectively and appropriately in multiple languages while understanding and respecting
the cultural contexts in which these languages are used. It involves not only linguistic
skills but also cultural knowledge and awareness, enabling individuals to navigate and
mediate between different cultural and linguistic environments.

i. Suggestion of using the nucleus interculturality

Question: Why does the author suggest using the nucleus interculturality?

Answer: The author suggests using the nucleus interculturality to emphasize the
importance of integrating intercultural perspectives into language education. This
nucleus serves as a central framework for developing teaching strategies and curriculum
that foster intercultural understanding and competence. It ensures that cultural diversity
and intercultural communication are core components of language learning, helping
students to become more effective and empathetic communicators in a multicultural
world.

j. Learning a new language according to Byram and Fleming (1998)

Question: What does learning a new language imply to M. Byram and Fleming (1998)?

Answer: According to M. Byram and Fleming (1998), learning a new language implies not
only acquiring linguistic skills but also developing an understanding of the cultural
contexts in which the language is used. It involves reflecting on one's own culture and
comparing it with the target culture, thereby enhancing one's intercultural competence.
This process helps learners to appreciate cultural diversity and fosters mutual
understanding and respect between different cultural groups.

k. Analysis of goals and experiences suggested

Question: Read and analyze the goals and experiences suggested.

Answer: The goals and experiences suggested in the text emphasize the development of
intercultural competence through a variety of activities and methodologies. These include
analyzing and comparing cultural perspectives, engaging with authentic cultural
materials, reflecting on cultural identities, and participating in intercultural interactions.
The suggested experiences are designed to help students develop a deeper
understanding of both their own culture and the target culture, fostering the skills
needed for effective intercultural communication.

l. Analysis of progress charts described

Question: Read and analyze the progress charts described.

Answer: The progress charts described in the text outline a structured approach to
developing intercultural competence at different stages of teacher training. These charts
specify the expected outcomes and competencies at various levels, from initial
coursework to the early years of professional practice. They provide a framework for
assessing and tracking the development of intercultural skills, ensuring that teacher
trainees are progressively building their ability to navigate and mediate between different
cultural contexts.

Post-reading Task
Define in your words what intercultural communicative competence is. Support your
conclusion with the bibliography read.

Answer: Intercultural communicative competence is the ability to communicate

effectively and appropriately in various cultural contexts. It involves not only linguistic
proficiency but also an understanding and appreciation of cultural diversity. This
competence requires individuals to recognize and reflect on their own cultural
assumptions, engage with different cultural perspectives, and mediate between cultures
to promote mutual understanding and respect. According to the bibliography read,
particularly the works of Byram and Fleming (1998), this competence is crucial for
fostering meaningful intercultural interactions and contributing to a more inclusive and
empathetic global society.

Feel free to let me know if you need further elaboration or any other assistance!