INDEX
Challenge 1
CAN YOU MEMORISE THE STRUCTURE OF THE TOPIC USING VISUAL THINKING?
PUT IN ORDER THESE ICONS
Challenge 1
Index
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION. 2. LANGUAGE AS COMMUNICATION 2.1 Communication and Semiotics 2.2. Language as a Means of Communication 3. SPOKEN AND WRITTEN LANGUAGE 3.1. Key Characteristics 3.2. Development and Improvement of spoken language 3.3. Development and Improvement of written language4. FACTORS IN A COMMUNICATIVE SITUATION 4.1. Sender, Receiver, Context 4.2. Functional Purposes 5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS 6. CONCLUSION AND CRITICAL APPROACH.7.BIBLIOGRAPHICAL REFERENCES.
PREVIOUS KNOWLEDGE
Challenge 3
What do you know about this topic? Brainstorming
1. INTRODUCTION
Challenge 4
SUMMARISE THE MAIN IDEAS OF THE INTRODUCTION
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
🔍 TOPIC OVERVIEW🗣️✍️ Language as CommunicationLanguage is understood as a tool for communication, not just grammar.Focus on oral and written language in the Primary EFL classroom.Meaning is built through communicative situations defined by:SenderReceiverFunctionalityContextEmphasis on interaction, meaning, and authentic use of language.
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
⚖️ LEGAL PERSPECTIVE📜 Spanish Educational Framework (LOMLOE-based)LOMLOE (Organic Law 3/2020, Art. 17)→ Communicative competence as a core objective of Primary Education.Royal Decree 157/2022 (Art. 9)→ Promotes Competence in Linguistic Communication and balanced development of oral and written skills.Decree 101/2023 & Order of 30 May 2023 (Annex II)→ Emphasise active methodologies and Specific Competences in Foreign Languages, requiring effective participation in communicative situations.
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
🎓 DIDACTIC PERSPECTIVE🧩📚 Teaching Language through UseLearning occurs through meaningful interaction, not isolated grammar.Understanding communicative elements helps teachers:Design authentic tasksPromote real-life language useDevelop communicative competenceStrong connection with task-based, experiential, and competency-based approaches.
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
🧠 EPISTEMOLOGICAL PERSPECTIVE🔬🌍 Theoretical FoundationsHymes → Communicative competence: knowing how, when, and why to use language.CEFR (2020) → Language as meaning-making, including mediation, strategies, and context.Nunan (2012) & Ellis (2018) → Task-Based Language Teaching and active language use.Kolb (2014) → Experiential learning through action and reflection.CAST (2024) → Universal Design for Learning to ensure inclusive communication.Weedon (2017) → Competency-Based Learning focused on functional language use.
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🔁 WHAT IS COMMUNICATION?Communication is the exchange of meanings through a shared system of signals.It is essential for human interaction:
- transmitting information 🧠
- expressing emotions ❤️
- negotiating meaning 🤝
Everyday examples:a child crying for food 👶traffic lights 🚦
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
Ferdinand de Saussure (1974): Linguistics is part of Semiology, the general study of signsPeirce’s Types of Signs: 🖼️ Icon→ Resembles what it represents (photos, onomatopoeia)👉 Index→ Physical or causal connection (pointing, smoke = fire)🔣 Symbol→ Based on social convention (words, traffic signs)➡️ Symbols are essential in verbal communication and form the basis of language.
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🔐 SHARED CODE & COMMUNICATIVE ACT 📡Effective communication requires a shared code.According to Roman Jakobson (1960), every communicative act includes:🧩 Code (language) – The system used (English, Spanish, etc.). 👤Addresser (sender) – Who sends the message. 👥Addressee (receiver) – Who receives the message. 🌍Context – The situation or background. Channel – 📢 The medium (voice, text, etc.).
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🧠 LEVELS OF MEANING. 🧱📘🎯 How meaning is interpreted📊 Meaning is interpreted at three interconnected levels:🧱 Syntactic → organisation of signs. How words are arranged (e.g., in “The cat sat on the mat,” “cat” is the subject, “sat” is the verb). 📘 Semantic → meaning of words. The meaning of words and sentences (e.g., “cat” = an animal, “sat” = an action, “mat” = the object). 🎯 Pragmatic → influence of context. The influence of social and cultural context (e.g., “I’m cool” might mean feeling cold or feeling confident).
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🏫 CLASSROOM APPLICATION Helps learners understand how language works in real-life communication.
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
Classroom Application for Primary Learners Use simple, familiar sentences to explore: “I have a red ball.” Syntactic (word order) Semantic (word meaning) “I” means the speaker.“Have” shows possession.“Red” is a color.“Ball” is a round object to play with.Ask: “When do we use ‘have’?” (To show that something belongs to me.) Pragmatic (how context changes meaning)
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
Classroom Application for Primary Learners Use simple, familiar sentences to explore: “I have a red ball.” Syntactic (word order) Semantic (word meaning) Pragmatic (how context changes meaning)Change the situation: why you might tell someone “I have a red ball” (e.g., to share, to show excitement, to invite others to play).
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
🌍 Language, Thought and Culture Essential human capability that enables us to think, interact, and build culture.The Sapir–Whorf hypothesis (linguistic relativity) suggests that language may influence how speakers perceive reality. The way we talk can affect the way we think.This communicative view is reinforced by Bland (2022), who prioritises meaningful use and interaction over isolated structural practice.
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
In FLT, language must be seen as a tool for communication, not just a set of rules.The CEFR defines communicative competence as the integration of:🧱 Linguistic competence👥 Sociolinguistic competence🎯 Pragmatic competenceIt promotes:real-life language use 🌍integration of receptive and productive skills 📖🗣️✍️
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
🔑 KEY FEATURES OF COMMUNICATION (Littlewood, 2021)1️⃣ 👥 Social Interaction. Communication is inherently social. It is acquired and used within social contexts.2️⃣ 🎨 Unpredictability & Creativity. Speakers adapt language creatively.Meaning and form are not fully predictable.3️⃣ 🌍 Contextual Dependence. Language use depends on: discursive context, sociocultural normsContext guides appropriate language choices.4️⃣ 🎯 Purposefulness. Every communicative act has a clear purpose: requesting information, expressing feelings, establishing relationships5️⃣ 🗣️ Authenticity. Communication involves real, meaningful language, similar to real-world use.6️⃣ ✅ Outcome-Based JudgementSuccess is measured by:whether meaning is achieved ✔️Not only by grammatical accuracy.
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
🏫 DIDACTIC IMPLICATION 🎒✨Activities should:
- be meaningful and purposeful
- simulate real communicative situations
- focus on successful interaction, not error-free language
- This supports the development of communicative competence from early stages.
3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
Spoken and written language are two expressions of the same communicative competence. They share the same goal: exchanging and negotiating meaning 🧩 However, each mode requires different skills and knowledge. Importance of Oral and Written Skills Both are crucial for achieving Communicative Competence in a foreign language. Each mode serves distinct communicative purposes (e.g., conversation, information, persuasion). 🔄 According to the CEFRL (2020), communicative language activities are:👂📖 Receptive → listening / reading🗣️✍️ Productive → speaking / writing🤝💬 Interactive → spoken & written interaction➡️ These activities occur in oral and written forms, so skills must be taught in an integrated way, not separately.
3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
🌍 VERBAL COMMUNICATION IN SOCIETYCommunication can be verbal or non-verbal.Verbal communication:
- exchange of meaning
- negotiation through linguistic signs 🔤
- Language is therefore social, not only individual.
📖 According to M. A. K. Halliday (1989):A literate society is one where people:🗣️ speak👂 listen📖 read✍️ write🔎 Key distinction:🧠 Speech → develops naturally in early childhood🏫 Writing → requires formal instruction➡️ Both are essential for communicative competence.
3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
🧬 EVOLUTIONARY PERSPECTIVESpoken language precedes written language (Halliday, 1989).🗣️ Oral language:
- auditory input
- social interaction
- includes paralinguistic features:
- intonation
- gestures
- facial expression
✍️ Written language:
- more formal and planned
- linked to education
- fulfils specialised social functions
- often carries greater authority
3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
English has no official language academy.Standard English is commonly used as a reference:RP“BBC English”“Oxford English”Regional varieties coexist and show that language is:dynamicculturaldiverse 🌍 Highlights the dynamic and culturally dependent nature of language.
3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
🔑 General ideaSpoken and written language develop through progressive stages.Their development is influenced by:
- 🧬 biological factors
- 🧠 cognitive factors
- 👥 social interaction
➡️ Oral language develops mainly through interaction and use.
3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
🧩 CHARACTERISTICS OF SPOKEN LANGUAGE🗣️ Oral language is typically:
- ⚡ Spontaneous & unpredictable
- 👥 Acquired through imitation and social interaction
- 🧱 Uses simple syntax
- 🔁 Shows redundancy, repetitions and fillers (e.g. “you know”, “I mean”)
- 🤲 Supported by gestures and mime
- 🎧 Characterised by phonetic variation:dialects, registers, communicative context
➡️ This makes spoken language dynamic and informal.
3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
👶 STAGES OF ORAL LANGUAGE DEVELOPMENT1️⃣ Pre-linguistic stage (up to ~10 months)Communication through:
Not linked to a specific language system.2️⃣ Linguistic stage (1–4 years)
- First words and simple sentences appear.
- Gradual increase in complexity.
- Typical developmental errors: “I goed” → “I went”
➡️ Errors show rule formation, not failure.3️⃣ Improvement stageGreater fluency and accuracyMore creative and appropriate language useBetter adaptation to:
- context
- purpose
- interlocutor
3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
🌍 IMPLICATIONS FOR FOREIGN LANGUAGE TEACHING🎒 In EFL classrooms, teachers must:
- 🔥 Promote motivation
- 🤝 Encourage interaction
- 📣 Create an immediate need to communicate
- 🔎 Key difference: 🧠 L1 acquisition → largely automatic in early childhood
📘 L2 learning → requires:
- conscious effort
- practice
- formal instruction
➡️ Unlike first language acquisition (L1), which is largely automatic in early childhood, second language learning (L2) generally requires conscious effort, practice, and formal instruction.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
🔑 Key characteristics of written languageWritten language is usually planned and revised.It is more formal and structured than spoken language.Main features:🧱 Complex syntax➖ Less redundancy🎯 Precision and clarityIt lacks paralinguistic support (gestures, intonation), so meaning depends on:
- correct symbols
- accurate grammar and vocabulary
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📚 LINGUISTIC FEATURES OF WRITTEN TEXTS
- Minimal phonetic variation.
- Use of standardised orthography and grammar.
- Limited use of slang and colloquial language.
Frequent use of:
- subordination
- elaborated structures
➡️ These features enhance coherence and cohesion in texts.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📖 READING AS A PSYCHOLINGUISTIC PROCESS📘 Reading involves:
- 👀 Recognition of graphic signs
- 🧩 Interpretation of meaning
- 🔍 Reflection and comprehension
According to Jean Piaget, successful literacy acquisition requires:
- physiological maturity
- cognitive maturity
➡️ especially the Concrete Operations stage (around age 6).
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📈 STAGES OF READING DEVELOPMENT📖 Reading develops through four stages:1️⃣ Preparation. (Pre-school)“Reading readiness,” early exposure to letters and stories. 2️⃣ Initiation (Approx. 5–7 years)Formal learning of reading skills (sound-letter recognition). 3️⃣ Development. Reinforcement and deeper comprehension. 4️⃣ Improvement. Speed, fluency, and understanding of texts.➡️ These stages lead to fluency and comprehension.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
Stages of Written Language Development Reading & Writing both demand certain physiological and psychological maturity (Piaget). Spatial-temporal organisation (recognising shapes, sequences). Concrete Operations Stage (around age 6), enabling symbolic thinking.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📝 Writing development includes:
- ✏️ Copying / Drawing → visomotor stage
- 🎧✍️ Dictation → audiomotor stage
- 🧠✍️ Creative Composition → gnoso-motor stage
Piaget’s Four Stages Preparation: Sensory-motor development, spatial organisation. Initiation: Copying shapes/letters, dictation. Progress: Refining legibility, spelling, punctuation. Improvement: Style, fluency, and speed. 📚 Early writing evolves progressively:
- 🌀 Scribbling
- 🎨 Drawing
- 🏷️ Labelled words and phrases
- 📄 Connected texts with clear structure
➡️ Writing development is gradual and systematic, requiring explicit teaching.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
🏫 DIDACTIC IMPLICATION (PRIMARY EFL)Writing must be:
- taught explicitly
- practised progressively
- supported with models and scaffolding
Teachers play a key role in developing written communicative competence. Practical Progression in Writing Early Scribbling → Drawing → Short Labelled Phrases → Connected Text Text evolves to include a beginning, middle, and end. Increasingly complex ideas and narrative structure.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
Reflection 🎓 Although these stages are described for first language acquisition, they cannot be directly transferred to foreign language learning. However, they offer key pedagogical principles that guide EFL instruction, which progresses from comprehension to production and from guided to more autonomous and complex language use, in line with learners’ cognitive development.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🔑 What is communication?💬Communication is the exchange of meanings through a shared system of signs.It can use different types of signs:
- 👀 Visual → smoke, traffic signs, flags
- ✋ Tactile → Braille, hand pressure
- 🔊 Non-linguistic sounds → Morse code, signals
- 👃 Smells
➡️ Language, however, refers specifically to the human ability to communicate meaning through linguistic signs (symbols).
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
According to Roman Jakobson, every communicative act includes:👤 Addresser (Sender)→ Produces and sends the message👥 Addressee (Receiver)→ Receives, decodes, and interprets the message🔐 Code→ Shared system of signs and rules (e.g. English, Spanish)💬 Message→ Content or information transmitted📡 Channel→ Medium of transmission (air, paper, phone, digital media)🌍 Context→ Situation in which communication takes place→ Essential for correct interpretation
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
➕ OTHER RELEVANT FACTORS🔎 In addition to the core elements, communication is influenced by:🧠 Subject Matter / Topic→ Conditions vocabulary and type of message📝 Genre & Message Type→ Affects structure and style:formal / informalnarrative / expository➡️ These factors guide how and why language is used.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🎒 In the foreign language classroom, teachers can:🎭 Use role-play activities:pupils alternate sender / receiverunderstand how channel and context affect meaning💻 Design multimedia projects:highlight the role of code and genreadapt language to different communicative situations➡️ This helps learners develop effective communicative competence.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🛒 Buying Food at the Classroom Market🔄 HOW COMMUNICATION WORKS📍 Place: classroom → mini market🌍 Context: simulated real-life situation👤👥 Sender / Receiver: customer ↔ shopkeeper (roles change)🔐 Code: EnglishCan I have…? / Here you are💬 Message: asking for food📡 Channel: oral interaction + gestures + visual support🧠 Topic / Genre: food · transactional dialogue🎯 Purpose: to buy food and be understood➡️ Success = meaning achieved, not grammatical perfection.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🛒 Buying Food at the Classroom Market🔄 HOW COMMUNICATION WORKS📍 Place: classroom → mini market🌍 Context: simulated real-life situation👤👥 Sender / Receiver: customer ↔ shopkeeper (roles change)🔐 Code: EnglishCan I have…? / Here you are💬 Message: asking for food📡 Channel: oral interaction + gestures + visual support🧠 Topic / Genre: food · transactional dialogue🎯 Purpose: to buy food and be understood➡️ Success = meaning achieved, not grammatical perfection.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
Example: Carnival Role-Play Context: The teacher (Sender) tells the class (Receivers) about a fun carnival that happened last weekend. Message (using “There was” / “There were”): “There was a big parade with lots of music and dancing.” “There were colourful floats and funny clowns in the street.” Code: English Channel: Oral communication in class (speaking and listening). Addresser (Sender): The teacher or a student describing the carnival events. Receiver (Addressee):Pupils who listen and ask questions.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
🔑 What are functional purposes?🗣️Language is not just a combination of words and sentences.It fulfils different functions depending on the communicative goal.The function of language refers to how language is used to achieve meaning in context. 🧠 LANGUAGE AS USE IN CONTEXT (HALLIDAY)📘 According to M. A. K. Halliday: Language is defined by what we do with it.Common functions include:greeting 👋informing 📢expressing emotions ❤️📌 Example:“Good morning” → language used to establish social contact.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
🔄 JAKOBSON’S LANGUAGE FUNCTIONSAccording to Roman Jakobson, each language function is linked to a specific element of the communicative process:❤️ Expressive (Emotive) Function → Addresser (Sender). Expresses the speaker’s own feelings or attitudes. “I am happy today!”→ The speaker (Addresser) shows a personal emotion.👉 Conative Function → Addressee (Receiver). Aims to guide or influence the listener’s behaviour.“Please stand up.” → The speaker (teacher or student) tells the listener to do something. 👋 Phatic (Contact) Function → ChannelOpens or maintains the communication link. “Hello, can you hear me?” → The speaker checks that the channel is open and communication is possible.🔤 Metalinguistic Function → Code Uses language to talk about language itself.“In English, ‘blue’ is a colour.” → The speaker explains meaning within the language code.🎨 Poetic Function → Message. Focuses on the form, sound, or aesthetic quality of the message.“The red sun sits softly in the sky.” → Creative wording makes the message more expressive and pleasant.📘 Referential (Informative) Function → Context. Provides facts or objective information about reality.“It is Monday today.” → The speaker shares true information related to the context.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
🏫 FUNCTIONS IN THE EFL CLASSROOM🎒 Teachers promote functional language through:🎭 Role-plays → conative function📚 Storytelling & creative writing → poetic function👋 Daily classroom routines → phatic function➡️ Pupils learn what language is for, not only how it is formed.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
📘 FUNCTIONAL COMPETENCE (CEFRL 2020)According to the Common European Framework of Reference for Languages:Functional competence = ability to use spoken and written language for specific purposes.It includes:🔹 Microfunctions → short utterances(requests, greetings)🔹 Macrofunctions → extended discourse(narratives, explanations)These are organised through familiar interaction patterns: (Interaction schemata)❓ question – answer 💬 dialogue sequences 🔁 Turn-taking🤝 Initiation – Response – Feedback➡️ Functional competence means managing communication dynamically and successfully.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
📘Didactic Considerations🔑 General principle 🗣️In line with recent guidance from the Council of Europe (2023), language teaching should promote:🤝 interaction🔁 mediation🌍 socially meaningful language use🎯 LANGUAGE AS COMMUNICATION (CEFR APPROACH)📘 According to the CEFRLearners are social agents, not passive recipients.They use oral and written language to:interactcooperatenegotiate meaningLearning takes place in real-life communicative situations.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
⚖️ LEGAL FRAMEWORK (SPAIN)📜 Spanish educational legislation reinforces this view:RD 157/2022 (Art. 6. Pedagogical Principles)→ prioritises oral comprehension, expression, and interaction as pedagogical principles.RD 157/2022 (Annex I. Exit Profile)→ highlights the role of Foreign Languages in developing:linguisticplurilingualpluricultural competences➡️ This supports a functional and contextualised view of language, aligned with LOMLOE.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🧩 METHODOLOGICAL PRINCIPLES🎒 Communicative teaching should:Be based on pupils’ interests ❤️Promote active participation 🙋♀️🙋♂️Integrate the four modes of communication:
- 👂 comprehension
- 🗣️✍️ production
- 🤝 interaction
- 🔁 mediation
🧠 Universal Design for Learning (UDL) ensures inclusion through:multiple means of engagement/ varied forms of expression:
- oral interaction
- role-plays
- written tasks
- digital projects
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🧩 METHODOLOGICAL PRINCIPLES🎒 Communicative teaching should:Be based on pupils’ interests ❤️Promote active participation 🙋♀️🙋♂️Integrate the four modes of communication:
- 👂 comprehension
- 🗣️✍️ production
- 🤝 interaction
- 🔁 mediation
🧠 Universal Design for Learning (UDL) ensures inclusion through:multiple means of engagement/ varied forms of expression:
- oral interaction
- role-plays
- written tasks
- digital projects
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🔄 ECLECTIC METHODOLOGY📚 An eclectic approach is recommended, combining:🎯 Task-Based Learning (Ellis, 2018)→ language used to achieve concrete outcomes.🔁 Experiential Learning (Kolb, 2014)→ tasks connected to pupils’ personal experiences.🤝 Cooperative learning→ interaction, negotiation of meaning, and equal participation.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🧠 LEARNING SITUATIONS (RD 157/2022)📌 According to Annex III of RD 157/2022, learning situations should:
- be based on meaningful contexts
- integrate curricular elements
- encourage collaborative problem-solving
- use language for authentic communicative purposes
CONCLUSION AND PERSONAL APPROACH
- The main aim of the conclusion is not to summarise but highlight the most important ideas. Do not repeat what you previously said.
- Analise and reflect about what you said
- Finish with a quote
CONCLUSION AND PERSONAL APPROACH
🔑 Key ideas for the critical approach: COMMUNICATION IN EFL🗣️ Language as social interaction, not mere grammar🌍 Communication as meaning-making in real contexts🔄 Interaction, mediation, and negotiation of meaning🎯 Functional use of language over formal accuracy👂🗣️📖✍️ Integrated development of the four skills🧠 Progression from comprehension to production🎭 Authentic communicative situations and role-play🌈 Inclusive communication through Universal Design for Learning (UDL)🤝 Cooperative learning and shared construction of meaning💬 Awareness of language functions and communicative purposes📘 Learners as social agents (action-oriented approach)👩🏫 Teacher as facilitator, mediator, and designer of communicative situations💻 Digital and AI-enhanced communication used critically and responsibly🚀 Education for democratic participation and global citizenship
Answer the questions
QUESTION 1
1. What does it mean to understand language as communication in the EFL classroom?A. Language learning focuses mainly on memorising grammar rules.B. Language is learned through isolated vocabulary practice.C. Language is used to interact, negotiate meaning, and achieve communicative purposes.D. Language accuracy is more important than meaning.
QUESTION 2
2. According to the CEFR, learners are mainly considered as…A. Passive recipients of linguistic input.B. Imitators of correct language models.C. Social agents who use language to act in real-life situations.D. Grammar-focused language users.
QUESTION 3
3. Which element is essential for interpreting meaning correctly in a communicative situation?A. Grammatical accuracy.B. Context.C. The number of words used.D. Written language.
QUESTION 4
4. Which language function focuses on maintaining social contact between speakers?A. Referential function.B. Conative function.C. Phatic function.D. Poetic function.
QUESTION 5
5. Which of the following best describes functional competence according to the CEFRL (2020)?A. The ability to produce grammatically perfect sentences.B. The ability to memorise vocabulary lists.C. The ability to use spoken and written language effectively for specific purposes.D. The ability to translate texts accurately.
QUESTION 6
6. Why is oral communication prioritised in Primary Foreign Language Teaching according to RD 157/2022?A. Because written language is not important in Primary Education.B. Because oral comprehension, expression, and interaction are key pedagogical principles.C. Because pupils are not cognitively ready for reading and writing.D. Because grammar teaching is excluded from the curriculum.
ANSWERS
✅ Correct answers1️⃣ C2️⃣ C3️⃣ B4️⃣ C5️⃣ C6️⃣ B
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Transcript
INDEX
Challenge 1
CAN YOU MEMORISE THE STRUCTURE OF THE TOPIC USING VISUAL THINKING?
PUT IN ORDER THESE ICONS
Challenge 1
Index
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION. 2. LANGUAGE AS COMMUNICATION 2.1 Communication and Semiotics 2.2. Language as a Means of Communication 3. SPOKEN AND WRITTEN LANGUAGE 3.1. Key Characteristics 3.2. Development and Improvement of spoken language 3.3. Development and Improvement of written language4. FACTORS IN A COMMUNICATIVE SITUATION 4.1. Sender, Receiver, Context 4.2. Functional Purposes 5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS 6. CONCLUSION AND CRITICAL APPROACH.7.BIBLIOGRAPHICAL REFERENCES.
PREVIOUS KNOWLEDGE
Challenge 3
What do you know about this topic? Brainstorming
1. INTRODUCTION
Challenge 4
SUMMARISE THE MAIN IDEAS OF THE INTRODUCTION
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
🔍 TOPIC OVERVIEW🗣️✍️ Language as CommunicationLanguage is understood as a tool for communication, not just grammar.Focus on oral and written language in the Primary EFL classroom.Meaning is built through communicative situations defined by:SenderReceiverFunctionalityContextEmphasis on interaction, meaning, and authentic use of language.
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
⚖️ LEGAL PERSPECTIVE📜 Spanish Educational Framework (LOMLOE-based)LOMLOE (Organic Law 3/2020, Art. 17)→ Communicative competence as a core objective of Primary Education.Royal Decree 157/2022 (Art. 9)→ Promotes Competence in Linguistic Communication and balanced development of oral and written skills.Decree 101/2023 & Order of 30 May 2023 (Annex II)→ Emphasise active methodologies and Specific Competences in Foreign Languages, requiring effective participation in communicative situations.
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
🎓 DIDACTIC PERSPECTIVE🧩📚 Teaching Language through UseLearning occurs through meaningful interaction, not isolated grammar.Understanding communicative elements helps teachers:Design authentic tasksPromote real-life language useDevelop communicative competenceStrong connection with task-based, experiential, and competency-based approaches.
1. INTRODUCTION: RELEVANCE OF THE TOPIC AND JUSTIFICATION
🧠 EPISTEMOLOGICAL PERSPECTIVE🔬🌍 Theoretical FoundationsHymes → Communicative competence: knowing how, when, and why to use language.CEFR (2020) → Language as meaning-making, including mediation, strategies, and context.Nunan (2012) & Ellis (2018) → Task-Based Language Teaching and active language use.Kolb (2014) → Experiential learning through action and reflection.CAST (2024) → Universal Design for Learning to ensure inclusive communication.Weedon (2017) → Competency-Based Learning focused on functional language use.
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🔁 WHAT IS COMMUNICATION?Communication is the exchange of meanings through a shared system of signals.It is essential for human interaction:
- transmitting information 🧠
- expressing emotions ❤️
- negotiating meaning 🤝
Everyday examples:a child crying for food 👶traffic lights 🚦2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
Ferdinand de Saussure (1974): Linguistics is part of Semiology, the general study of signsPeirce’s Types of Signs: 🖼️ Icon→ Resembles what it represents (photos, onomatopoeia)👉 Index→ Physical or causal connection (pointing, smoke = fire)🔣 Symbol→ Based on social convention (words, traffic signs)➡️ Symbols are essential in verbal communication and form the basis of language.
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🔐 SHARED CODE & COMMUNICATIVE ACT 📡Effective communication requires a shared code.According to Roman Jakobson (1960), every communicative act includes:🧩 Code (language) – The system used (English, Spanish, etc.). 👤Addresser (sender) – Who sends the message. 👥Addressee (receiver) – Who receives the message. 🌍Context – The situation or background. Channel – 📢 The medium (voice, text, etc.).
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🧠 LEVELS OF MEANING. 🧱📘🎯 How meaning is interpreted📊 Meaning is interpreted at three interconnected levels:🧱 Syntactic → organisation of signs. How words are arranged (e.g., in “The cat sat on the mat,” “cat” is the subject, “sat” is the verb). 📘 Semantic → meaning of words. The meaning of words and sentences (e.g., “cat” = an animal, “sat” = an action, “mat” = the object). 🎯 Pragmatic → influence of context. The influence of social and cultural context (e.g., “I’m cool” might mean feeling cold or feeling confident).
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
🏫 CLASSROOM APPLICATION Helps learners understand how language works in real-life communication.
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
Classroom Application for Primary Learners Use simple, familiar sentences to explore: “I have a red ball.” Syntactic (word order) Semantic (word meaning) “I” means the speaker.“Have” shows possession.“Red” is a color.“Ball” is a round object to play with.Ask: “When do we use ‘have’?” (To show that something belongs to me.) Pragmatic (how context changes meaning)
2. LANGUAGE AS COMMUNICATION
2.1 Communication and Semiotics
Classroom Application for Primary Learners Use simple, familiar sentences to explore: “I have a red ball.” Syntactic (word order) Semantic (word meaning) Pragmatic (how context changes meaning)Change the situation: why you might tell someone “I have a red ball” (e.g., to share, to show excitement, to invite others to play).
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
🌍 Language, Thought and Culture Essential human capability that enables us to think, interact, and build culture.The Sapir–Whorf hypothesis (linguistic relativity) suggests that language may influence how speakers perceive reality. The way we talk can affect the way we think.This communicative view is reinforced by Bland (2022), who prioritises meaningful use and interaction over isolated structural practice.
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
In FLT, language must be seen as a tool for communication, not just a set of rules.The CEFR defines communicative competence as the integration of:🧱 Linguistic competence👥 Sociolinguistic competence🎯 Pragmatic competenceIt promotes:real-life language use 🌍integration of receptive and productive skills 📖🗣️✍️
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
🔑 KEY FEATURES OF COMMUNICATION (Littlewood, 2021)1️⃣ 👥 Social Interaction. Communication is inherently social. It is acquired and used within social contexts.2️⃣ 🎨 Unpredictability & Creativity. Speakers adapt language creatively.Meaning and form are not fully predictable.3️⃣ 🌍 Contextual Dependence. Language use depends on: discursive context, sociocultural normsContext guides appropriate language choices.4️⃣ 🎯 Purposefulness. Every communicative act has a clear purpose: requesting information, expressing feelings, establishing relationships5️⃣ 🗣️ Authenticity. Communication involves real, meaningful language, similar to real-world use.6️⃣ ✅ Outcome-Based JudgementSuccess is measured by:whether meaning is achieved ✔️Not only by grammatical accuracy.
2. LANGUAGE AS COMMUNICATION
2.2. Language as a Means of Communication
🏫 DIDACTIC IMPLICATION 🎒✨Activities should:
3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
Spoken and written language are two expressions of the same communicative competence. They share the same goal: exchanging and negotiating meaning 🧩 However, each mode requires different skills and knowledge. Importance of Oral and Written Skills Both are crucial for achieving Communicative Competence in a foreign language. Each mode serves distinct communicative purposes (e.g., conversation, information, persuasion). 🔄 According to the CEFRL (2020), communicative language activities are:👂📖 Receptive → listening / reading🗣️✍️ Productive → speaking / writing🤝💬 Interactive → spoken & written interaction➡️ These activities occur in oral and written forms, so skills must be taught in an integrated way, not separately.
3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
🌍 VERBAL COMMUNICATION IN SOCIETYCommunication can be verbal or non-verbal.Verbal communication:
- exchange of meaning
- negotiation through linguistic signs 🔤
- Language is therefore social, not only individual.
📖 According to M. A. K. Halliday (1989):A literate society is one where people:🗣️ speak👂 listen📖 read✍️ write🔎 Key distinction:🧠 Speech → develops naturally in early childhood🏫 Writing → requires formal instruction➡️ Both are essential for communicative competence.3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
🧬 EVOLUTIONARY PERSPECTIVESpoken language precedes written language (Halliday, 1989).🗣️ Oral language:
- auditory input
- social interaction
- includes paralinguistic features:
- intonation
- gestures
- facial expression
✍️ Written language:3. SPOKEN AND WRITTEN LANGUAGE
3.1. Key Characteristics
English has no official language academy.Standard English is commonly used as a reference:RP“BBC English”“Oxford English”Regional varieties coexist and show that language is:dynamicculturaldiverse 🌍 Highlights the dynamic and culturally dependent nature of language.
3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
🔑 General ideaSpoken and written language develop through progressive stages.Their development is influenced by:
- 🧬 biological factors
- 🧠 cognitive factors
- 👥 social interaction
➡️ Oral language develops mainly through interaction and use.3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
🧩 CHARACTERISTICS OF SPOKEN LANGUAGE🗣️ Oral language is typically:
- 🤲 Supported by gestures and mime
- 🎧 Characterised by phonetic variation:dialects, registers, communicative context
➡️ This makes spoken language dynamic and informal.3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
👶 STAGES OF ORAL LANGUAGE DEVELOPMENT1️⃣ Pre-linguistic stage (up to ~10 months)Communication through:
- crying
- babbling
Not linked to a specific language system.2️⃣ Linguistic stage (1–4 years)- First words and simple sentences appear.
- Gradual increase in complexity.
- Typical developmental errors: “I goed” → “I went”
➡️ Errors show rule formation, not failure.3️⃣ Improvement stageGreater fluency and accuracyMore creative and appropriate language useBetter adaptation to:3. SPOKEN AND WRITTEN LANGUAGE
3.2. Development and Improvement of Spoken Language
🌍 IMPLICATIONS FOR FOREIGN LANGUAGE TEACHING🎒 In EFL classrooms, teachers must:
- 🔥 Promote motivation
- 🤝 Encourage interaction
- 📣 Create an immediate need to communicate
- 🔎 Key difference: 🧠 L1 acquisition → largely automatic in early childhood
📘 L2 learning → requires:- conscious effort
- practice
- formal instruction
➡️ Unlike first language acquisition (L1), which is largely automatic in early childhood, second language learning (L2) generally requires conscious effort, practice, and formal instruction.3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
🔑 Key characteristics of written languageWritten language is usually planned and revised.It is more formal and structured than spoken language.Main features:🧱 Complex syntax➖ Less redundancy🎯 Precision and clarityIt lacks paralinguistic support (gestures, intonation), so meaning depends on:
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📚 LINGUISTIC FEATURES OF WRITTEN TEXTS
- Minimal phonetic variation.
- Use of standardised orthography and grammar.
- Limited use of slang and colloquial language.
Frequent use of:- subordination
- elaborated structures
➡️ These features enhance coherence and cohesion in texts.3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📖 READING AS A PSYCHOLINGUISTIC PROCESS📘 Reading involves:
- 👀 Recognition of graphic signs
- 🧩 Interpretation of meaning
- 🔍 Reflection and comprehension
According to Jean Piaget, successful literacy acquisition requires:- physiological maturity
- cognitive maturity
➡️ especially the Concrete Operations stage (around age 6).3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📈 STAGES OF READING DEVELOPMENT📖 Reading develops through four stages:1️⃣ Preparation. (Pre-school)“Reading readiness,” early exposure to letters and stories. 2️⃣ Initiation (Approx. 5–7 years)Formal learning of reading skills (sound-letter recognition). 3️⃣ Development. Reinforcement and deeper comprehension. 4️⃣ Improvement. Speed, fluency, and understanding of texts.➡️ These stages lead to fluency and comprehension.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
Stages of Written Language Development Reading & Writing both demand certain physiological and psychological maturity (Piaget). Spatial-temporal organisation (recognising shapes, sequences). Concrete Operations Stage (around age 6), enabling symbolic thinking.
3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
📝 Writing development includes:
- ✏️ Copying / Drawing → visomotor stage
- 🎧✍️ Dictation → audiomotor stage
- 🧠✍️ Creative Composition → gnoso-motor stage
Piaget’s Four Stages Preparation: Sensory-motor development, spatial organisation. Initiation: Copying shapes/letters, dictation. Progress: Refining legibility, spelling, punctuation. Improvement: Style, fluency, and speed. 📚 Early writing evolves progressively:- 🌀 Scribbling
- 🎨 Drawing
- 🏷️ Labelled words and phrases
- 📄 Connected texts with clear structure
➡️ Writing development is gradual and systematic, requiring explicit teaching.3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
🏫 DIDACTIC IMPLICATION (PRIMARY EFL)Writing must be:
- taught explicitly
- practised progressively
- supported with models and scaffolding
Teachers play a key role in developing written communicative competence. Practical Progression in Writing Early Scribbling → Drawing → Short Labelled Phrases → Connected Text Text evolves to include a beginning, middle, and end. Increasingly complex ideas and narrative structure.3. SPOKEN AND WRITTEN LANGUAGE
3.3. Development and Improvement of written language
Reflection 🎓 Although these stages are described for first language acquisition, they cannot be directly transferred to foreign language learning. However, they offer key pedagogical principles that guide EFL instruction, which progresses from comprehension to production and from guided to more autonomous and complex language use, in line with learners’ cognitive development.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🔑 What is communication?💬Communication is the exchange of meanings through a shared system of signs.It can use different types of signs:
- 👀 Visual → smoke, traffic signs, flags
- ✋ Tactile → Braille, hand pressure
- 🔊 Non-linguistic sounds → Morse code, signals
- 👃 Smells
➡️ Language, however, refers specifically to the human ability to communicate meaning through linguistic signs (symbols).4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
According to Roman Jakobson, every communicative act includes:👤 Addresser (Sender)→ Produces and sends the message👥 Addressee (Receiver)→ Receives, decodes, and interprets the message🔐 Code→ Shared system of signs and rules (e.g. English, Spanish)💬 Message→ Content or information transmitted📡 Channel→ Medium of transmission (air, paper, phone, digital media)🌍 Context→ Situation in which communication takes place→ Essential for correct interpretation
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
➕ OTHER RELEVANT FACTORS🔎 In addition to the core elements, communication is influenced by:🧠 Subject Matter / Topic→ Conditions vocabulary and type of message📝 Genre & Message Type→ Affects structure and style:formal / informalnarrative / expository➡️ These factors guide how and why language is used.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🎒 In the foreign language classroom, teachers can:🎭 Use role-play activities:pupils alternate sender / receiverunderstand how channel and context affect meaning💻 Design multimedia projects:highlight the role of code and genreadapt language to different communicative situations➡️ This helps learners develop effective communicative competence.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🛒 Buying Food at the Classroom Market🔄 HOW COMMUNICATION WORKS📍 Place: classroom → mini market🌍 Context: simulated real-life situation👤👥 Sender / Receiver: customer ↔ shopkeeper (roles change)🔐 Code: EnglishCan I have…? / Here you are💬 Message: asking for food📡 Channel: oral interaction + gestures + visual support🧠 Topic / Genre: food · transactional dialogue🎯 Purpose: to buy food and be understood➡️ Success = meaning achieved, not grammatical perfection.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
🛒 Buying Food at the Classroom Market🔄 HOW COMMUNICATION WORKS📍 Place: classroom → mini market🌍 Context: simulated real-life situation👤👥 Sender / Receiver: customer ↔ shopkeeper (roles change)🔐 Code: EnglishCan I have…? / Here you are💬 Message: asking for food📡 Channel: oral interaction + gestures + visual support🧠 Topic / Genre: food · transactional dialogue🎯 Purpose: to buy food and be understood➡️ Success = meaning achieved, not grammatical perfection.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.1. Sender, Receiver, Context
Example: Carnival Role-Play Context: The teacher (Sender) tells the class (Receivers) about a fun carnival that happened last weekend. Message (using “There was” / “There were”): “There was a big parade with lots of music and dancing.” “There were colourful floats and funny clowns in the street.” Code: English Channel: Oral communication in class (speaking and listening). Addresser (Sender): The teacher or a student describing the carnival events. Receiver (Addressee):Pupils who listen and ask questions.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
🔑 What are functional purposes?🗣️Language is not just a combination of words and sentences.It fulfils different functions depending on the communicative goal.The function of language refers to how language is used to achieve meaning in context. 🧠 LANGUAGE AS USE IN CONTEXT (HALLIDAY)📘 According to M. A. K. Halliday: Language is defined by what we do with it.Common functions include:greeting 👋informing 📢expressing emotions ❤️📌 Example:“Good morning” → language used to establish social contact.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
🔄 JAKOBSON’S LANGUAGE FUNCTIONSAccording to Roman Jakobson, each language function is linked to a specific element of the communicative process:❤️ Expressive (Emotive) Function → Addresser (Sender). Expresses the speaker’s own feelings or attitudes. “I am happy today!”→ The speaker (Addresser) shows a personal emotion.👉 Conative Function → Addressee (Receiver). Aims to guide or influence the listener’s behaviour.“Please stand up.” → The speaker (teacher or student) tells the listener to do something. 👋 Phatic (Contact) Function → ChannelOpens or maintains the communication link. “Hello, can you hear me?” → The speaker checks that the channel is open and communication is possible.🔤 Metalinguistic Function → Code Uses language to talk about language itself.“In English, ‘blue’ is a colour.” → The speaker explains meaning within the language code.🎨 Poetic Function → Message. Focuses on the form, sound, or aesthetic quality of the message.“The red sun sits softly in the sky.” → Creative wording makes the message more expressive and pleasant.📘 Referential (Informative) Function → Context. Provides facts or objective information about reality.“It is Monday today.” → The speaker shares true information related to the context.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
🏫 FUNCTIONS IN THE EFL CLASSROOM🎒 Teachers promote functional language through:🎭 Role-plays → conative function📚 Storytelling & creative writing → poetic function👋 Daily classroom routines → phatic function➡️ Pupils learn what language is for, not only how it is formed.
4. FACTORS IN A COMMUNICATIVE SITUATION
4.2. Functional Purposes
📘 FUNCTIONAL COMPETENCE (CEFRL 2020)According to the Common European Framework of Reference for Languages:Functional competence = ability to use spoken and written language for specific purposes.It includes:🔹 Microfunctions → short utterances(requests, greetings)🔹 Macrofunctions → extended discourse(narratives, explanations)These are organised through familiar interaction patterns: (Interaction schemata)❓ question – answer 💬 dialogue sequences 🔁 Turn-taking🤝 Initiation – Response – Feedback➡️ Functional competence means managing communication dynamically and successfully.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
📘Didactic Considerations🔑 General principle 🗣️In line with recent guidance from the Council of Europe (2023), language teaching should promote:🤝 interaction🔁 mediation🌍 socially meaningful language use🎯 LANGUAGE AS COMMUNICATION (CEFR APPROACH)📘 According to the CEFRLearners are social agents, not passive recipients.They use oral and written language to:interactcooperatenegotiate meaningLearning takes place in real-life communicative situations.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
⚖️ LEGAL FRAMEWORK (SPAIN)📜 Spanish educational legislation reinforces this view:RD 157/2022 (Art. 6. Pedagogical Principles)→ prioritises oral comprehension, expression, and interaction as pedagogical principles.RD 157/2022 (Annex I. Exit Profile)→ highlights the role of Foreign Languages in developing:linguisticplurilingualpluricultural competences➡️ This supports a functional and contextualised view of language, aligned with LOMLOE.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🧩 METHODOLOGICAL PRINCIPLES🎒 Communicative teaching should:Be based on pupils’ interests ❤️Promote active participation 🙋♀️🙋♂️Integrate the four modes of communication:
- 👂 comprehension
- 🗣️✍️ production
- 🤝 interaction
- 🔁 mediation
🧠 Universal Design for Learning (UDL) ensures inclusion through:multiple means of engagement/ varied forms of expression:5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🧩 METHODOLOGICAL PRINCIPLES🎒 Communicative teaching should:Be based on pupils’ interests ❤️Promote active participation 🙋♀️🙋♂️Integrate the four modes of communication:
- 👂 comprehension
- 🗣️✍️ production
- 🤝 interaction
- 🔁 mediation
🧠 Universal Design for Learning (UDL) ensures inclusion through:multiple means of engagement/ varied forms of expression:5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🔄 ECLECTIC METHODOLOGY📚 An eclectic approach is recommended, combining:🎯 Task-Based Learning (Ellis, 2018)→ language used to achieve concrete outcomes.🔁 Experiential Learning (Kolb, 2014)→ tasks connected to pupils’ personal experiences.🤝 Cooperative learning→ interaction, negotiation of meaning, and equal participation.
5. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. DIDACTIC CONSIDERATIONS (=topic 3)
🧠 LEARNING SITUATIONS (RD 157/2022)📌 According to Annex III of RD 157/2022, learning situations should:
CONCLUSION AND PERSONAL APPROACH
CONCLUSION AND PERSONAL APPROACH
🔑 Key ideas for the critical approach: COMMUNICATION IN EFL🗣️ Language as social interaction, not mere grammar🌍 Communication as meaning-making in real contexts🔄 Interaction, mediation, and negotiation of meaning🎯 Functional use of language over formal accuracy👂🗣️📖✍️ Integrated development of the four skills🧠 Progression from comprehension to production🎭 Authentic communicative situations and role-play🌈 Inclusive communication through Universal Design for Learning (UDL)🤝 Cooperative learning and shared construction of meaning💬 Awareness of language functions and communicative purposes📘 Learners as social agents (action-oriented approach)👩🏫 Teacher as facilitator, mediator, and designer of communicative situations💻 Digital and AI-enhanced communication used critically and responsibly🚀 Education for democratic participation and global citizenship
Answer the questions
QUESTION 1
1. What does it mean to understand language as communication in the EFL classroom?A. Language learning focuses mainly on memorising grammar rules.B. Language is learned through isolated vocabulary practice.C. Language is used to interact, negotiate meaning, and achieve communicative purposes.D. Language accuracy is more important than meaning.
QUESTION 2
2. According to the CEFR, learners are mainly considered as…A. Passive recipients of linguistic input.B. Imitators of correct language models.C. Social agents who use language to act in real-life situations.D. Grammar-focused language users.
QUESTION 3
3. Which element is essential for interpreting meaning correctly in a communicative situation?A. Grammatical accuracy.B. Context.C. The number of words used.D. Written language.
QUESTION 4
4. Which language function focuses on maintaining social contact between speakers?A. Referential function.B. Conative function.C. Phatic function.D. Poetic function.
QUESTION 5
5. Which of the following best describes functional competence according to the CEFRL (2020)?A. The ability to produce grammatically perfect sentences.B. The ability to memorise vocabulary lists.C. The ability to use spoken and written language effectively for specific purposes.D. The ability to translate texts accurately.
QUESTION 6
6. Why is oral communication prioritised in Primary Foreign Language Teaching according to RD 157/2022?A. Because written language is not important in Primary Education.B. Because oral comprehension, expression, and interaction are key pedagogical principles.C. Because pupils are not cognitively ready for reading and writing.D. Because grammar teaching is excluded from the curriculum.
ANSWERS
✅ Correct answers1️⃣ C2️⃣ C3️⃣ B4️⃣ C5️⃣ C6️⃣ B
Writing Challenge
Write a conclusion of this topic