celta assignment 2 have to sleep

Language-related tasks - help with CELTA Assignment Two

Language-related tasks is often assigned early in a CELTA course and, like all other assignments on the course, it needs to be completed in between 750 and 1000 words. Some people fear it, as it's the closest thing you'll get to a 'grammar test' on your CELTA course, but it's not really a test because you are encouraged to use dictionaries, grammar books and grammar resource websites while writing the assignment. In fact, you are expected to look things up and reference this in your assignment. No one assumes you're already a grammar expert before a CELTA course begins!

This assignment will be structured in different ways depending on who your CELTA tutors are, but essentially, you'll always be asked to do the same things. These will include analysing the meaning, form and phonology of a number of language items (usually between 4 and 6 items) and these will include both grammar and vocabulary. You will be asked to do this in bullet points and not in continuous prose, so it can be a good idea to approach this as a series of exercises and not like an essay you might do for a university course.

When you're analysing meaning, it's important that you're aware of whether you're being asked to use the context that is being presented to you in the assignment or if you're being asked to create your own context. Context is seen as key to clarifying meaning, so you'll either be expected to teach meaning in a context presented to you or you'll be asked to provide a context - the assignment may ask you to provide a formal definition, but when analysing meaning for teaching purposes, it is essential this is done using a context. As a fellow teacher trainer of mine is fond of saying, a teacher shouldn't be a dictionary.

In the meaning section, you'll probably be asked how you would check students' understanding of meaning. This may be by using concept checking questions (CCQs) or by using something else like a timeline. This is often the trickiest part of the language-related tasks assignment. Remember that concept checking should be related to the context, it shouldn't be overly vague or complex and it shouldn't use the target language to check understanding of the target language. You'll find lots of help on YouTube and Google if you look up 'CCQs' or concept checking questions. Take care over this part of the assignment, as in my experience, this is often where trainees trip up.

In the section on form, you'll need to break down the grammar items and describe their structures to students. Your tutor should have given you plenty examples of how to do this in advance of you starting the assignment. You'll find lots of helpful examples of how to break down form in any of the grammar books we recommend .

Finally, you'll be asked to analyse pronunciation. Remember to sound the words out and think about how they sound in a sentence, not just how they sound in isolation. The word 'to' sounds different when you say it by itself and when you say it in a sentence like 'I've got to leave now.' Your tutor will expect you to notice this. Remember to use a good learners' dictionary to find phonemic transcriptions and other valuable information about word stress.

No tutor will expect a perfect assignment, and you can make mistakes and still pass, but you will need to show that you can deal with (1) meaning, (2) form and (3) phonology in order to pass the assignment, so make sure you pay attention to all three elements. In my experience as a tutor, you're more likely to be asked to resubmit an assignment with consistently excellent sections on meaning and form if you make lots of errors when analysing pronunciation than you are if you are partially correct when analysing all three aspects of language. If you are asked to resubmit, you shouldn't worry about this. It simply means that the tutor believes you can learn from re-attempting some parts of the assignment. A resubmission isn't a fail, and it's likely you'll only be asked to change very specific parts of the assignment in your resubmission.

About the author :

Dr Connor O'Donoghue  hails from Ireland and he started teaching English as a foreign language in Poland in 2003 and he became a CELTA trainer in 2008. He has taught and trained in Ireland, the UK, France, Italy, Slovenia, Macedonia, Poland, Russia, Kazakhstan and Vietnam. Connor also holds a Masters and a PhD in Education from Trinity College in Dublin. He has previously managed large teacher training centres in Vietnam and in London before founding DC Teacher Training.

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Assignment 2 Language Related Task Example 1

Assignment 2 Language Related Task Example 1:-Grammar ……everything has happened to us during the day

Meaning In this sentence “has happened” refers to situations or events that have occurred over a stated period CCQ’s Are we talking about the past? Yes Did it happen in one day? Yes Is it a number of things that happened during that day? Yes

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Form has + past participle of main verb Everything has happened to us during the day This structure is referred to as the present perfect.

Pronunciation o O …….everything has happened to(link) us during the day. /hæz ?hæp?nt t? ?s/ There are two syllables in “happened” with the main stress on the first. There is one syllable in “has”. There is linking between “to” and “us”.

Anticipated Problems and Solutions 1. Problem:- Students may say “everything happened to us during the day” leaving out the auxiliary verb. This changes the tense to past simple. Solution:- Highlight the fact that the auxiliary verb is important to get the tense of the sentence right. (present perfect). Use a timeline to highlight the difference between them.

2. Problem:- Students might put the main stress on “has” when they are speaking rather than “happened” which may suggest a degree of obstinate insistence. O e.g. has happened Solution:- Elicit and mark the correct sentence stress on the board. Drill chorally and then individually.

3. Problem:- Students may pronounce -ed as /id/ instead of /t/ Solution:- Drill /t/ . Then /p?nt/. Then /?hæp?nt/. Drill chorally and individually.

4. Problem:- Students might say “everything that has happening to us …..”. Instead of past participle of the main verb they are using the present participle. Solution:- Highlight the difference between the two using a timeline.

References:- Hughes, J and Jones, C Practical Grammar Online Dictionary Cambridge Learners Dictionary

Example 2:- Lexis We can put off sleeping for a limited period

Meaning To decide or arrange to do something at a later time. CCQ’s:- When we do something after do we do it now? No When do we do it? Later When we choose not to sleep do we stay awake? Yes Can we choose not to sleep forever? No

Other Examples:- People who put off paying for their TV licence, students who put off doing their homework. Extension:- People who put off saving for their retirement if they don’t start a pension , save any money or resign from their jobs.

Form Put is a verb. Off is an adverb. Put off is a phrasal verb. Put is the auxiliary verb to the main verb sleeping(-ing verb present participle) The object of the sentence is sleeping.

Pronunciation Put(link) off /p?t ?f/ There is one syllable in each word. The main stress in on the second word off.

o O put off

Anticipated Problems and Solutions 1. Problem:- Students may confuse “put off” with “put to” Solution :- Use CCQ’s to show what “put off” clearly means. Elicit examples of other contexts where people put off something in order to reinforce meaning .

2. Problem:- Students might put the main stress on the wrong word. For example “put” instead of “off” Solution:- Elicit and mark the correct sentence stress on the board. Drill chorally and then individually.

3. Problem:- Students might use the phrase “put off” in the wrong context and say “I put off his advice” . Solution:- Highlight the right context giving the example “I put off his advice until a later date” . Use CCq’s to reinforce meaning.

4. Problem:-Students might confuse “put off” as an intransitive phrasal verb when it is a transitive phrasal verb. For example students think that when the object is replaced by a pronoun it is in the same place e.g. “put off sleeping” and then with pronoun saying “put off it”. Solution:- Tell students that transitive phrasal verbs are separable thus the object must be put between the verb and preposition when it is a pronoun. i.e. put it off. Elicit and record correct form on the board.

Example 3:- Grammar …..but sooner or later we have to sleep

Meaning “have to” is defined as to need to do something or be forced to do something. With “have to” a speaker is not giving his own feelings. He is just giving facts.

Other examples :- People have to work in order to pay their mortgage and bills, people have to eat in order to live. Extension:- I have to fly to Berlin tomorrow as I have already paid for my flight.

CCQ’s:- Is sleep necessary? Yes If you were unable to sleep would you eventually die? Yes Can you go a week without sleep? No

Form Affirmative form. Pronoun (we) + verb(have to) + verb in the infinitive

Pronunciation o 0 o o …but sooner (link) or later we have to(link) sleep /hæv t? sli?p/ There is 1 syllable in have and also in sleep. The main stress is on have.

Anticipated Problems and Solutions 1. Problem:- Students say “we have sleep” leaving out the preposition “to” Solution:- Use example and CCQ’s to clarify the importance of the meaning of “have to”. Highlight the need for the preposition after the main verb. 2. Problem:-Students say “we to have to sleep” using the full infinitive instead of the bare infinitive. Solution:- Elicit the correct form of the verb. Cross out the “to” on the board and write the bare infinitive above the correction. 3. Problem:-Students may stress “sleep” when they are speaking rather than “have”. 0 e.g. “we have to sleep” Solution:- Elicit and mark the correct sentence stress on the board. Model and drill chorally and individually.

Example 4:- Lexis …….eventually……

Meaning We use the adverb “eventually” to mean “in the end” especially when something has involved a long time, or a lot of effort or problems. CCQ’s Could it not happen? No Does it happen in the future? Yes Does it take a lot of effort? Yes Does it happen in a short or a long time? Long time

Form Eventually is an adverb, it derived from the adjective eventual which connotes “ultimately resulting”, which in turn comes from the word event. It is formed by the adjective eventual + suffix “ly”

Pronunciation 0 ….eventually…. /??vent?u?li/ There are five syllables with the main stress on “…ven..”

Anticipated Problems and Solutions. 1. Problem:- Students might say “eventually” with 6 syllables rather than 5. Solution:- Repeat correct pronunciation and indicate it on the board to show student how many syllables there are . Drill chorally and individually. 2. Problem:- Student might confuse “eventually”(adverb of time) with adverbs of frequency i.e. frequently, daily Solution:- Use examples to highlight difference , elicit meaning and use concept questions. References:- Hughes, J and Jones, C Practical Grammar Online Dictionary Cambridge Learners Dictionary

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CELTA written assignment: focus on the learner(s)

The purpose of the assignment

The CELTA handbook (5th edition) explains that this assignment allows you to demonstrate that you can:

• show awareness of how a learner’s/learners’ background(s), previous learning experience and learning preferences affect learning
• identify the learner’s/learners’ language and/or skills needs
• correctly use terminology relating to the description of language systems and/or language skills
• select appropriate material and/or resources to aid the learner’s/learners’ language and/or skills development
• provide a rationale for using specific activities with a learner/learners
• find, select and reference information from one or more sources
• use written language that is clear, accurate and appropriate to the task

That's a lot to cover in 1000 words so you need to be concise and stay focused.  This is not the place to discuss general approaches to teaching.

Most centres choose one of two ways to set this assignment:

• You may be asked to focus on a specific learner from one of the teaching practice classes or
• You may be asked to focus on the whole of a teaching practice class.

You may even be given a choice.

Whichever assignment you are set, the considerations are the same but, obviously, more depth will be required in 1. than in 2.

This is in the genre of an Information Report and it has three parts:

• A brief introduction stating the basic information about the learner or the class.  Say what you are doing and who the subject of the investigation is.
• An area-by-area report giving the data you have gathered, noting strengths, weaknesses and needs as you go along.
• sources for language and/or skills development and, if it's needed, personal support
• ideas for language and/or skill focused activities Link this section carefully to the data you have gathered, explaining why you think the ideas will help.

You can combine the second and third areas if that makes sense to you so two structures are possible:

Choose one structure or the other.  Do not mix them up or you'll be incoherent.

• An example of the learner's writing.  The neatest way to get this is to write a short note to the learner saying who you are, giving a bit of background (age, background, personal details etc.) and asking the learner to respond in like manner.  That way, you get the personal stuff you need and an example of how well they can handle the simple language needed to give some personal data (name, age, occupation etc.).
• reasons for learning English
• language learning background
• student’s opinion of their strengths and weaknesses in English
• preferred class and activity types
• You can, of course, gather some of this data by designing a questionnaire.  See the guide to needs analysis to get some ideas.  There is an example of a basic needs analysis form here.
• Record the interview and listen to it again, making notes of consistent errors and the learner's communicative effectiveness.  You can provide a tapescript of some important parts of the interview to exemplify the areas you think need work in the assignment.  You will need the person's permission to do this, of course.
• If recording is not an option, make as many notes as you can on the learner's use of English as you go along.
• Learning style.  The new edition of the handbook (the 5th) has removed any explicit reference to learning styles because the theories that underlie such things have been comprehensibly debunked.  The syllabus now contains reference to learning preferences.  However, for reasons which are slightly obscure, some CELTA centres and tutors are wedded to the idea of learning styles.  Many will let you have a copy of something called a VARK questionnaire to give to the subject.  There is, of course, a guide to learning styles on this site but you should treat the area with great scepticism.  See also the article attempting to debunk the whole concept .

• You need to set out some information about the people in the class: ages, occupations, reasons for learning etc.  See the table above.  The only sensible way to do this with a group of people is via a questionnaire needs analysis.  See the guide to needs analysis to get some ideas.  There is an example of a basic needs analysis form here.
• You can investigate learning preferences but will have to identify from the data any commonalities in the class rather than details of each learner.  See point f., above.
• For the final section of the assignment where you make suggestions, you'll need to be a bit more generalised and identify common aims and needs rather than individual ones. One approach is to identify the two weakest and the two strongest students and identify appropriate activities, resources and aims for them.  That should also cover everyone in between.

• The student is studying English for no apparent  purpose at the moment.  He or she may need the language in the future for some purpose but at the moment that is not clear.  The student may also need the language as part of a general education, for access to English-language websites and for travel and tourism. This student needs General English (a GE learner).
• This student need English to settle and integrate in an English-speaking culture for an indefinite time. This student needs English as a Second or Other Language (an ESOL learner)
• This student needs English for business and commercial purposes either because his/her professional setting demands it or because she/he is intending to study Business and/or Management. This student needs Business English (a BE learner).
• This student intends to study in an English-medium institution such as a university or college. This student needs English for Academic Purposes (an EAP learner).
• This student needs English for a narrow area of concern such as access to written scientific texts, to work in a particular occupation such as the hospitality industry, air traffic control, the merchant marine, the transport industry etc. This student needs English for a Specific Purpose (an ESP learner).
• All of the above can be subdivided into a bewildering range of acronyms including, e.g., EGOP (English for General Occupational Purposes), EGPP (English for General Professional Purposes), ELF (English as a Lingua-Franca, for communication between non-native speakers of English worldwide), English in the Workplace (EiW), English for Professional Purposes (EPP) and so on.

• "I want to learn English to fit into an English-speaking culture and work and socialise." This student has Integrative Motivation (to integrate into a cultural milieu).
• "I want to learn English to use the language in business meetings / to study a subject at university." This student has Instrumental Motivation (using the language as a tool to do other things).
• "I love the language and enjoy learning it and speaking it." This student has Intrinsic Motivation (the pressure to learn comes from within).
• "I have been told to learn English by my employer / parents / sponsor." This student has Extrinsic Motivation (the pressure to learn comes from outside).

Be careful not to be too dogmatic here.  People are complicated and their motivations are often obscure, even to themselves, so try to avoid statements such as

This learner is extrinsically motivated.

Prefer, instead, something a bit more careful such as:

From the data supplied in the short questionnaire, it seems that this learners is aware of the need to learn enough English to be able to function in the workplace but is also keen to access English-speaking websites and understand something of the cultures of English-speaking societies.  She has, therefore, a mix of instrumental and integrative motivation and needs English as a tool as well as for cultural access.

There is a guide to motivation on this site but you do not need all the detail now.  If you would like a simpler guide to motivation which still gives more data than here, there is one in the TKT course materials (new tabs).

Obviously, the suggestions you make will be determined by what you have discovered about the learner(s).

• Why do you suggest it?
• What's its target?
• How will it help?
• Include both ideas for activities and ideas for materials to use and topics to focus on.
• Identify both language structure and skills needs. For example, From the data summarised in point xxx above, I would argue that a priority for this learner / these learners is to enhance his / her / their reading skills because they / he / she identify it as a weakness and this is supported by my observations.  Good reading skills are needed for study in the UK and the majority of these EAP students / this EAP student will be going on to university in the next few months.  Therefore, I suggest using xxxx in class and starting a reading club using xxxx books and resources.  The student(s) will also benefit from a specific focus on both reading for gist and reading intensively so I suggest the following activities will be helpful... or Another area of weakness I have identified in point yyyy above is the student(s)' lack of vocabulary . Therefore, I suggest a specific focus on general academic vocabulary including using yyyy as a resource and spending at least one lesson per day focusing on common academic collocations (such as reasonable to argue, arising from the data, developing the point further etc.).  This will improve the learner(s)' ability to be precise in terms of meaning and use conventional language in academic essays. The class / student will also benefit from work on cohesive devices such as therefore, firstly, finally, because, furthermore etc. as his / her / their writing shows that they avoid or misuse these structures in general (see appendix 2, and the comments in point z).  This will make the learner(s)' writing in particular more accessible, better organised and fluent.

Do not repeat yourself here.  It's not necessary and you don't have enough words to play with. What you do need to do here is identify the main facts and the most important suggestions.  In other words, prioritise .

Before you submit your assignment, here's a quick checklist.  You can have this as a PDF file by clicking here or you can mentally tick things off on the screen.

• learning preferences
• the questionnaire and a summary of the results
• samples of work
• I have identified at least 5 language problems the learner(s) have / has
• I have given examples
• general future work
• specific ideas to deal with the problems I identified

Now assess yourself against the criteria for the assignment.  Here they are again.  Have you been able to:

Your tutors will maintain a record of the work you have done on the written assignments and will grade each of the criteria as follows: NS (Not to Standard), S (at Standard) or S+ (above Standard). You need to aim consistently for S or S+ grades, naturally.

If you have managed to tick all the items, well done.  Submit the assignment and move on.

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How to Write CELTA Assignments: Easy Guide

 learning how to write celta assignments.

Hello once more! The latest question is from a reader who hasn’t studied in a long time and she’s worried about how to write  CELTA assignments .

The main points to think about here are:

the instructions for the assignments the writing style for these how to cover all of the necessary points

Some of the above will overlap, but let’s start with the instructions for your CELTA assignments!

Instructions for your CELTA assignments

First, you’re going to have a clear the word count .

Now, the word count is very strict, as it is in all English language institutions – follow it very closely!

You have to be aware that you’ve got a strict word limit for the CELTA assignments. Here’s the exact wording from the official CELTA syllabus PDF :

“[Each CELTA] centre is responsible for designing the written assignments, which should each be between 750 and 1,000 words.”

So please take note of this and do not go over it. If you ask your tutors, they might give you a 10% above or below maximum/minimum limit, but do not take a chance by going over that.

Tip: To make sure you cover all main points evenly, you can break up the assignment into appropriate sections with even word counts for each part before you start. If you feel some sections will need more words than others, then adjust these accordingly.

In short, make sure you are definitely within the word limit when writing your CELTA assignments!

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Using Instructions Properly

If the assignment instructions, or rubric, ask for references, as they will in some assignments, make sure to check whether they count for the word limit – they shouldn’t for most referencing styles, but some CELTA centres might say that they do, so ask your tutors first!

To clarify, I specifically mean the reference list/bibliography at the end. Any references in your assignment text (i.e. in-text citations ) will normally be included in the word count.

Also for referencing, you should check what referencing style you need when it comes to how to write CELTA assignments .

Common referencing styles include:

• APA 6th Edition
• Any many more!

Most likely, your CELTA centre will use either the APA or Harvard referencing style. If you find this out in advance, it is another thing you can learn before you start the course!

For the  Focus on the Learner Assignment – you have to show understanding of theory and background knowledge through referencing relevant books.

You don’t have to add many references, but you are expected to use a few, perhaps 3-5 throughout the whole assignment (see this post for examples of real CELTA assignments to get an idea).

The assignments don’t require many citations/references, but when you do need to include them, you can get help from free websites like citethisforme.com , or you can use my guide on 10 Tech Tips for writing CELTA Assignments for a bit more detail on tools for referencing.

But referencing shouldn’t be a major problem! You can get free apps and websites to do it for you, as I mentioned, so you don’t need to stress over it.

To sum up, remember to check the style of referencing that your CELTA centre wants and follow that consistently and it won’t be a problem for you. This is because referencing doesn’t feature heavily in the assignemtns, although you do need to use it.

Covering  All the Points You Are Given

Another thing to focus on is covering all of the relevant points that you are given in your assignment instructions.

Make sure you make a list of these and check each one off once done, and that’s all you have to do to make sure each point is covered.

You’ll be asked to cover lots of different parts of your learning and reflecting on what you’ve done, but if you’re not ticking off every box on a list, it will be harder to know if you have done everything asked of you.

No need to worry, though – it’s mostly quite formulaic and you don’t have to be an outstanding writer to pass, you just have to write clearly and concisely to get through it.

Make sure you’re following or ticking off everything on the list, and be thorough.

A lot of people because they rush in forget to check or they think it’s not worth checking, because they need to move on to the next thing.

Just remember to draw up a list that covers everything you’ve been told to include and go through it.

Using a Table to Help You Cover All Points in Your CELTA Assignments

You could start by making your assignment a table in a Word document, with each point to go through.

Let’s say if you have two columns, and the first column has the points to cover, and the second column is blank for you to write in, you can just simply fill those boxes with ticks when done to make sure they have been covered.

So, if we look at page 19 of the CELTA syllabus document,  we could make the following table to help us for our Focus on the Learner CELTA assignment :

You can see the document embedded above here if you’d like to take a copy. At least, that’s how I do my Masters assignments!

Whether you choose to do the above, or not, you really need make sure you’re following the instructions closely, that’s the biggest thing I can say as I’ve probably stressed in this answer!

Don’t worry if you’re coming back after a long time without doing any formal writing.

If you’re on the CELTA course it’s because they think you have a high enough level. Don’t be afraid of the written assignments for this reason!

How to Write CELTA Assignments: Writing Style

Also, the other thing that we should really talk about is the writing style for your CELTA assignments.

This is one thing I do a lot of teaching about at the moment (teaching English for Academic Purposes, or EAP). Something we’re always stressing is that students should try to use an impersonal style and don’t use things like “I” or “we”etc.

However,  i n your CELTA assignments, there’s a lot of reflective writing and you will need to use a somewhat informal style.

This is because they ask you direclty to reflect on your learning. For example, the final assignment – lessons from the classroom, will ask you to reflect on what you’ve learnt during your course.

You can only really complete the assignment by saying “I”.

You’ll also need to talk about both yourself and students directly in the Focus on the Learner assignment.

In short, don’t worry about using what seems like a slightly informal style, because a lot of the assignment writing is actually reflection.

CELTA Assignment Tasks

The other point is then, in some of the assignments, you will be given language tasks and exercises.

Assignments which require direct answers to questions/exercises/tasks and less flowing writing (prose) are:

• Language Related Tasks
• Language Skills Related Tasks

There will be many different tasks within these assignments, so you won’t actually be writing paragraphs for much of them.

Instead, you’ll be writing answers to specific short questions, so you don’t need to worry much about style here. That said, as always, clearn and concise English language is always important!

I hope that has clarified some points for you about how to write the CELTA assignments and that I haven’t scared you (too much!).

If you have any questions, just please let me know and get in touch via: 

Twitter , Facebook  or in the comments below!

Thank you for reading/listening!

More Helpful Content For You:

Stephen Beale

After taking the CELTA back in 2007, I have since gained over 11 years' experience of teaching English in various countries. I have also worked in EAP for several years and like sharing what I've learnt along the way here.

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English As An International Language: Issues From The Brazilian Classrooms Perspective

Gislaine Schineider de Melo

This essay starts from one doubt the learners, whose nations speak other languages may manifest when they take English classes for the first time: “Teacher, why do we have tostudy English in the school?” It is interesting how this question addresses not only teachers, butthe entire community of academic linguists, researches and studious to discuss the role of English language and the syllabus relating it to the communication and globalization, which feed deep reflections on teachers` understanding about the English as a foreign language (EFL),English as an International Language (EIL), TESOL, and how it becomes fundamental for diversified areas of studying, as well as its widening over the world. Some other questions emerge and remind the readers there are English language institutions of teaching which reinforce the importance of keeping the English native speaking pronunciation in classes, what may leave non-native teachers in a narrow path, because they have to perform English native speaking at the same time they have to avoid their own accent and personal identities on teaching practices; quite hard, not even ethical and it may sound funny. Teacher´s preferences may motivate the learners´ pronunciation when they are alphabetizing their students in the English language. The influence can be also supported by the cultural productions: movies, music, fashion, books or even countries and their respective lifestyle. A natural pronunciation performed in classrooms can represent the initiative of language teachers to promote free practice of teaching and learning process without domain, or interference, in order to let the learners be comfortable to express themselves naturally, thus, respecting their accents, preserving their personal identities for keeping the plurality in the educational environment. The learners´ cultural diversity may have to be taken into account when designers of programs plan their courses and materials. Teachers could enjoy the opportunity to advocate on behalf of the transcultural teaching maintenance when they do not teach predominance based on traditions. Issues can be reflected and may be reevaluated up from the mentioned starting points and extending them to the International English teaching debate promoted by Dr. Majid Safadaran Mosazadeh among the TEFL master academics.

Mário Cruz , Cristina Pinto

Laura Torres-Zuniga

The main objective of this volume is to contribute to teachers’ both pre-service and in-service professional development by providing them with the necessary theoretical knowledge base as well as practical suggestions and activities for the English as a Foreign Language (EFL) classroom at the educational stages of Compulsory Secondary Education (ESO), Upper (non-compulsory) Secondary Education (Bachillerato) and Official Schools of Languages. The topics covered in the present book are usually dealt with in the specific module of EFL Complementos de formación disciplinar of the Masters’ Degree in Teacher Training for Compulsory and Upper Secondary Education, Vocational Education and Official Schools of Language: English as an International Language, the Intercultural Communicative Competence, the application of literature to EFL teaching, and the analysis and evaluation of EFL materials from a general perspective and from the angle of activity typology and sequencing in particular.

Belt Brazilian English Language Teaching Journal

Carina S Fragozo

Kamyla Vega

English Language Teaching

Fernanda C . A . Batista

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. This paper will analyse possible reasons for this fact. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.

Entrepalavras

Alexandre Badim

Vanessa Castaño

The present research project is intended to explore the realities of teaching and learning English in three public schools of Pereira city. The project also seeks to contribute to a diagnosis of the methods that English teachers use in class and the way in which their teaching practices correspond to the principles established by the National Ministry of Education with respect to the teaching of English in Colombia; and finally, to identify factors that influence the English learning process. The study was conducted with the participation of students from sixth to eleventh grade chosen randomly and six language teachers of three public schools in Pereira, one of them belonging to a rural zone. The instruments used to gather information were observations, field notes, interviews and questionnaires. The outcomes of the research indicate that some techniques associated with the Grammar Translation Method were used by the English teachers we observed since their classes were focused on ...

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