OUR PROPOSAL

Taking into account all the aspects indicated in the previous entries, my working group has prepared the following proposal:

https://edit.genial.ly/5ce271f754bdc10f6b14706e

FROM EUROPE TO PRE-SCHOOL EDUCATION IN GALICIA

ENGLISH IN PRESCHOOLS IN GALICIA

The Galician educational legislation specifies different aspects in relation to the foreign language. In this sense, as has already been pointed out in an earlier entry in this blog, the teaching of a foreign language implies the incorporation of a third language into a bilingual reality.

The references to the foreign language within the Infantile Education appear fundamentally in the Decree and in the Order of Evaluation specific of these educations.

DECRETO 330/2009

In its Annexed focused on Languages: Communication and representation area of the Second Cycle of Preschool Education are included:

• Goals. Beginning in the oral use of a foreign language to communicate in contextualized activities and show interest and joy when participating in these communicative exchanges.

• Contents. Interest for participating in oral interactions in a foreign language, in routines and usual communication situations, showing a positive attitude towards this language.

• Evaluation criteria.  Show a positive attitude towards learning a foreign language, interested in participating in oral interactions in routines, games and usual communication situations.

ORDEN DEL 25 DE JUNIO DE 2009

This order focuses on organizational aspects and includes a methodological guidelines to carry out the teaching of English in the classrooms of Preschool Education.

ORGANIZATIONAL ASPECTS
Weekly schedule. 
The teaching of a foreign language will be one hour per week for each of the courses of the second cycle of early childhood education.

The teaching of the foreign language.

• Schools will carry out activities that involve an approach to the foreign language whose methodological guidelines are those contemplated in Annex V of this order.
• Each school will specify the distribution of the foreign language hour, which in no case will be in a single weekly period.

Specialist teaching staff.

• The teachings of foreign language and religion will be taught by professors with the corresponding specialization or qualification.
• Specialized teachers who teach a foreign language will participate in the development of the programming of the language area: communication and representation in those aspects of the programming related to the foreign language.

METHODOLOGICAL GUIDELINES

• The early introduction of foreign or additional languages ​​must be understood in relation to the educational context in which it takes place. English is the third language in our multilingual education system.
• English must be taught using a globalized approach based on tasks and projects, integrating their teaching with the knowledge areas established for this educational stage, working and developing basic competences.
• English teacher must act as a mediator, creating communication dynamics in real and functional contexts, creating an environment in which students feel pleasure to listen an participate, avoiding the risk of getting tired or inhibited. 
• Strategies: experimentation and learning by doing, imitation and repetition of sounds, words and meaningful statements always with a playful intention.
• TPR (by Dr. James J. Asher, it is a language teaching built around the coordination of speech an actions; it attempts to teach language through physical -motor- activity). 

FROM EUROPE TO PRE-SCHOOL EDUCATION IN GALICIA

ENGLISH IN  PRESCHOOLS IN SPAIN 

Spanish education legislation introduces the teaching of the first foreign language from the Second Cycle of Preschool Education:

The LOE-LOMCE into its Article 14, Organization and pedagogical principles points that it is up to the educational authorities to promote a first approach to the foreign language in the second cycle of early childhood education, especially in the last year.

The R.D. 1630/1992 in its Annexed focused on Languages: Communication and representation area of the Second Cycle of Preschool Education are included:

• Description: It is necessary to develop positive attitudes towards one´s own languages and that of others, awakening sensitivity and curiosity to know other languages. In the introduction of a foreign language, this curiosity and progressive approach to the meanings of messages in known communication contexts will be valued, fundamentally in the usual classroom routines.

• Goals. Understand the intentions and messages of other children and adults, adopting a positive attitude towards the language, both their own and foreign.

• Contents. Listening, speaking and conversation: interest in participating in oral interactions in a foreign language in routines and communication situations.

FROM EUROPE TO PRE-SCHOOL EDUCATION IN GALICIA

THE COMMON EUROPEAN FRAMEWORK OF REFERENCE

The Common European Framework of Reference provides a common basis for the development of language programs, curricular guidance, etc, throughout Europe. 

It describes in an integrating way what the students of languages have to learn to do in order to use a language to communicate, as well as the knowledge and skills that they have to develop in order to act effectively. The description also includes the cultural context where the language is located.

The lowest level of the Common European Framework of Reference is Basic user, which is our reference to introduce English in preschool education. This basic level is divided into two sub-levels: A1 and A2.

A1 user is able to understand and use everyday expressions of very frequent use, as well as simple phrases designed to meet immediate needs. She/he can present herself/himself and others, ask for and give basic personal information about his/her belongings and the people he/she knows. She/he cand relate in an elementary way as long as her/his interlocutor speaks slowly and clearly and is willing to cooperate.

A2 user is able to understand phrases and expressions of frequent use related to areas of experience that are especially relevant to her/him (basic information about herself/himself and her/his family, purchases, places of interest, etc.). Knows how to communicate when carrying out simple and daily tasks that do not require more than simple and direct exchanges of information on issues that are known or usual. Can describe in simple terms aspects of their past and their environment, as well as issues related to their immediate needs.