ENGLISH AS A FOREIGN LANGUAGE - Currículo

ENGLISH AS A FOREIGN LANGUAGE - Currículo

1. Curricular Threads

   • Curricular Thread 1: Communication and Cultural Awareness
     • Intercultural awareness and identity
     • Social competence and values
   • Curricular Thread 2: Oral Communication (Listening and Speaking)
     • Listening skills.
     • Spoken production
     • Spoken interaction
   • Curricular Thread 3: Reading
     • Literacy-rich Environment
     • Reading comprehension.
     • Use of resources and study skills
     • Cross-curricular content
   • Curricular Thread 4: Writing
     • Initial literacy
     • Text production
   • Curricular Thread 5: Language through the Arts
     • 1) Literary Texts in Context, 2) Creative Writing and 3) Creative Thinking Skills.

2. How English as a Foreign Language Contributes to the Exit Profile of Ecuadorian High School Students

   • Ecuadorian high school students focusing on the development of life skills, work skills, and entrepreneurship skills.
   • The EFL curriculum embraces the development of creative and critical thinking skills
   • The curriculum is designed to stimulate linguistic intelligence through language analysis and the comprehension
   • The EFL curriculum guides learners towards being able to communicate and learn through a foreign language, in this case English, by placing importance on clear oral expression according to international standards (CEFR)
   • Levels of Proficiency
     • PRE-BASIC USER
       • PRE A1.1
         • 2 EGB
       • PRE A1.1
         • 3 EGB
     • BASIC USER
       • A1
         • A1.1
           • 4 EGB
             • 8EGB
         • A1.2
           • 5 EGB
             • 9 EGB
       • A2
         • A2.1
           • 6 EGB
             • 10 EGB
         • A2.2
           • 7 EGB
             • 1 BGU
     • INDEPENDENT USER
       • B1.1
         • 2 BGU
       • B1.2
         • 3 BGU

3. 21st Century skills developed through learning English

   • Global Engagement
   • Social and thinking skills
   • Foundation for lifelong learning

4. Core principles

   • The communicative language approach
     • language is best learned as a means to interact and communicate
   • Content and Language Integrated Learning (CLIL)
     • Integrate the learning of language with cultural and cognitive aspects of learning
   • International standards:
     • The curriculum is based on internationally recognized levels and processes of teaching and learning languages.
   • Thinking skills
     • Learning English should support the development of the thinking, social and creative skills needed for lifelong learning and citizenship
   • Learner-centered approach
     • Teaching methodologies should reflect and respond to learners’ strengths and challenges

5. Digned for

   • Students in Educación General Básica (2nd to 10th) and Bachillerato General Unificado (1st to 3rd), whose mother tongue is not English.

6. Epistemological Foundations and Pedagogical Responses

   • English as a Foreign Language and Content Language and Integrated Learning
     • Communicative Language Teaching
       • Resources
         • Critical thinking skills

7. Profile of the Ecuadorian High School Graduate and Ideal Citizen for 2015

   • Justice
   • Innovation
   • Solidarity

8. General Objectives by the end of the Bachillerato General Unificado

   • 1. Encounter socio-cultural aspects of their own and other countries
     • 2. Draw on this established propensity for curiosity and tolerance towards different cultures
       • 3. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
         • 4. Respect themselves and others within the communication process
           • • • • Directly access the main points and important details of up-todate English language texts