Learning English as a foreign language
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Myriam Cherro Samper
Abstract
This article shows how learning a foreign language in Spain is a responsibility since we became members of the European Union (1986). Following the current Spanish and European Educational Legislation, our students have to be competent in a foreign language by the time they finish compulsory education. To achieve this goal the European Commission has promoted several activities and programs as well as our current educative system (LOMCE) has done (multilingual programmes and increasing foreign language teaching time). To success achieving this European and Spanish shared goal, some factors must be pinpointed and are stated along the current article: Motivation to learn a foreign language, applying innovative methodologies and designing effective didactic strategies as using storybooks and storytelling, among others.
Abstract
This article shows how learning a foreign language in Spain is a responsibility since we became members of the European Union (1986). Following the current Spanish and European Educational Legislation, our students have to be competent in a foreign language by the time they finish compulsory education. To achieve this goal the European Commission has promoted several activities and programs as well as our current educative system (LOMCE) has done (multilingual programmes and increasing foreign language teaching time). To success achieving this European and Spanish shared goal, some factors must be pinpointed and are stated along the current article: Motivation to learn a foreign language, applying innovative methodologies and designing effective didactic strategies as using storybooks and storytelling, among others.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Current perspectives on literary reading vii
- La recepción de la Narrativa Transmedia 1
- Social networks for reading as a new Literary Training Space 19
- Is the facilitator dead? 35
- Prescriptive reading 49
- ‘Auto-biobibliography’ for teaching reading 69
- Literatura popular i formació lingüística en el sistema educatiu valencià 91
- De velles arrugades, dits blancs, desitjos i enveges 103
- Presencias y referencias del Cancionero Popular Infantil en la poesía y el teatro de García Lorca 119
- The formation of literary reader and ethical reader 137
- Lectura literaria y multimodal del álbum ilustrado 145
- From literature to panels 161
- Learning English as a foreign language 173
- Índex 185
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Current perspectives on literary reading vii
- La recepción de la Narrativa Transmedia 1
- Social networks for reading as a new Literary Training Space 19
- Is the facilitator dead? 35
- Prescriptive reading 49
- ‘Auto-biobibliography’ for teaching reading 69
- Literatura popular i formació lingüística en el sistema educatiu valencià 91
- De velles arrugades, dits blancs, desitjos i enveges 103
- Presencias y referencias del Cancionero Popular Infantil en la poesía y el teatro de García Lorca 119
- The formation of literary reader and ethical reader 137
- Lectura literaria y multimodal del álbum ilustrado 145
- From literature to panels 161
- Learning English as a foreign language 173
- Índex 185
