10 months ago

COMPREHENSIVE EFL Teaching-Learning Model (Vallejo, 2014)

COMPREHENSIVE EFL Teaching-Learning Model (Vallejo,

COMPREHENSIVE EFL TEACHING-LEARNING MODEL: Developing Competencies for Life through an Intercultural Approach. The main objective in most of the schools in Mexico I’ve had the opportunity to work for is to certify the language level of their students. However, five years ago I decided that my goal as a teacher was to prepare students for life through an intercultural approach to language teaching. In order to accomplish this, I designed an EFL teaching-learning model that would enable my students to develop the necessary competences to become functional in a foreign language in any socio-cultural setting, while at the same time empowering them through values to become individuals concerned about their context and environment. I designed this model through an eclectic approach and it has been implemented in different levels including elementary, middle school and high school. I incorporated different learning theories, methods, and strategies into the language teaching-learning process based on diverse research studies, previous school experiences and the latest innovations. The model is based around three core elements: a Constructivist Approach, Competency-Based Language Teaching Approach, and “Principled” Communicative Approach which is “the creative integration of meaningful communication with relevant declarative input and the automatization of both linguistic rules and lexical items” (Dörnyei, 2009). These three concepts are developed in class through different didactic strategies, including the “Whole Brain Teaching” method (Biffle, 2013) and the systematic use of technology. Considering the aforementioned, the model could be described as a three stage class, where the Whole Brain Teaching method acts as an attention getter through positive rapport, as well as emotional and multiple intelligences. Collaborative activities, previous students’ knowledge, the focus on the process rather than results, intercultural competencies, problem based learning, task based activities, a learning phase, and an acquisition stage characterize the teaching-learning process in this model. The first stage can be identified as a language acquisition stage focusing on a natural learning process, meaningful communication and fluency. The Daily Goal is

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