1. Transforming the english classroom:
Teacher Training, Nov. 2016
Transforming the english classroom:
¨Educating for a new Citizenship¨
Why, What and How?
Trainers:
Msc. Ezequiel Rojas
Lic. Adriana Piedra Hernández
Lic. Cindy Morera Castañeda
Mag. Jonnathan Elizondo Mejías
Dirección Regional de Educación San José Central

2. Promedio en pruebas de bachillerato
“Pair and share”
Why do we need a new English Curriculum?
Are our students really developing Communicative Competence?
What’s the main focus of the current curriculum?
“Después de pasar 11 años recibiendo cursos de ese idioma, apenas un 15% de la población entre 18 y 35 años –la que mayor dominio tiene–, es capaz de manejarlo adecuadamente”
La Nación, 8 mayo 2015
Promedio en pruebas de bachillerato
2000………….. 83
2014………….. 69

3. Reasons: The current syllabus is more than ten years old.
The students are NOT developing communicative competence in English as expected.
The demands of Costa Rican Society of fully bilingual or multilingual citizens.
The current curriculum has no correlation to the pedagogical guidelines of the Common European Framework:
scenarios
new pedagogical trends
learning and assessment of global learners

4. Learners as new citizens
Use knowledge, skills and abilities beyond school contexts
Express their own points of view
Take action
Use ICTs (Information and Communication Technologies) as tools for communication, innovation, and proactive service
Defend and protect Human Rights and be against all forms of discrimination
Practice peaceful conflict resolution

5. New Citizenship Essential Components and Relationships
Ways of Living in the World
Ways of Relating with Others
Tools for Integrating with the world
Ways of Thinking
Global Citizenship
Sustainable Development
Technology and Communication

6. Philosophical Foundation
Legal Framework
Ley Fundamental de Educación
Política hacia el Siglo XXI
Centro Educativo como Eje de la Calidad
Plan Nacional de Desarrollo Alberto Cañas
Declaración de la UNESCO: La educación en un Mundo Multilingüe
Prior knowledge and exchanges with others leads to constructing and reconstructing understanding

7. Language Learning Considerations
Understanding
Implications for Language Learning
Philosophical Considerations
The learner as a social agent is active, independent, critical, reflective, creative, innovative, inquisitive, and respectful of human rights.
Learning environments and experiences should promote dialogue and creative responses to solve real-life situations
Psychological Considerations
It seeks the whole development of the person and is associated with the person’s affective dispositions.
Pedagogic mediation is flexible, inclusive, and culturally relevant, respecting the individual differences.
Neurological Considerations
It is related to the brain’s architecture and how maturational processes influence language development.
Importance of starting the learning of foreign languages early in life.
Socio-cultural Considerations
It includes the notion of diversity, interdependence, and interconnection among others.
Learning new behaviors, values, and social skills in line with a human rights approach and through democratic participation.

8. Share with a colleague what you know about the CEFR and why it might have been taken into account for this reform

9. Common European Framework of Reference (CEFR)
Implications
Standard terminology
Track student progress
Descriptors- teaching, learning, and assessment
Students monitor and take responsibility
Transferability across settings
Parent communication
Describes proficiency levels based on accumulated evidence gathered over time from learner activities, tasks, projects

10. Domains Socio-interpersonal Chat with friends and family
Socio-transactional
Getting things done / service encounter
Academic
Working with others to figure out a problem and report on it
Professional
Doing a lecture

13. Communicative competence
Knowing
Linguistic
Listening
Reading
Speaking
Writing
Doing
Pragmatic
Language Functions
Being
Socio-Linguistic
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