1. Early Foreign Language Learning. 0. Introduction 15/02/2011 Mª del Carmen Alario Trigueros Departamento de Didáctica de la Lengua y la Literatura E.U. de Educación de Palencia. Universidad de Valladolid. www.edupa.uva.es

2. Review your achievements Can you answer using this thinking organizer, the question we asked ourselves on Monday? How can I (adult/ carateker) help the development of children’s competences and capacities through communication/ oral interaction?

3. Adult/child interaction analysis

4. Discourse : stretches of language perceived to be meaningful, unified, and purposive Discourse type/ Texts : Narrative, Descriptive, Procedural/ Instructional, Argumentative Texts. Speech act : an utterance defined in terms of intention and/or effect Schema : a mental representation essential to discourse processing (Cook: 1989) TODAY'S NEWTERMS TODAY'S NEW TERMS Task : “An activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (Jane Willis) Script: a stereotypical sequence of events in a standard situation Competence: knowledge of the world and themselves activated and used at a given situaction

5. SCRIPTS A script is a stereotypical sequence of events in a standard situation Scripts organize the knowledge associated with common events Scripts represent a casual chain of events and states that describe a situation People usually omit many of the parts of the casual chain when telling Scripts are essential to story understanding as a means of filling in the details that are not explicitly mentioned but would normally be inferred.

6. ELEMENTS IN A SCRIPT ELEMENTS IN A SCRIPT Actors Actors (roles) Props Props Actions Actions (each actor carries out a serie of actions to meet his/her goal within the script/s. Can be grouped in plans) – Arrange – Do – Pay – Evaluate

7. Common European Common European policies School: The first link between child and society. Education: Common European Policies to develop plurilingual and pluricultural citizens in multilingual and multicultural societies

8. Common European Framework of Reference Proposes a common learning processes, teacher‘s role and assessment of languages (Literacy) Proposes a common Plurilingüal and pluricultural approach to design learning processes, teacher‘s role and assessment of languages (Literacy) Links learning achievements to in and out of school situations. Links learning achievements to in and out of school situations. Learning is considered a Learning is considered a lifelong learning process. The student is seen as a complete person who learns through all their daily tasks, The student is seen as a complete person who learns through all their daily tasks, using intelligence, feelings aims and challenges. Recognices new in language development Recognices new competences & skills in language development

9. LANGUAGE AND COMMUNICATION. BASIC/KEY COMPETENCES Linguistic and Communicative Competence Linguistic and Communicative Competence Mathematical Mathematical Exploring, experiencing and explainning the natural and social environment. Exploring, experiencing and explainning the natural and social environment. Self construction and personal autonomy Self construction and personal autonomy Information and Communication Techs Information and Communication Techs Social and citizenship Social and citizenship

10.  Discourse  Discourse / Context  Tasktext  Task & text type General Communicative  Conditions  SkillFunctions  Skill/s Functions  Competences  Schema Process/structure First task: Let’sanalyze this text First task: Let’s analyze this text  Script  Knowledge

11. Revise your achievements