English language learning in primary education in Spain and Poland

Comparison of teaching methods and results in both countries

INTRODUCTION

Increasing globalization

Rapid transfer of information

Developing media

Communication of all

nationalities

English is the most common language to use in

communication in all over the world

Context and territorypublic, private and billingual schools from Spain and Poland

Why the level of English proficiency is different

between compared countries?

Which country education system is better?

Why do young people in Spain and Poland have

problems with communication in a foreign

language, even if they learned it before in the

school?

…is the fault of teachers, teaching methods,

the education system or maybe attitudes of

students?

1

2 MAIN PURPOSE AND OBJECTIVESImproving English language teaching in Primary schools in Spain and Poland.

• By comparing the methods and results of foreign language teaching in primary education in our countries

Objective Methodology and technique

1. Being aware about the current English language

education system in Primary schools in Spain and

Poland.

- Research about the current English language

education system in Spain and Poland - review of

the literature, articles and data

2. Comparison between education systems between

Spain and Poland.

- Comparison of data and results

3. Discover which methodology in teaching English

language is better and most effective.

- Collect information from the pupils and teachers

preferences about the methods used in teaching

English based on questionnaires and interviews

with pupils and teachers in schools.

4. Find out what may be the reasons of different

language proficiency.

- Analysis of teaching methods based on

questionnaires filled out by students and teachers

5. Consequences of studying languages in the

professional future of every child.

- Making interviews with big company’s managers

(one company from Spain and one from Poland)

3 METHODS AND RESEARCH TECHNIQUES

3.1. Population and sample

3.2. Methodology (quantitative and

qualitative)

5 groups of pupils (About 20 students) 5 different schools (public, private

and bilingual)

Questionnaires given to the children,

questionnaires given to the English teachers and making interviews with company’s managers.

• 3.3.Techniquesa)Questionnaire for English teachersPREGUNTAS 1 2 3 4 5¿Le gusta el Sistema Educativo actual?

         

¿Sigue con normalidad las guías del libro?         

¿Suele dar todos los contenidos estipulados por la LOMCE?         

¿Está satisfecho con las horas que se imparten para esta asignatura?         

¿Se siente cómodo con el resto de compañeros de su mención?         

¿Se siente satisfecho con el nivel de sus alumnos?         

¿Piensa que debería mejorar su nivel de inglés?         

Por lo tanto, ¿piensa que sus alumnos podrían mejorar sus niveles?         

¿Considera que manda una cantidad adecuada de deberes a sus alumnos?         

¿Considera que su metodología es la adecuada para impartir esta asignatura?         

¿Se siente satisfecho con los materiales que el colegio le proporciona?         

¿Cree que el gobierno pone demasiado empeño en el nivel del profesorado?         

En comparación con otros países en cuanto al inglés, ¿piensa que la educación está siendo correcta?

         

¿Considera que enseña demasiada gramática?         

¿Le dedica tiempo a preparar sus clases?         

¿Suele realizar pruebas por escrito?         

¿Suele realizar pruebas orales?         

COMENTARIOS

3.3. b)Questionnaire for English language studentsPREGUNTAS  

En clase, ¿Prefieres hablar en inglés con tus compañeros o hacer los ejercicios del libro?

 

¿Entiendes cuanto tu profesora te explica la gramática y ortografía?

 

¿Qué parte de la asignatura practicas más? (listening, writing, grammar and vocabulary, reading or speaking)

 

¿Te aburres en clase de inglés?  

¿Te gustaría seguir aprendiendo idiomas?  

¿Sueles tener muchos deberes para hacer en casa?  

¿Sueles hacer habitualmente los ejercicios de la asignatura sin problemas?

 

¿Haces en clase actividades con el resto de compañeros, o las haces individualmente?

 

3.3.c)Interview with company’s managers.1) At the time to choose one candidate in which aspect do you emphasize more?2) Does the level of English of this person influences in your decision?3) Which level of English do you require at list? 4) Which is the most important skill that a candidate must have in English for

working in your company?5) Which is the most careful skill that Spanish (Polish) candidates present?6) And the best?7) How often does your company use English in daily work?8) Does your company stablish relationships with countries that can’t speak

English fluently?9) Does your company stablish relationships with countries that speak only

English?10) If you had to mark the grade of importance that has speaking English for

working in your company in a scale 1-10, how important would it be?

PLANNING

4 THEORICAL FRAMEWORK 2.1. Bilingual Schools in Spain. ORGANIZATION.

The trend is to put stable template much more better English teachers. To be able to impart the DLL in the best possible way.

Areas that teach English: 1 h more than English per week. Social and natural, artistic, music, EF. But language and math are taught in Spanish.

  As we have more resources, they can unfold classes, do workshops, to work with fewer numbers of students. There is a British curriculum specific to work in these schools. Earlier meetings between teachers and students in different schools of this type were made. We have a consultant who is the coordinates and brings together all projects at all levels.

Tutor’s function

1• All tutors have level B2 or higher English, therefore within his

tutoring taught social, natural, inglesa(que se integra en el proyecto), artistic language and math session.

2

• Example: Social, the Roman House, studying history of the Romans, they study the past in English, make a mosaic drawing, learn vocabulary, in mathematics you calculate the tesserae of a mosaic.

3• The Advisory indicates where to get each course,

coordinating the concepts and the English grammar level in different courses.

How teachers teach EnglishTeachers can’t assume that English will be the favourite subject of every child so that’s why we have to work on cross-curricular teaching to motivate those struggle to see the relevance of English to their own lives

In every unit, the teacher uses flashcards to see with the pupils the vocabulary of that unit

Also they have to visit web pagespage in which they discover things about the real world.

EVALUATIONEvaluation should be an integral part of the teaching and learning process and formative. The Teacher’s Resource CD-ROM contains various tools of

observing and measuring progress, including a test for each unit, each term and a test for the end of the school year.

READING AND WRITINGBooks gives pupils strategies to learn independently.

Also provides a great variety of writing and reading activities which should reinforce the language taught and give the pupils the maximum of self-

confidence in themselves

LISTENING AND SPEAKING1. Recognition and assimilation of key language, and on its pronunciation.

2. They use the language through short dialogues and games, activities which are designed to make them feel more self-confident in their English.

PROBLEMS OF TEACHING ENGLISH IN SPAIN1. There are a lot of problems in the oral

aspect.Are very few used to watch English movies or watch TV. We should start with the oral part instead of grammar.

3. Classes with more than 30-35 students.

4. An increase in the number of hours devoted

to the homeworks of English does not increase

scores in any of the evaluated

2. The lack of adequate level of some teachers

and teachers of English.

FOREIGN LANGUAGES IN SPANISH CURRICULUM TARGET: To achieve the communicative competence.

Necessary to stablish sub-competences.

• Grammatical • Discursive • Sociolinguistic • Strategic • Sociocultural

• Greater importance in oral rather than written language.

• Focused on cultural aspects of the language taught.

• Only classroom as a real context for developing the language.

• A reflexion about the language is potentiated for improving it.

The current situation of foreign language teaching in Poland

English proficiency level of 24 percent

of Polish students is ‘minus A1’

77 percent of Polish children learn a

foreign language only at school or

kindergarten

Only the other 23 percent learn extra during tutorials or in

private language schools.

Main problemsovercrowded classes

lack of proper grouping

poor access to the multimedia tools

boring lessons focused on learning grammar and vocabulary by heart

INNOVATION PROJECT ACTIVITIES

10 activities

improving the quality of students learning and their outcomes

1st. TUTOR’S CLASS

series of meetings which will take place during the tutor’s class

the importance of learning foreign languages

effective teaching methods, some ideas for learning and tools to facilitate language learning

meetings with students which took part in international exchanges

encourage students to take an interest in learning foreign languages and

prepare them to our other planned

activities

2ND ADDITIONAL TRAINING FOR TEACHERS

monthly trainings for english and billingual teachers

the latest teaching methods and ICT tools

how to work with children improving teaching, rise of the level and quality of students

learning

3rd. CLASS. ENGLISH DAYS.Meeting for students to

improve their fluency.

With netive speakers

Plays:Vocabulary competition.

Guess words.

4th. CINEMA PARTY

Cinema is so good for children

because is an entertainment, way to focus

their attention.

It consists on children can

watch a film or canton in

English with subtitles

This activity is volunteer

because will be on Friday’s

afternoons and for some parents

could be impossible to

assist.

5th EMAILS WITH BRITAIN PUPILS

Children have to send a email to the students of an English school

At the end, those English students have to answer and then they have the opportunity to have a free conversation

The aim is to work with ICTs and to practice English in order to get used to speak or write it. Also, they will be more selves confident.

6th DRAMA PLAY

They have to do a

drama play in English

They will be more

fluently than before They will

practice the language

Parents can also help to them, so that they interact with the school

activities

7th MONTHLY NEWSPAPER.

Individual or by groups

News, interviews,

investigations…

Teachers can also participate

Online Digital Updates by email

8th Meal and Gymnkana in La Pulgosa Saturday Families, teachers and students Meal Games Gymkana English speakers monitors (english teachers can participate)

9th EXCHANGE OF 6th GRADE WITH THEIR CORRESPONDENCE MATES.

Following the previous activity of

emails

With native speakers

A trip with children of 6th grade of both

centers

Develop language

10th COEXISTENCE

Time: One weekend

Place: campsite near the town

Attend to small workshops and activities

where they will speak exclusively in English.