2.  Introduction  Two basic approaches to english teaching  Outlines in learning a foreign language  Participatory Approach  Teacher’s goals in a language class  Teacher’s role  Student’s role  Advantages a disadvantages of a learner centered approach  Organitation  Feelings of the students  Theories  The role of the student’s native language  Evaluation  Activity  Conclusion

3. 1- The synthectic approach (traditional or grammatical approach). Copenhagen School American School 2- Analytical approach (communicative approach). It is very important to produce the language INTRODUCTION

4. LEARN ENGLISH IN A PRIMARY SCHOOL The second language learning is a process of:  development  decison making The language learning is:  an active process  not the first student´s experience with language  an emotional experience  not systematic  an experience that is quite accidental The process of language learning is not a problem of linguistic knowledge

5. It originated in the early sixties with the work of Paulo Freire. Freire developed a native-language literacy program in Brazil and engaged learners in dialogues about problems in their lives. These discussions served to carry out literacy but also for students to reflect on social, economic, political, etc. and have control over their lives.

8. We find 3 types of problems (Campbell and Kryszewska): o Are students who reject this type of learning for several reasons. o Teachers sometimes refuse this type of class dynamics for several reasons. o Third source of problems is external to the classroom.

9. We also find several advantages because they can: o to developed ideas, knowledge, culture and language of its own. o to analyze the needs. o to provide the necessary input for the development. o to contribute to the development of the class. o to produce the materials. o students can and do learn, from others and not just the teacher. o all of this reasons help to make a GROUP.

10. 3 possibles areas  Nunan (1997) suggests 3 possibles areas for action: Course planning The implementation of the program The evaluation phase

11. This process is based on 5 steps: 1) Engage in ongoing needs assessment. 2) Present a code-picture or representation of a problem or concern that the students face. 3) Involve students in analysis of the problem and decision making. 4) Help students take action and plan to overcome the problem. 5) Treat learners as partners to teachers in the evaluation of their progress.

12. They will be motivated if they see that:  They have access to information.  They can express ideas and opinions.  They can solve problems and make decisions.  Learning is a brigde to the future.

13.  A competency-based learning  Based Learning Problem-Solving (ABP)  Vygotsky´s constructivism

14. The mother tongue has a necessary role in the classroom and facilitating foreign language or second language. Kresh: The use of first language in the learning process of the second should be minimized. Auerbach: Moderate use of the mother tongue can help facilitate learning and teaching foreign language. Elsa Auerbach: the use of mother tongue provide security

15.  Test are not conventional  Incorporate evaluation into the on-going activities of the class:  Weekly class summary  Individual student-teacher conferences  Peer interviews about class needs  Use alternative methods provides:  Program Evaluation by students, where they assume greater control within this process  Immediate and useful feedback about effectiveness of their learning and teaching

16.  At school they are to be cases of bullying and classroom discussion arises.  This triggered several questions from students about what to do about this, how they should act if they feel harassed or are aware that someone is being bullied. They wondered about what rights they have.  Decided to write various questions about this. We was able to answer a few of their questions but not all of them, so we decided to invite Psychologist and Social worked to come to class and answer the questions.  Prepared numerous questions in writing and practiced them verbally to ask the Psychologist and Social worked when they came.

17.  The students' language ability progressed, because they were motivated to practice asking questions by the real-life.  Once discussed, shared and written opinions in class, there are numerous linguistic activities that can be done with it.  These stories elicit vocabulary that can be taught, reviewed and expanded. They can be used as role-plays where students play the different individuals involved in the story.  Key grammar points can be taken from the story and expanded.  In this way the content is meaningful and applicable to the learners because it comes from their lives and social context.  Grammar points, vocabulary and dialogue phrases are easier for learners to remember because they are embedded in something that is important to remember and relevant to their lives.

18. If you use this approach, you will get: It will stimulate learning. Provide attention and concentration in class. It motivates students and learns as part of the topics that interest or concern. It strengthens the decision-making for the development of Activities For. Interpersonal relationships are enriched between group members. Promotes cognitive independence and creativity. 4 skills are developed BUT EMPHASIS ON SPEAKING AND LISTENING