elt in santa fe province state primary schools
TRANSCRIPT
The Teaching of English
in State Primary Schools
ELT in Santa Fe State Primary
Schools. The state of affairs.
María Alicia Maldonadowww.marilimaldonado.blogspot.com
Federal Law of Education N° 24.195 (1993)
National Law of Education N° 26.206 (2008)
Children in our nation should be granted equal opportunities to receive education which will enable them to participate actively in the construction of our nation.
No matter where they are born, ALL Argentine children should be taught the same contents in similar ways.
Santa Fe State Law N° 11.531 (1997)
Age of 11 (7th grade) as the starting point for the teaching of foreign languages.
National Laws N° 24.195 (1993)
and N° 26.206 (2008)
Age of 6 (1st grade in primary school) as the starting point for the teaching of foreign languages.
State Primary School
Private Primary School
State Primary Schools Private Primary Schools
80 min. a week(starting in 7th. Grade)
180 min. a week () (starting in 1st Grade)
No English lessonsUnderpriviledgedneighbourhoods
1. Tostado
2. Reconquista
3. Rafaela
4. Santa Fe
5. Cañada de Gomez
6. Rosario
7. Venado Tuerto
8. San Jorge
9. San Cristóbal
State Primary Schools
Teacher Education Programmes
Teacher trainees can, and should, getactively involved in this process of change.
Enable teacher trainees to make use of strategies which can compensate fordifferences in teaching contexts.
Show teacher trainees that change ispossible.
Teacher trainees:
Observe formal and informal teachingcontexts. (Private EFL teaching institutes, non-governmental organizations, private and stateschools).
Reconstruct their personal learningbiographies.
Start creating their own teaching biographies.
Discuss different teaching situations observed.
Share ideas and experiences.
1) Anyone, if not mentally impaired, can become a fully effective learner.
2) People’s cognitive structures are infinitely modifiable.
3) We need and are able to prepare learners to learn independently and cooperatively.
(Feuerstein)
Educators need to become aware of the distinction between the instructional-methodological aspect of teacher behaviour and the interpersonal aspect. The former involves the selection of contents, materials, methods, strategies and forms of assessment. The latter concerns the creation and maintenance of a positive and warm classroom atmosphere conducive to learning.
(William and Burden:1997)
“Hope reflects the fundamental belief that there is the possibility to bring about significant change, which in turns leads to a more optimistic future.”
Reuven Feuerstein