About this paper

Appears in:
Pages: 1919-1925
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

COMMUNICATIVE LANGUAGE TEACHING AND EUROPEAN EDUCATIVE PROGRAMMES AS A RESOURCE

L.M. Miñarro Lopez1, A. Carrasco García2

1’Gerardo Martínez’, P.S. (SPAIN)
2Universidad de Castilla la Mancha (SPAIN)
It seems clear that nowadays the communicative approach or communicative language teaching is the dominant model in the field of languages teaching. The concept of linguistic competence has been overcome by the communicative competence that reflects the idea that a language ‘exists’ when it is used in a given context or situation and for a specific purpose; at the same time, the focus has moved from teaching to learning. That implies some changes in the role of language teachers, from a mere transmitter of the knowledge to a mediator, a facilitator. However, we must wait for linguistic theories to come into the classrooms to see the true implications. The first one is that teachers have to put the students in situation of using the language, so teachers should consider what type of activities might be proposed in their classes and what materials they have.

In terms of activities, the communicative approach identifies at least three basic characteristics that are interrelated:
• Communicativeness: real communication situations promote learning.
• Tasks: tasks that require significant use of language stimulate learning.
• Significant: if the language used in the activities or tasks is meaningful to the learner, the learning process is more effective.
In terms of materials, it is obvious that textbooks are not enough, so teachers need to find out new resources, but, of course this entails difficulties and also some resistances.

Fortunately the advent of Information and Communications Technologies (ICT) in the schools has provided an implement, unimaginable only a few years ago. Moreover, schools, teachers and policy makers at local level in Europe have found a well-defined space for the promotion of linguistic diversity and language learning thanks to the so-called European Educative Programs, in a strategic framework for European cooperation in education and training (ET 2020), spurred by the Council of Europe.

These European Educative Programs since the mid-80s in the last century, from Socrates and Leonardo da Vinci programmes to Lifelong Learning Programmes have offered to teachers and schools a great opportunity to develop intercultural communicative competences.

Now the new Erasmus+ Programme is the gate to improve and enrich our educative practice with great impact on the community we serve as teachers, from a multilingual perspective.
@InProceedings{MINARROLOPEZ2015COM,
author = {Mi{\~n}arro Lopez, L.M. and Carrasco Garc{\'{i}}a, A.},
title = {COMMUNICATIVE LANGUAGE TEACHING AND EUROPEAN EDUCATIVE PROGRAMMES AS A RESOURCE},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {1919-1925}}
TY - CONF
AU - L.M. Miñarro Lopez AU - A. Carrasco García
TI - COMMUNICATIVE LANGUAGE TEACHING AND EUROPEAN EDUCATIVE PROGRAMMES AS A RESOURCE
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 1919
EP - 1925
ER -
L.M. Miñarro Lopez, A. Carrasco García (2015) COMMUNICATIVE LANGUAGE TEACHING AND EUROPEAN EDUCATIVE PROGRAMMES AS A RESOURCE, INTED2015 Proceedings, pp. 1919-1925.
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