Risposta domande esame orale Laboratorio di inglese IV

THEORETICAL FRAMEWORK

1. The CEFR - Common European Framework of Reference for languages:

aims, principles, structure, levels of proficiency:

The Common European Framework of Reference for languages represents a core

document in language education. Its primary aim is to facilitate the learning, teaching,

and assessment of languages by providing a clear guideline for learner achievements.

The CEFR provides a common, transparent and comprensive basis for the elaboration

of language syllabuses, curriculum guidelines, examinations and textbooks across

Europe. It describes what language learners actually need to do in order to

communicate effectively. The framework describes language ability using a six-point

scale. These six levels are divided into three main categories, or "bands”:

- there is the Basic User band, which includes the elementary levels A1 and A2.

The CEFR was updated to include a brand-new Pre-A1 level, which is which is the

level of pupils.

- Next is the Independent User band, which covers the intermediate levels B1

and B2

- there is the Proficient User band, made up of the advanced levels C1 and C2.

It shifts the focus from what learners know about language to what they can do whit it.

Action-oriented descriptions (can do) define proficiency in terms of real-world

Indicazioni Nazionali,

communicative tasks. In the there are goals to reach for each

discipline.

2. The 4 skills; receptive vs. productive skills

Language education traditionally looks at four main skills, which are divided by how

we use them:

- Receptive Skills are Listening and Reading. They are called receptive

because the learner receives and processes language input rather than creating

it. In early childhood, language learning heavily relies on these.

- Productive Skills are Speaking and Writing. They are called productive

because the learner has to actively produce language to express a message.

3. Language education and Teaching English in the Indicazioni nazionali

The italian national curriculum framework (indicazioni nazionali), trats English non just

as an isolated academic subject; it is an essential part of language education and

holistic child development. It emphasizes early exposure, the development of basic

communicative competencies (primarily oral at the primary level), and integration with

other disciplines.

4. Approaches to language acquisition:

Language acquisition theories try to explain how children learn to speak and

understand languages.

- Behaviourist: according to the behaviorist approach, language is learned

through imitation, practice, positive reinforcement, and habit formation.

- Innatist: according to the innatist approcach, of whom Chomsky is one of the

most important exponents, humans are born with an innate "Language

Acquisition Device" (LAD) that allows them to learn language naturally. So

children biologically programmated for language: they are born with a innate

ability to discover.

- the interactionist / developmental approaches emphasize the interplay

between biological readiness and enviromental and social factors.

- Piaget’s theory (esp. interaction with the environment, relevant stages

of cognitive development): Piaget says that children construct knowledge by

interacting with their physical environment. Infact, children learn by touching,

pre-

seeing, and doing (hands-on learning). Younger learners operate in the

operational concrete operational

and stages. They cannot grasp abstract

concepts yet, so language must be tied to immediate physical reality.

- Vygotsky’s theory (esp. importance of social interaction, scaffolding,

zone of proximal development): For Vygotsky, learning is inherently social.

Language develops first through social interaction. Key concepts include:

scaffolding (emporary support provided by a teacher or peer) and the zone of

proximal development (The distance between what a child can do

independently and what they can achieve with guidance)

5. Krashen’s Natural Approach: basic principles (e.g. why ‘natural’?), and

especially ‒ acquisition vs. learning ‒ comprehensible input ‒ input+1

‒ affective filter ‒ the “rule of forgetting”

Stephen Krashen’s theory is called "natural" because it mimics how children naturally

acquire their native language—through exposure and meaningful communication

rather than formal instruction. Acquisition vs. Learning:

Acquisition:

- A subconscious process resulting from natural communication

(leading to fluent, spontaneous use).

Learning:

- A conscious process involving formal study of rules and grammar

(which mostly acts as a monitor/editor).

Comprehensible input is the crucial and necessary ingredient for the acquisition of

language. Language acquisition happens when learners receive input that is

understandable, but just one step beyond their current level (input + 1). The extra

context (gestures, pictures, actions) helps them decipher the new structures.

Emotional factors—like anxiety, low motivation, or lack of self-confidence—act as a

mental barrier (filter). When the filter is high, input cannot get in; when the filter is low

(in a safe, relaxed environment), acquisition thrives. True acquisition happens when

students are so engaged in a task or story that they "forget" they are using a foreign

language.

6. Key concepts in language acquisition: communication, interaction,

exposure, motivation/need.

Successful language learning rests on four core pillars:

- Communication: The main purpose of language is to share meaning, feelings,

and ideas, not just to complete grammar worksheets.

- Interaction: Children learn best when actively responding to others in real-life

contexts.

- Exposure: Children need continuous, rich, and varied contact with English in

the classroom.

- Motivation / Need: Learners acquire language when they feel a genuine need

or desire to express themselves (e.g., during a fun game, a story, or a group

project).

7. Features of (Very) Young learners that are important for language

development (e.g., from the cognitive point of view, short attention

span, concrete, no abstract reasoning, no metalinguistic competence;

they acquire the language through hearing and experiencing a lot of

English)

Young children process languages differently than adults:

- Short Attention Span: They need frequent changes of activity and dynamic

tasks.

- Concrete Thinkers: They cannot reason abstractly or analyze grammar rules

(no metalinguistic awareness).

- Holistic Acquisition: They absorb language implicitly through hearing, doing,

seeing, feeling, and moving (using Total Physical Response, songs, stories, and

play).

- Need for Security: Emotional comfort and predictable environments are

essential for them to feel safe enough to speak.

ROUTINES

Routines are regular, repeated procedures and activities that take place as part of

everyday classroom life. They are structured habits that repeat the same way every

day, creating a familiar schedule for the children.

8. What do we mean by (language) routines?

Language routines (or linguistic routines) are frequent, contextualized expressions that

children hear and say repeatedly in recurring classroom situations. They involve highly

structured or "scripted" language that is tied directly to daily actions, like taking

attendance, checking the weather, or moving between activities

9. How important do you think it is to establish learning routines? In what

ways can you and the children benefit from these?

Establishing routines is extremely important because young children thrive in a

structured environment.

- Routines provide a safe, predictable framework where children know what to

expect, how to behave, and what is expected of them. This helps lower their

anxiety (the "affective filter"), making them feel more confident and willing to

take risks with the new language.

- Routines help maximize English use and minimize the native language without

requiring extra effort to explain simple oral instructions every single time.

10. Why are routines important from the point of view of language

acquisition?

From a language acquisition standpoint, routines allow children to absorb English

naturally through meaningful context and repetition. According to studies mentioned

in the text, young children learn language mainly using their "implicit memory"—the

same automatic memory used for learning to ride a bike. By associating specific

English expressions with recurring physical actions, children acquire vocabulary and

patterns naturally without needing formal grammar lessons or tedious drills.

11. Provide examples of opening and/or closing routines.

Opening Routines: (Good morning, children" "Hello, teacher")

- Saying greetings / "I'm here")

- Taking the register (calling names and responding with

("Today's weather is

- Question routines using a weather chart

sunny/cloudy") ("What day is it today?")

or a classroom calendar "Hello, hello, what's your name?")

- Starting with a song or rhyme (singing

- Greeting a class puppet

Closing Routines: ("Pick up all

- Reviewing what was learned and tidying up the classroom

your things and put the books away").

- Saying goodbye to the class puppet.

("Goodbye, goodbye, see you again")

- Singing a farewell song or reciting a

"See you later alligator"

farewell rhyme with actions like

- Lining up quietly by the door to leave

12. What’s the value of repetition in early language

Meaningful repetition gives young learners repeated practice using predictable,

familiar language patterns. This builds their linguistic competence and self-confidence

step-by-step. Because the repetition happens within real classroom contexts (like

games, songs, or daily instructions), children absorb speech sounds, vocabulary, and

phrases naturally without feeling stressed or forced to perform.

CLASSROOM LANGUAGE

13. What do we mean by ‘classroom language’? Provide examples.

Classroom language refers to the routine language that is used on a regular, daily

basis to organize and run the classroom. It includes all the functional expressions used

by both the teacher and the pupils for instructions, routines, requests, behavior

management, and praise. Examples include: Open your books at page...", "Sit down

quietly", "Work in pairs", "Listen carefully", "Line up by the door", or "Let's take the

register, May I go to the toilet?", "How do you say... in English?", "I don't understand",

or "Can you repeat, please?, Well done!", "Excellent!", or "Good job!"

14. Why is it important?

Classroom language is essential because it creates one of the most authentic, realistic

communicative situations for children in the foreign language classroom. Instead of

just practicing language exercises, children are exposed to English used for a real

purpose. Pupils absorb the sounds, patterns, and structures of English naturally over