martes, 10 de noviembre de 2015

Day of the Tradition in Argentina

On November 10 th it is celebrated in Argentina the "Dia de la tradicion" ( Day of the Tradition) in, commemoration of Jose Hernandez, the most traditional Argentinian poet.

The tradition of a people is all that that separates it from the others and identifies it.
Every community has its own traditions, his way of living, his art, his typical dances, through its folklore, which they preserve across the time and children are transmitted from parents.

domingo, 25 de octubre de 2015

Differences between code- switching and code- meshing

Hi everyone! I would like to share with you an interesting blog about code- switching and code- meshing. I also show you a video. I think that the previous explanations will help us to clarify the differences between both meanings and to use them correctly when we write a story.

martes, 20 de octubre de 2015

Giving feedback in second language teaching and learning

Feedback is an essential part of language learning and teaching that influences students’ learning and achievement. Feedback helps both the teachers and their students meet the goals and instructional means in learning and teaching. In this review, feedback for motivation and for language correction is discussed on theoretical and practical grounds, as well as their positive and negative impacts.
Taking into account the previous arguments. What do you think? Is feedback essential for language learning? Is it help teachers and students to meet their goals? Is it crucial for motivation? I really appreciate if you can share with us your opinion.    

lunes, 12 de octubre de 2015

Happy Day!!

 Here in Argentina on October 12th, the day that Christopher Columbus discovered America, we celebrate that day as a day to reflex and talk about the intercultural  rights. 

domingo, 4 de octubre de 2015

My "prezi" presentations

Hello everyone! these are my prezi presentations about "teaching strategies and vocabulary". You can see them in the prezi page, but you have to copy the URL and paste it in the internet search.  I hope you enjoy them!

martes, 15 de septiembre de 2015

Concepts related to Second Language Acquisition

Hi everyone, surfing on the net I found this picture about the main concepts related to second language acquisition. I liked it  and I wanted to share with you. What do you think? Would you add some others concepts? Would you remove some others?

domingo, 6 de septiembre de 2015

differences between FLA and SLA input and evidences

I would like to share a chart with differences between FLA and SLA input and evidences. It is a summary of one of the chapter of "General models of L2 learning" by cook. I really appreciate if you can tell me your opinion about that.

In the FLA, children apply the principles to the input that is encountered and adapt them to the right parameters according to the input.
In the SLA, the sentences the learners hear are the effective evidences.
The grammatical information in the sentences children hear allow them to construct grammatical rules of English.
It comes from linguistic input.
Correction is sometimes considered ineffective (because it occurs rarely) if someone does it is usually focus on meaning rather than grammar.
Corrections of students’ grammatical errors occur much frequently.

martes, 25 de agosto de 2015

My critical view about chomsky's FLA

My critical view about Chomsky’s First Language Acquisition
     The aim of this essay is to deal with Chomsky’s theory about First Language Acquisition (FLA). I will explore some beliefs and arguments related to this interesting topic as well as mention which I find more feasible.
     Chomsky’s First Language Acquisition theory was a controversial theory through the late sixties. After several studies his theory was quite acceptable. Chomsky strongly claims that humans are born with an innate language faculty in their minds. He believes that all languages share grammatical structures. This is called Universal Grammar (UG) which can be described into different perspectives. On the one hand, it states that all languages are governed by a set of universal principles; on the other hand, it points out that the mind is equipped with parameters which are set intuitively by the child through the input he/she receives. This procedure can be metaphorically compared to a blackbox. Children hear sentences said by their parents (the primary data); they process the information within their blackbox (LAD) and then they acquire linguistic competence (generative grammar). In my opinion, it is very difficult to contradict Chomsky’s theory. There are many characteristics that prove that his theory is true and I extremely support it, as the following ones.
     To begin with, Universal Grammar is constructed with a number of universal principles. One of the most significant principles is structure dependency. This principle states that every sentence in every language must have at least a subject and a verb. What distinguishes one language from another are the parameters. For instance, one parameter in the LAD is head setting. For example, some languages such as English are head first; others such as Japanese are head last.
     Several arguments have been used to support the existence of Universal Grammar. For example, Chomsky opposed Skinner’s theory of language acquisition. Skinner believes that the acquisition of a language is throughout the input children receive, which is positively or negatively reinforced. In response to that, Chomsky has proposed the poverty of stimulus arguments, stating that the input children receive cannot be the reason for the language children produce. For instance, how do children acquire a language when they don’t know what they can’t say?  How do they learn to speak correctly when the input they receive is sometimes incorrect? According to Chomsky, they do so through an innate capacity. Considering the previous debate, I believe that the only possible explanation is innateness. I strongly agree with Chomsky’s idea of universal grammar.
      This evidence was proved on various forms of acquisition including blind, deaf and dumb children language acquisition. American Sign Language was established for the acquisition of language on deaf people. Deaf children naturally acquire sign language very much in the same way as hearing children acquire spoken language. The main feature is gesture. Both children, hearing and deaf, use gestures to communicate in their early age. Gestures are used in everyday situations and for common requests. In the case of blind people language consisted of symbols on the keyboard. No matter the way in which these particular children acquire language, the important thing is that they support the theory of universal grammar as all have their structured language and children could acquire them naturally.
     Another important feature of Universal Grammar is that it matures. There is evidence that language faculty matures from a semantic phase to a syntactic phase, a child produces sentences to convey meaning, then switches to syntactic organization. Therefore, if Universal Grammar matures, we can say that Universal Grammar is part of our genetic inheritance, part of our biology. For example, it is different to learn to walk because the more we practice, the more we develop this skill. However, language is part of the human inheritance; it is an internal development whose only requirement is exposure to language evidence to trigger the setting of the parameters of Universal Grammar. Taking this into account, we can differentiate between learning to write and learning to read in the sense that speaking is acquired naturally; it is genetically inherited without being taught. However, learning to write and read need to be taught.
     Futhermore, bearing in mind the previous characteristics of Universal Grammar an essential factor to acquire a language is the evidence children encounter.  For that reason the speech of the caretaker is relevant to explain first language acquisition. In Chomsky’s words there are three types of evidence; firstly positive evidence, for example SV order; then direct negative evidence, correction of speech, and lastly indirect negative evidence, when certain forms are omitted in the sentences so that the children can set a parameter. Chomsky claims that positive and indirect negative evidence are relevant to the acquisition of a language. In this aspect I also agree with Chomsky, I believe that one depend on one another to make possible the acquisition.
     To conclude, despite the strong arguments against Chomsky’s theory of language acquisition, I find his theory the most tenable one I have studied. I support innatism and its principles and parameters theory. Apart from the sound logical basis of the theory I have been able to witness to language acquisition process of my own little nephews.  They are able to say words that they have never heard by the simple exposure to the language. Another reason to support this theory is that it has been proved that particular languages such as the American Sign Language also have their own language structure which enables deaf children to acquire a language. Chomsky’s work about language is one of the most significant theories in the history of language.

A web summary about chomsky's FLA.

miércoles, 19 de agosto de 2015

A very interesting article about First Language Acquisition

Looking up for infomartion about First Language Acquisition (FLA) I found  this interesting article. It's a clear summary about the different theories. Read it and get your own conclusion
first language acquisition

domingo, 2 de agosto de 2015

domingo, 28 de junio de 2015


Hi there,
 in this opportunity I would like to share with you some nice videos related to toys for beginner level. Enjoy them!!!

sábado, 13 de junio de 2015

A child aks Santa Claus an especial present.....


I saw this video on the news last friday. Increadibly, we were talking about that last class with Analia's presentation. I decided to share with you this video because it's so emotive. This video doesn't show you how to prevent bully, it doesn't show you how to deal with this difficult problem, but it shows you a family's suffering. It is enough to see that this is a serious problem  and we, as teacher, must do something to prevent it! Many of us aren't prepare to manage with such a complex problem but we must try it. The first thing we can do is to  inform to the headmaster or to any psychological group to help you with this difficult situation.

miércoles, 10 de junio de 2015

A reflection about the challenges of teaching this new generation.

The challenges of teaching this new generation is a controversial issue nowadays. Teachers are forced to manage with certain difficulties such as, over use of technology, the educational system, and the social environment which affect our learners emotionally.
As regard the emotional impact I refer to those students with lack of affection, or those who live in poor conditions, or who suffer from any addiction.
The list of troubles seem to be endless, but we are disturbed from the most noticeable ones such as, the great amount of time apply to technology. The spend most of the time using any kind of technology, consequently it makes them less critical thinkers as technology stops their creativity.
The educational system is gradually changing, but the way in which it is organised seems to become less professional people. Many times teachers are strict in their works. However the educational system doesn't allow them to be strict in their marks and at the end of the year everyone must pass. It is unfair to those students who really deserve the glorification, and the irresponsible students continue being unaware of studying because they know that, at last they will pass.
I don't know how to solve these obstacles, but I think that we must try to encourage our students with topics they like and take advantages of the resources they use, for instance technology. We must try to teach facing these obstacles in the best possible way. It's a diffult task, but it's better to try it to never try!

domingo, 7 de junio de 2015

Shapes songs

We were working with these videos!

Another picture!
I love my students!!
Here we are with the final task!!!

working with shapes!

Hello eveyone!
I'm here again and in this opportunity I would like to share with you a lovely activity which I put in practice with a beginner level. We were working with shapes. I gave my students these photocopies and they made a gingerbreadman. They were able to learn shapes in an intertaining way. This is the link

domingo, 31 de mayo de 2015

Second example of pedagogical sequence

This is the second one!

Create a number of schema- building tasks that introduce initial vocabulary, language and context for the task.
Read a comic about a family situation discussing holiday supplies and equipment. Identify key words (tent, sleeping bag, etc.) and practice expressions.

Give learners controlled practice in the target language, vocabulary, structures and functions.
Listen to a model conversation (a comic script) between members of a family and practice the conversation. Practice the conversation again using the model according to your necessities.
Give learners authentic listening practice.
Listen to several native speakers dialogues discussing holiday supplies and equipment. Practice the conversation.
Focus learners on linguistic elements, e.g. grammar and vocabulary.
Listen to the conversation again and note intonation. Use key words to use them in expressions.
Provide freer practice
Role play. Student A plays the part of a member of the family (mother). Make a list of necessities for a campsite holiday. Student B plays the part of another member (father). Use key words to discuss holiday supplies and equipment.
Pedagogical task
Group work discussion and decision making task. Listen to the options again and decide on the most suitable necessities.

First example of pedagogical sequence

This is one of the example of pedagogical sequence using the information of the previous chart. Once more time I really appreciate if you can give me your opinion about it. Thanks in advance!!!

Create a number of schema – building tasks that introduce initial vocabulary, language and context for the task.
Look at several shop catalogues, in the teen section, and identify key words (clothes, accessories, shoes, etc.) and practice them using suitable expressions e.g.” that dress matches with those shoes”.
Give learners controlled practice in the target language, vocabulary, structures and functions.
Listen to a model conversation between two people discussing about possible gifts and practice the conversation. Practice the model conversation again using the information you need.
Give learners authentic listening and practice.
Listen to several native speakers giving opinions and suggestions about gifts for a young girl. Match the conversations with the correct gifts (according to the girl necessities and likes)
Focus learners on linguistic elements, e.g. grammar and vocabulary.
Listen again to conversations and note intonations. Use key words to make questions and answers involving comparatives and superlatives, likes and dislikes.
Provide freer practice
Role play. Student A plays the part of the sister. Make a list of possible gifts. Student B plays the part of a sister’s friend. She will suggest you suitable gifts for your sister according to her likes and necessities. 
Pedagogical task
Group work discussing and decision making task. Revise the possible options and decide the most suitable gift for her.

second example of pedagogical task

Here it's the other one....

Role play. You and your family are going on holiday to a campsite. Discuss about all the supplies and equipment you need for it.
Exchanging necessities and equipment.
Asking for and giving suggestions.
Wh questions.
Yes/No questions.
Modal verbs.

pedagogical tasks

This is one of the chart of the pedagogical tasks. I decided to develop my task in this way. I would like if you can give me your opinion. what's do you think? is there anything you would change? Let's share ideas....

Your sister`s birthday is coming soon. She is a teenager and you don’t know what kind of gift you can present her. Ask some friends of her for advices.
Exchanging likes, dislikes, opinions and necessities.
Asking for and giving suggestions.

Wh questions.
Yes/No questions. Modal verbs.
Superlatives and comparatives

Hello everyone!!! I'm here again. Sorry to be absent some days! I had  some personal problems and I haven't got round to visiting the blog, but I'm here again and my troubles are solved, thanks God! I'm going to publish a chart with two pedagogical tasks in terms of macrofunctions, microfunctions and grammatical exponents. And another chart with  instructional sequence using  six- steps.