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Elena's indivual impressions and expectations.

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Elena's indivual impressions and expectations.

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To be honest, organising and setting up the team was not as difficult as I expected. I think that it is very common for university students to feel rather anxious when it comes to working in teams, especially when the members do not know each other. Nevertheless, those feelings were gone after realising that all of us are willing to participate and help each other. Filling in the team booklet and deciding the functions of each member of the team were two activities very significant for me. I could see that we can work well together: we were helping each other to understand the steps of the activity and the questions of the booklet. But the most significant thing for me was the way we decided our functions within the team: by listening to our experiences and preferences, and then deciding accordingly.

As far as learning new contents is concerned, I am more than ready to increase my knowledge. To tell the truth, some of these contents are completely new for me. For example, a know nothing about multilingual regulations and they intimidate me a little -they sound tricky and tedious. But I hope they turn out to be just as interesting fulfilling as the other concepts.

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Teamwork is very present in the teacher's life, so it is important to include it in the training from the first moment.

During this period that I have been working as a Primary teacher, it has helped me to gain experience in this way of working. So, to get a good team, the key is to do a SWOT of each member of the group and this is what has allowed us to organize ourselves without any difficulty in our team. Likewise, it has allowed us to know what functions each of us could perform.

I have always liked working as a team as it allows me to enrich myself with the knowledge of the rest of the team members and I am excited to be able to work in this way, since I believe that I will acquire new acquaitance from the new generations.

Finally, I am familiar with the contents we are going to work, because I currently work as an English teacher. However, I would like continue training in order to apply new concepts in my teaching labor. As Freire says  "who dares to teach, must never stop learning".

CINDY

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Individual impressions and expectations. Mar

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Individual impressions and expectations. Mar

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It was pretty easy to divide the work and set the tasks each one would be in charge of. In my opinion, we did a fair division of the functions because we agreed to put everything in common and to ask for help if needed. I see the booklet as a tool for keeping a record of everything we do during the course and a way of appreciating our progress.

At first, this felt a little bit overwhelming. During my degree (Translation), I only had one subject related to teaching, and it was very short, but now I feel excited and curious to see how all these topics develop.

I think the content will turn out to be entertaining and useful in the near future. As future teachers, we need to understand how the learning process happens and how to take advantage of it, and I find that fascinating.

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It’s been easy to organize and set up our teams as each of us has a different quality which makes us a good team. I feel good working in teams as each member of the team can contribute different ideas. To be honest, I really enjoy working in teams and I am more than happy in the team I belong to.

My role is the representative and according to the qualities presented in the file would be the perfect role to be carried out. As well as the roles chosen by my colleagues which (we think) fit according to our qualities.

Even though I am familiar with some of these contents because my final dissertation has a lot in common with this, I think these contents are wider, and asking our classmates will bring new ideas. Moreover, there are some aspects I have no idea about, but I am looking forward to getting into them!!

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1. Motivation is a complex construct due to the fact that there are a lot of factors that affect students' motivation such as age, teachers methodologies, external factors.

2. In order to get motivation we need all types of them, that would include:
-Integrative: personal growth
-Instrumental: goal
-Intrinsic: self-determination
-Extrinsic: externals factors such as prizes, good marks
-Attributional: outcomes
All of them are related.

3. According to Dornyei, there are different kind of students so they might have different needs. You need to adapt you own methodologies and strategies when teaching depending on the person who is receiving you teaching.

4. Negative factors can affect more than the need of positive ones.

5. We can carry out these phases in order to evaluate if learning strategies are working on motivation.
-Pre-actional phase: set your goals
-Actional stage: implement them
-Post-actional phase: evaluate them

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After meeting with the rest of the experts on age, I have gathered interesting information about the matter.
For example,  we have agreed about the existence of a CPH (Critical Period Hypothesis) and how much sense it makes, but we have also agreed about the idea of the CPH not being the only relevant aspect.

We have also been talking about cognitive abilities changing over the yars, like when you reach puberty and the development begins, and does not necessarily dissappear when you are an adult. For that reason, an adult might have, for example, better use of logical thought and didactive reasoning than a child, and that can be very helpful in order to learn a language.
Nevertheless, there is an important need of research about certain stages in which the level of the foreign language doesn not go further, but the opposite.

To conclude, we have also talked about pronunciation being the only thing that could be benefied by starting learning a foreign language at a very early age.

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1. The need of changing the curricular programs in order to improve the use of Valencian and English language.

2. The time devoted to learn each language.

3. The levels that students should achieve at the end of the compulsory education is B1 in Valencian and Spanish language and A1 in a foreign language, and for Bachelor B2 in Valencian and Spanish language and A2 in a foreign language.

4. The levels that teachers should have to teach is C1 in Valencian and B2 in a foreign language.

5. How to decide what subjects should be taught in the foreign, Valencian and Spanish language.

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During today's session, we have discussed how we will explain to our classmates our project so we can get as much information as possible from them. Besides that, we have also started planning our video (i.e. how will we record it, what movie scenes will we use for the voice-over, how will we process the obtained data, etc.)

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Culture is, undoubtedly, a very complex term to define, since it conveys a wide variety of aspects: personal views, experiences, traditions... and they may create a sense of identity.

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One of the most difficult tasks for a teacher is to face teaching without knowing the students and their level.  Despite dedicating myself to teaching, I was a little afraid of not being able to do it well. However, I feel that  the test has been passed. I don’t know if it was successful but I left the class feeling good. Also, I would like to add I have enjoyed the moment and encourage me even more to continue with this training. Finally, I want to indicate that this experience has helped me to adapt my knowledge and my experience to a new reality. Hopefully we have more opportunities to do so.

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Teaching for the first tine has been a great experience. In the beginning, I was slightly nervous because I had never taught anyone but, as the lesson went in I started to feel more comfortable and, suddenly, all this pressure vanished. I think, that the girls who were in class that day also had a great time, so I would describe this experience as a very positive and enriching one. By doing this, we get to put into practice all what we’ve seen in class and what we’ll face after finishing this M.A.

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Overall, people participated good enough (maybe because they were expecting a mysterious price, which was a chocolate). But they also did as well some interesting questions about motivation. The most asked topic was certificates, we believe that it is because every teacher requires them.

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Being able to teach in a "real" class has been one of the most amusing tasks we had to carry out in this subject. I felt over the moon when I realised students were not only having fun, but also learning and using the new vocabulary we taught them. To be honest, I was not nervous about this experience but I must admit, I wasn't sure about their knowledge, what made a bit difficult the planning of the lesson. Anyway, I was so happy during and after the lesson and we enjoyed a lot!! :)

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1. Language is aptitude is comprised of a number of separate abilities including language analytical ability; communicative ability and working memory. A good way to test Language Aptitude is with the Carroll and Sapon s (1959) Modern Language Aptitude Test (MLAT).

2. The Modern Language Aptitude test could be useful for students that have different abilities and give them the right tools to develop their skills. There is not one only method to teach, therefore there may be more than one route to success.

3. To become competent or effective learners we need to develop the working-memory (a multi-component memory system that includes controlling attention; storing and rehearsing visual and oral information and combining information from different sources) with the purpose of taking in new information, remembering it, and being able to use it later.

4. As future teachers, we should promote the development of the working-memory and multi-learning skills by using long-term memory. This could be done through contextualized activities that combine different skills.

5. Relationship between language aptitude and age. For children, communicative skills and memory-related activities play a key role when learning a new language. On the contrary, for adults, it’s different due to all the processes that have gone through their brains. Their analytical learning abilities are more developed in the second language as for the children.

6. Traditional intelligence testing was based on performance in the test of language analysis and rule learning. These have developed to include other skills like communication and interaction. Nowadays, we know from research that language skills can be developed through experience and training.

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I'll have to admit that this has been one of my favourite parts of the subject, if not my favourite. To be honest, I think that our group was VERY LUCKY to get the notional-functional methodology. I really enjoyed carrying out the class, but I also found very interesing to do the reseach about this aproach. Undoubtedly, I want to learn more about it and keep putting it into practice.
Concerning the class, I think that it went quite smooth, specially towards the end, when the actual notional-functional practices were taking place. The students were willing to give it a go, and I was happy to see that, but I was thrilled to see them using the vocabulary and phrasal verbs correctly.
To sum up, it was a fulfilling activity in many senses.