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1- ¿Cuál crees que es la mejor edad para empezar a aprender un nuevo idioma?
Adquirir un idioma es posible a cualquier edad, sin embargo, para lograr un nivel de hablante nativo se recomienda empezar antes de alcanzar los 10 años.

2-¿Consideras que en el sistema educativo español está bien integrado el inglés como asignatura o le ves deficiencias?
Desde nuestro punto de vista, el inglés en el sistema educativo no está bien estructurado porque no hay variación en cuanto al temario. Debería practicarse más las competencias orales interacciónales.

3-¿Cuanto tiempo consideras mínimo de estudio para alcanzar un nivel básico del idioma?
Esa cuestión depende de la motivación, la capacidad del estudiante y el tiempo libre que tenga. Principalmente, requiere esfuerzo y constancia para conseguir los objetivos.

4- ¿Crees que es positivo escuchar la tv, radio,... en el idioma que se desea aprender/ perfeccionar?
Sí, pero ha de ser como un hábito rutinario. Además, escuchar tv, radio o podcasts en el idioma sobre cosas que te interesan y te gustan ayuda a la motivación a la hora de aprender/perfeccionar la lengua.

Observar las expresiones faciales, el lenguaje corporal y los gestos utilizados en otras culturas mejora la comprensión sobre el mundo y situaciones reales fuera de la clase.

5- Estar en un entorno donde se hable un idioma distinto al tuyo ¿te ayuda a aprenderlo, pese a que no sea hablado por nativos?
En cuanto a la problemática sobre si es mejor estudiar inglés con un hablante nativo o no, la respuesta es compleja. Primero tendríamos que preguntarnos quien es el verdadero nativo si un inglés británico, un americano, un inglés hindú. Si hablamos de acentos, hay muchos acentos ingleses y el británico es el entendido como estándar, pero no como nativo.

6- ¿Que es más importante, centrarse en la gramática o en el vocabulario?
Mirándolo así, puedes entender a alguien, aunque su nivel de gramática sea bastante bajo. Sin embargo, es difícil de comprender a alguien que no sepa palabras en tu idioma.

El principal objetivo a la hora de aprender una lengua nueva debería ser la capacidad de comunicación (importante: no es necesario comunicarse de manera perfecta.)

7- La gente que sabe más de un idioma, ¿Se centra en uno solo cuando piensa/sueña o va variando?
Esta pregunta no se puede responder con certeza ya que los estudios no indican con certeza que soñamos en un idioma concreto, sino más bien se baraja la hipótesis de que el idioma que oímos cuando soñamos no es más que una mezcla de conceptos e ideas que están representadas en sonidos y los interpretamos como un idioma. Los neurólogos aseguran que nuestros sueños son una recolección de recuerdos y experiencias que vamos recogiendo a medida que avanza el tiempo. En cuanto a qué si soñamos en idiomas extranjeros, podría ser que lo interpretamos de esa manera ya que estamos más abiertos a un mundo en donde no es extraño que nos relacionemos de alguna forma con personas o situaciones foráneas y se vuelven parte de nuestras experiencias y recuerdos.

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It was very interesting reading about the different reviews and theories made about this topic. It was helpful to see how motivation can change over time and the impact it can have in different environments.

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The part that I had to read was really heavy to understand, with technical vocabulary and, from my point of view, not well structured. In addition, the lecture was a mixture of the same idea but from different points of view so, there was not so much information, Ortega was repeating the same things again and again.

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Aida: We were not sure about what does the concept of “aptitude” really mean, because it seems to imply many other things such as motivation, age and other distinct factors. We conceive it as a construct; aptitude is not something organic but a compilation of different criteria based on the levels of phonetical accuracy, the capacity to retain a huge amount of information (vocabulary, grammatical structures…), etc. Aptitude and intelligence seem to overlap, but we believe that there are multiple types of intelligence and it is really difficult to associate it directly to language learning.
Paula: The structure of  the chapter related to aptitude was kind of a mixture between all the other topics of expertise. Our doubt was how to separate aptitude from those as it seems to be extremely linked.

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I find this topic interesting but the content held by Ortega on the matter of affect is not enough to cover basic wonders on it.

It reflects only on personality traits but there may be some other sociological factors implied that cannot be answered using this manual.

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The Advisory Team Project seemed like a big challenge at the beginning. It was exciting to find out more about language learning from different perspectives, but it was not only about reading through the material. It was also about understanding how this formula composed by words that we call language finds its place in the human psique.

There was also a bigger defiance ─ to feel encouraged enough from what we have learnt to end up pretending we are actual researchers and using our brand new knowledge to sort all the pieces of the formula and being able to help our classmates solving their language related concerns.

To be honest we were not that sure about how we could sharpen this project to its best version at the beginning and we felt a bit lost about what was going to happen next. Most of us have not had ─or had minimum─ experiences regarding research. But together as a group we gathered all kinds of information and organised ourselves well in order to cover all roles and topics.

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At first when we tried to explain to our classmates what we were looking for from them, they did not understand our aims. We exposed some kind of invented questions as an example and what they understood is that it was their task to answer them. It is not that easy! If it was, we were not occupying ourselves in this whole project.

It made us think though about how interesting would it be to carry out this project the inverted way ─ kind of a flipped class but with language learning research. Gathering impressions from people who have not had any or almost any contact with linguistics and then comparing them to actual facts.

We gathered more than twenty questions but we found ourselves in need to remove almost half of them ─ repeated questions in terms of meaning, questions that did not really had to do with any topics of expertise, and so on.

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It was about time to prove what we really got from this whole project-preparation phase. Did we really got the concepts? Were we ready to sum up what had been learnt in a clear way that was understandable for non-linguistics students? Were we actually capable of accomplishing such goal?

There is no fully clear way to anything in life and that was obvious. The first difficulty we had to face was the distribution of questions regarding our topics of expertise. How can we sort questions and topics in an equally fair way? There was also a second issue on the fact that some of the questions could have been answered from different perspectives ─ understanding 'perspectives' as 'topics of expertise'. For instance, question 4 refers to how using media can help language learning. We can reflect about this matter from different fields ─ motivation and aptitude. So, what to do now?

We decided to gather all possible knowledge and capture all about it in this project. All topics find their place in this piece of work. It makes it even more beautiful to use different perspective to face a certain, unique issue. In the end, we were just listening to our ancient Valencian proverb that has always worked well ─ quant més sucre, més dolç.

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Landscape or portrait? The file is too big, it won't let me download it... Have you tried using a converter? Is the final video too long? Too short? How is the audio quality?

These are some of the questions we found ourselves involved with during the whole assembly time. Question we never thought we had to face when organising a linguistics project.

Take after take, trying to create the perfect video which lasted less than 3 minutes (per topic) but also summed up well all that we had to say. It was not easy but it was challenging.

It is important for us teachers to find ourselves practicing speaking in public skills as that is the main task we are going to perform most of the time while teaching. To make yourself understandable, speaking out clearly and being able to summarise all the concepts without missing anything ─and also, trying not to bore anyone─ is, in fact, a complex job. At least complexer than it looks.

We made our way up to a video that  accomplished all of our demands. It was brief enough but did not miss much relevant information.

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It has been interesting researching about what it really means to learn a second language and all the factors involved in the process.
Also, we stepped out of our comfort zone because we had to record ourselves speaking and then watching it in front of our classmates. However, it has been a cathartic experience and we have learnt a lot from our classmates and their feedback.
Furthermore, it has been enriching experience to find out more about some aspects we thought we already knew, such as motivation, age, aptitude and affection