I. Interest, motivation, and development in EFL learners.

I.1. Affective relationships, motivation, and student engagement in English learning.

I.2. Cognitive and emotional development in students and its role in language acquisition.

I.3. Students' interests, cultural background, and the perceived relevant of English.

II. Teacher influence and its role in English language acquisition.

II.1. Empathic teaching and the creation of a safe and supportive learning environment.

II.2. The teacher as a mentor: Guiding autonomous learning in the EFL classroom.

II.3. Classroom management and

strategies for student participation.

III. Educational context and their impact on English teaching.

III.1. National curriculum institutional demands, and their impact on English learning.

III.2. Educational resources and the cultural relevance of English materials.

III.3. Menta health and its impact on the educational context.

• The material used for English lessons.

• Hours devoted to English as a school subject.

• Resources available.

2. TEACHER'S METHODOLOGIES IN THE CLASSROOM

•Teachers´ techniques of leveling.

• Teachers' techniques for motivating students.

• English skills' development (focus)

3. THE IMPORTANCE GIVEN BY THE INSTITUTIONS TO ENGLISH LANGUAGE TEACHING

• Budget management.

• The institution's support to teachers of English.

• Facilititating English language learning in school contexts.

1. Children's developmental stages (Papalia, Vygotsky, Bronfenbrenner)

2. Children's engagement to learn English.

3. Children, technology and social media.

4. Classroom and students difference.

ELT Chilean context:

1. Latin-American Vision

2. Chilean Education Paradigm

3. Local Project: English as a Foreign Language (EFL)

Methodology

1. CLIL

1. Defining high school students'

1.1. Characteristics of teenagers as language learners

1.2. The importance of teenagers context in language learning

2. Short films to facilitate English teaching learning un Chile

2.1. Visual Aids in ETL classrooms

2.2. visual Aids as a Motivation tool

3. Applying innovative teaching methods

   3.1. Implementing effective teaching techniques for learners

   3.2. Promoting creativity as a tool for language development

   3.3. Encouraging motivation to strengthen engagement and learning outcomes.

   3.4. Using Project Based Learning to encourage creativity

   3.4.1. Strengthening writing skills through appropriate strategies.

   3.4.2. Developing effective speaking skills in EFL

• Curricular Bases and Inclusion mandates.

• Trainee teachers lacking training in speech disorders.

• Oral assessment Adaptations.

2- Understanding Speech Disorders

• Definition of Speech disorders.

• Defining/ What is Dyslalia?

• Challenges in pronunciation and fluency for learners with speech disorders

3- Differentiated learning in ELT

• Importance of differentiated instruction.

• Inclusive methods within ELT.

• Meeting teaching standards in diverse classrooms.

1.1 How children learn.

1.2 Children and listening skills.

1.3 English teaching in Chile (mention what the NC states about listening skills - so you can say something like "Listening skills in the National Curriculum")

2) Theoretical Input or comprensible input)

2.1 SLA and ELT theories

2.2 Differences between ENL, EFL and ESL

2.3 Prosodic bootstrapping theory.

3) Auditory stimulation through music to improve Listening Skills.

3.1 Music as a learning resource.

3.2 Listening as the foundation of SLA (remember in Chile we learn English as foreign or international language)

3.3 Music-based interventions in the English language classrooms.

1. Project based-learning

1.1 Defining PBL

1.2 PBL and ELT

1.3 PBL and young learners

1.3. Previous investigations about PBL

2. PBL and assessments

2.1.Traditional assessments v.s. Dynamic assessments

2.2 How to incorporate dynamic assessment through PBL

2.3.Teachers' role

3. PBL and learners' participation

   3.1 The role of authentic materials within PBL.

4. Students' motivation

5. Encouraging students'participation through PBL

3.How elaborate authentic material with PBL

3.1The teacher known about students interest

3.2 And known students context (environment)

3.3 To do assessment according the level (English level/ grade): Interpretability

3.4 Practicality in evaluations

4.

Organize:

1.-

2.- What type of assessment is better to implement with PBL?

3.- The influence of teachers in the result of knowledge students use of PBL.

Order:

1.- Interest students.

2.- Result of developments of the class through PBL

Headline:

The use of PBL in primary school.

• Group work.

• New methods for teaching.

• The student is the protagonist of their own learning.

The impact of PBL in the learning of students.

• The change in students outcomes since the implementation of PBL.

• Teacher influences in the result of PBL.

• The opportunity to learn a second language in an enjoyable and meaningful way.

PBL through dynamic assessment.

• Authentic Material.

• Interest of students’ in the subject.

• Use new tools for teaching.

1. Skills in english through videogames

Online interaction

Listening skills

Speaking Skills

2. Students Personal dimension/Level

Motivation

Personal interests

Technogical influence

3. Videogames in an EFL class

Games at school

Evaluation methods

Activities topics

1. Relevance of social media

-which type of social media is usefu for students

-how is used nowadays

-ways of study

-parental control

2. Social media and ELT

-Useful applications

-Check the contract use of apps

-Parents need to be helpful at the Moment of study time

3. Learning methods (too broad specify)

-How to convey

-advantages and disadvsntages

-accesibility