The advance in communicative strategies for the teaching english in the classroom

The aim of this paper is to test how the advance in communicative strategies for teaching English in the classroom has led to a change in the way students use language not only as a simple working tool that locates grammar and vocabulary in the first step, but as a game tool that allows them to interact with each other and in which communication plays the most important role. In this way, the student experiences a change of role with the teacher, being the former who establishes the bases of his/her learning according to his/her own motivation, achieving a more complete integration of the language and an improvement in their communicative skills.El objetivo de este trabajo es probar cómo los avances en las estrategias comunicativas para la enseñanza del inglés en las aulas han supuesto un cambio en la forma en que los estudiantes utilizan el idioma no solo como una simple herramienta de trabajo que sitúa la gramática y el vocabulario en el primer escalón, si no como una herramienta de juego que les permita interactuar entre ellos y en la que la comunicación juegue el papel más importante. De esta forma, el estudiante experimenta un cambio de rol con el profesor, siendo él mismo quien establece las bases de su aprendizaje de acuerdo a su propia motivación, consiguiendo una integración más completa del idioma y una mejora en sus habilidades comunicativas.Departamento de Filología InglesaGrado en Estudios Inglese

Linguistics in Secondary Education: Teachers\u27 Perceptions of Linguistics in the Classroom

Theoretical linguistics is an area of English study focusing on the abstract components of language: phonology, morphology, syntax, semantics, and pragmatics. By 11th and 12th grade, students in the United States have been tested on linguistic concepts, as per state examination standards. English Language Arts teachers can introduce theoretical linguistic investigation and terms to their students, but this is not happening. The paper reviews why theoretical linguistic analysis is not thoroughly implemented in classrooms, successful classroom linguistic investigation in other countries and some U.S., and how linguistic investigation can be part of classroom curriculum. The research incorporates survey data from Rio Grande Valley ELA educators on their perceptions on linguistics a science, the usefulness of linguistics in the classroom, the desire to teach linguistics, and environmental factors that play a role in linguistic education. Results show responses in agreement or toward agreement in all four perceptions