EFL teaching through learning situations and ICT. A lesson plan for Year 1 of Secondary Education

Facultad de Filosofía y Letras Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas TRABAJO FIN DE MÁSTER EFL teaching through learning situations and ICT. A lesson plan for Year 1 of Secondary Education Estudiante: Dª. Patricia Tejerina Rodríguez Tutor: Dr. D. Francisco Javier Sanz Trigueros Departamento de Didáctica de la Lengua y la Literatura Valladolid, 2023 Resumen En la actualidad, las tecnologías de la información y comunicación (TIC) se han convertido en pilares fundamentales de nuestra sociedad. La inclusión de las TIC en la enseñanza de Lenguas extranjeras permite diversificar las posibilidades de crear situaciones comunicativas de aprendizaje y trabajar en el aula por proyectos para promocionar una educación plurilingüe e intercultural. Estos aspectos teóricos se abordan teóricamente desde tres dimensiones: la curricular, didáctica y metodológica. En la segunda parte del trabajo se presenta una propuesta didáctica para la enseñanza de la lengua inglesa mediante situaciones comunicativas de aprendizaje y la utilización de las TIC. Al haber sido implementada en primero de Educación Secundaria Obligatoria, se discuten los resultados y, finalmente, se aportan conclusiones en torno a la importancia que cobran las TIC y las situaciones de aprendizaje en la enseñanza de Lenguas extranjeras en la etapa educativa referida. Palabras clave: Lengua extranjera, Educación Secundaria Obligatoria, Propuesta didáctica, Tecnología de la información y comunicación (TIC), Situaciones de aprendizaje. Abstract Nowadays, Information and Communication Technologies (ICT) have become fundamental pillars of our society. The integration of ICT in foreign language teaching allows for a diversification of possibilities to create communicative learning situations and to work on classroom projects in order to promote plurilingual and intercultural education. These theoretical aspects are addressed from three dimensions: curricular, didactic and methodological. The second part of the paper presents a lesson proposal for teaching English through communicative learning situations and the use of ICT. After its implementation in the first year of Secondary education, the results are discussed. Finally, conclusions are drawn regarding the importance of ICT and learning situations in foreign language teaching at this educational level. Keywords: Foreign language, Information and Communication Technology (ICT), Learning situations, Secondary Education, Teaching proposal. TABLE OF CONTENTS INTRODUCTION……………………………………………………………………...1 Justification ................................................................................................................... 2 Aims .............................................................................................................................. 3 Rationale Framework .................................................................................................... 4 1. Curricular Dimension ................................................................................................... 4 1.1 Legal Framework of Education ............................................................................... 4 1.2. EFL as a Subject Matter ......................................................................................... 5 1.2.1. Stage Aims and Key competences .................................................................. 7 1.2.2. Curricular elements ......................................................................................... 8 1.3. Cross curricular contents ...................................................................................... 10 2. Teaching Dimension .................................................................................................... 11 2.1 Communicative Approach ...................................................................................... 11 2.2 Plurilingual and Intercultural education ................................................................ 12 2.3 Plurilingual and intercultural communicative competence ................................... 13 3. Methodological Dimension ........................................................................................ 16 3.1 Learning situations ................................................................................................ 16 3.2 Project-based language learning ............................................................................ 17 3.3 ICTs in the classroom ............................................................................................ 18 3.3.1 Digital Resources ........................................................................................... 19 3.3.2 Audiovisual communication and digital competence..................................... 20 Lesson proposal ............................................................................................................. 23 4. Context ....................................................................................................................... 23 5. Curricular rationale ..................................................................................................... 24 6. Pedagogical Justification ............................................................................................ 24 7. Assessment ................................................................................................................. 28 8. Specific competences, contents and assessment criteria ............................................ 29 9. The proposal: sequence of sessions ............................................................................ 32 10. Post-implementation results ..................................................................................... 42 CONCLUDING REMARKS ....................................................................................... 44 WORKS CITED ........................................................................................................... 46 ANNEXES ..................................................................................................................... 50 1 INTRODUCTION Globalisation and the interconnectedness of cultures in today's world have led to a greater appreciation of diversity. In this context, it is crucial to recognise that limited language skills pose a significant challenge to understanding and appreciating the different perspectives and realities that coexist in our multicultural society. Language skills play a key role as a catalyst for intercultural understanding, building bridges of communication, including mutual learning, and facilitating integration in multilingual environments. In addition, a weakness in language skills can constrain an individual's access to opportunities and resources in a variety of areas, as fluency in English has become a prerequisite for many professional fields, educational pursuits, and technological advances. Proficiency in the dominant language of a particular industry or academic discipline opens doors to career advancement, collaboration, and participation in global networks. Through investment in language education and the promotion of linguistic and cultural competence, societies can bridge gaps, inspire empathy, and promote a more inclusive and connected world. The emergence of approaches such as Communicative Language Teaching (CLT) brought about a significant shift in the educational paradigm, placing effective communication as the cornerstone of language learning for the first time. In the past, education was characterised by a one-way transmission of knowledge from teacher to student, which favoured passive learning and restricted opportunities for student interaction. As a result, students lacked communicative skills. The focus then shifted to the learners, who now play an active role in the whole process of acquiring and learning communication skills. This shift also entailed a redefinition of the role of the teacher. According to Scrivener (2011), the teacher should ideally be an "enabler" who has knowledge of the subject matter, adopts the most appropriate teaching methodology and is sensitive to the thoughts, emotions, and actions of the students. (p.18). This author continues stating “the essential learning experience is in doing the thing yourself.” (p.20). Rather than listening to theory, the crucial aspect of learning is active participation in the task or activity, especially when learning to communicate in another language, as communication involves the participation of at least two people. 2 Justification In today's rapidly changing world, advances in technology have transformed our reality, affecting every aspect of our lives. As a result, education cannot remain unaffected by these changes, but must adapt and evolve accordingly. Current and future generations have grown up in a world characterised by constant technological innovation, instant access to information and interconnectedness. This reality has profoundly shaped their experiences, expectations, and ways of engaging with the world around them. In this digitally driven era, traditional approaches to education that rely solely on textbooks and lectures are no longer sufficient to meet the needs and aspirations of students. The classroom must become a dynamic and interactive space that mirrors the world outside, integrating technology as a fundamental tool for teaching and learning. By harnessing the power of technology, teachers can maximize the educational experience, engage students in meaningful ways and prepare them for the modern world. This is how the Spanish government, aware of the emerging needs of today's generations, has remodelled the Education Act to emphasise the development of what it considers key competences, including digital competence. The curriculum promotes an interdisciplinary approach and believes that learning through competences improves students' learning processes and motivation. As a result, the integration of ICT tools in the classroom becomes essential and requires teachers and educators to find meaningful ways to implement them. Through the appropriate use of ICT, students can become active participants in their learning process. Digital tools allow students to investigate, explore and discover knowledge for themselves. In addition, ICT provides opportunities for teamwork and collaboration, which promotes the development of communication skills such as oral and written expression, active listening, and interaction with other students. ICT gives them the opportunity to become familiar with different tools and applications, to learn how to search for and evaluate information, and to use digital resources in an ethical and safe way. Active methodologies based on the communicative approach (CLT), such as projectbased learning (PBL), are an effective response to the challenge of integrating ICT into the educational process, as they allow for the creation of contextualised and authentic learning scenarios. 3 Aims According to the ideas expressed in the Justication, the aims of this paper are presented as follows: • To gather the key aspects of the secondary education curriculum in the Spanish education system. • Present the communicative approach and the main features of plurilingual and intercultural education. • Address methodological aspects that incorporate current curricular guidelines, such as learning situations, project-based work or digital resources. • Propose an intervention plan for the EFL classroom in the first year of secondary education, presenting a sequence of sessions. • Evaluate the results of the implementation of the proposal and provide final considerations regarding learning situations and the use of ICT in the EFL classroom. 4 Rationale Framework The education system in Spain articulates a framework of general guidelines that emanate from educational policies, aiming to guarantee the effective organisation and proper functioning of educational institution across the territory. It depends on the social system, which is dynamic and changing. Thus, the education policies, and therefore education system, must be adapted to the underlying social context. With the entry into force of the 1978 Constitution, Spain presents a decentralized educational system in which competences are divided between the State and the Autonomous Communities. The aim of this section in the paper is to address and develop the curricular, teaching and methodological dimensions necessary to accommodate the implementation of a lesson proposal in a real context. In order to achieve this goal, it is necessary to consider the various levels that establish and regulate education in Spain, where the lesson plan is implemented. 1. Curricular Dimension 1.1 Legal Framework of Education When designing a syllabus, the legal regulations governing the objectives, competences, contents and assessment criteria for each academic year must be contemplated. Regarding Education at a national level, the overarching legal framework throughout the Spanish territory is the Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. (LOMLOE). Due to the brevity with which this law was implemented in educational institutions, it is currently operating in odd-numbered courses, for one of which I propose the lesson. LOMLOE replaces the previous amendment to LOE, which is the Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. (LOMCE). LOMCE only has one year of validity left for even-numbered academic years. The organic law is consolidated in the Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria. 5 At the regional level, the general provisions of each Autonomous Community must be considered. Therefore, to ensure compliance with regulations in the Castile and Leon region, it is essential to consult the Official Bulletin of Castile and Leon: Decreto 39/2022, de 29 de septiembre, por el que se establece la ordenación y el currículo de la Educación Secundaria Obligatoria en Castilla y León. The main reforms in terms of foreign language will be explored in depth in the following section. 1.2. EFL as a Subject Matter The digitization of the world has meant a change in the way of conceiving society. One lives in the era of instantaneity where the Internet connection in homes has become a resource as basic as electricity, water or gas. It has unleashed a "closer relationship" between countries whose best weapon is communication to reach political, economic or other agreements, beneficial to all. For this reason, learning and mastering foreign languages and contact with different cultures is a unique tool for the individual's personal and global development. In his work “Teaching and Assessing Intercultural Communicative Competence” Byram (2020) assures the transformative impact learning a new language can have on individuals. This author highlights the intrinsic connection between language learning, cultural competence and personal and global development. The emergence of a foreign subject into the Spanish curriculum is not only the key to other countries and cultures, but also a golden opportunity to achieve a global perspective from childhood to the years when individual identity is being formed. Since the 20th century, English has become the lingua franca of Europe, currently having almost three times as many L2 speakers as natives. It is not startling then that it has become one of the central issues in every educational reform, with more importance being attached to learning a foreign language in general, and English in particular. The subject of EFL in Spain has undergone significant changes over the years in terms of its status and approach. 12 utilisation of comprehensive communicative skills. One of the particularities of this approach is that it places the learner at the centre of his or her own learning, being the teacher merely a guide, monitor and resource facilitator. The teacher should expose the students as much as possible to the foreign language and should provide them with real and contextualised teaching materials. The utilization of 'realia' - unmodified and genuine materials - has gained popularity in educational settings due to the enhanced learning outcomes derived from learners' exposure to authentic language produced by proficient speakers or writers of the target language. Since communication functions as a social instrument, it is imperative that the materials employed to facilitate such communication are closely aligned with the intended real-life applications of the language. Using realia brings other substantive benefits, including cultural information, which leads to the development of the following sections. 2.2 Plurilingual and Intercultural education The communicative approach is in line with the current type of education known as plurilingual and intercultural education. It refers to an approach to education that aims to strengthen the development of a variety of languages and an appreciation of different cultures. The CEFR defines the concept as follows: “Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures." (Council of Europe, 2001, p. 168). It embraces the diversity of languages and cultures within a society and strives to equip learners with the skills and attitudes necessary to engage with and navigate this plurality. This approach reaffirms the value of developing fluency in more than one language, it goes beyond traditional bilingual education and includes regional, national, and foreign languages. It is worth mentioning again the CEFR, which draws attention to interculturality and stereotypes in the classroom and claims that “It is, of course, important to note that intercultural awareness includes an awareness of regional and social diversity in both worlds. It is also enriched by awareness of a wider range of cultures than 13 those carried by the learner’s L1 and L2. This wider awareness helps to place both in context. In addition to objective knowledge, intercultural awareness covers an awareness of how each community appears from the perspective of the other, often in the form of national stereotypes.” (p. 103) Intercultural awareness involves not only acquiring objective knowledge about different cultures but also gaining an understanding of how each community may be perceived from the perspective of others. This includes being aware of national stereotypes, which are often formed based on preconceived notions or generalizations about a particular culture. The intercultural dimension requires a comprehensive understanding of diverse cultures, both within and outside the learner's own linguistic and cultural spheres. It involves being mindful of how perceptions shape intercultural interactions. This approach promotes critical thinking and reflection on language and culture, encouraging learners to question stereotypes, biases, and prejudices. It fosters a critical awareness of the impact of language and culture on individuals and societies. The purpose is to encourage mutual understanding, respect, and empathy among individuals from diverse cultural backgrounds. Kramsch (2009) argues that language and culture are inseparable and that learners should be exposed to authentic and meaningful contexts in which they can develop a plurilingual and intercultural mindset, thus, once again, realia. In her book The Multilingual Subject, she examines the concept of the multilingual subject and advocates a plurilingual approach that recognises the diversity of languages and cultures within an individual. The starting point of the study must be the individual, the author proclaims, “traditionally given more attention to the process of acquisition than to the flesh-and-blood individuals who are doing the learning” (p. 2). 2.3 Plurilingual and intercultural communicative competence The cultural aspect of communicative competence is often neglected in language education, with greater emphasis placed on linguistic variation rather than cultural differentiation. This linguistic focus emphasises the different ways in which language functions are expressed and overlooks the cultural contexts in which these functions occur and acquire specific meanings. This approach assumes that there are no significant 14 cultural barriers to learning a foreign language and that cultural understanding will naturally accompany language learning. Yet this assumption ignores cases where cultural resistance is more pronounced or fails to recognise the strong relationship between language and culture. (Coste et al., p.10). It is often believed that learning a language for communication purposes will automatically provide the necessary cultural knowledge, given authentic learning conditions and materials, however, this is not always the case. To ensure the full development of communicative competence, it is not enough to focus solely on the acquisition and practice of communicative skills. While grammatical rules, syntactic structures, semantics, and phonetics provide a crucial foundation for constructing accurate messages, there are other equally important factors to consider. One such aspect is the ability to adapt the message to the specific context in which the learner is situated. In Irimia’s (2012) own words “Communication that does not have appropriate cultural content often results in humorous incidents due to miscommunication and misunderstanding.” (p. 325). Understanding the cultural nuances of language becomes essential in resolving issues of meaning when communicating with people who have a different mother tongue. Intercultural competence is an essential element in the development of language teaching. According to Byram (2020) intercultural communicative competence, as applied in foreign language teaching, is the ability to interact with people from other places and other cultures in the language being learnt. Therefore, intercultural communicative competence is a person's ability to engage in productive activities, intercultural dialogues of meanings and relationships with people from different cultural backgrounds. (p. 71) Hence, considering this viewpoint, a person who has cultivated intercultural communicative competence has the ability to make connections in foreign language discourse, to communicate effectively by considering his or her own and others' perspectives and needs, to facilitate interactions between people from different backgrounds, and to remain committed to developing his or her communicative skills. Respecting language diversity and promoting the learning of different languages in schools holds great importance. Nevertheless, the relevance goes beyond a simply 15 political choice or the creation of future opportunities for plurilingual individuals. It is about assisting learners to construct their linguistic and cultural identities by embracing multiple experiences of otherness. The purpose is not to replace the familiar with the new, nor to encourage identification with another culture, but to de-familiarise and de-centre, so that questions can be raised about one’s own culturally determined assumptions and about the society in which one lives. (Byram 2009, p. 199). It also aims to enhance their capacity to learn by engaging with different languages and cultures, thereby benefiting from a broadened and diversified learning experience. Cook (2005) argues that learning multiple languages not only enhances language skills, but also improves cognitive flexibility and intercultural understanding. He advocates for a pedagogical approach that embraces linguistic diversity and encourages learners to develop their linguistic and cultural identities through engaging with multiple languages and cultures, as such CLT approach. CLT recognizes that communicative competence requires the integration of linguistic and sociolinguistic abilities for successful communication. To conclude, educators have a duty that extends beyond simply instructing the target language. Language education extends beyond the scope of language learning and aims to develop students' understanding of what it entails to be part of a world characterized by linguistic and cultural diversity. The task for the language educator is above all to educate, to promote an ability to change perspective and to challenge what is taken for granted. (Byram 2008, p. 17). The cultural dimension serves as a complement to language skills, as it enables the development of the capacity to adapt to different communicative contexts that arise when interacting with people from different cultural backgrounds. As Wang (2008) sates "foreign language teaching is foreign culture teaching, and foreign language teachers are foreign culture teachers" (p. 4) 16 Methodological Dimension 3.1 Learning situations Situation and Scenario Based learning, which originated in the early 1990s, have emerged as prominent pedagogical principles in contemporary learning environments. Learning situations refer to the specific contexts and activities in which learning takes place. They are designed to provide learners with meaningful and effective learning experiences. Learning situations include different elements such as teaching strategies, projects, tasks, resources and even the interactions that occur during the learning process. According to the Council of Europe (2001) “In language learning, scenarios enable language learners to practise using the target language in a realistic but simulated way” (p. 1). The design of learning situations is crucial in language teaching as it can significantly influence the effectiveness of learning outcomes. The creation of any learning situation should consider the individual needs of the learners, the objectives to be achieved, the language skills and competences to be developed. In the same way, any learning activity must be intentional, meaningful, and useful. As mentioned in the previous section, it is also important to recognise the cultural and social aspects that influence language learning. Learning situations can vary according to their format or characteristics. They can range from teacher-led activities such as lectures or presentations to learner-centred activities such as group discussions, role-plays or projectbased tasks. The lesson plan aims at developing a project that motivates and engages participants by incorporating relevant scenarios that directly relate to their everyday experiences. The teacher's challenge is to provide learners with opportunities to use the target language in an authentic and purposeful way. To shape a learning situation that encourages active participation and interaction between the learners themselves and the teacher. At the same time, there must be possibilities for learners to practise their language skills, to apply their knowledge to a problem and to receive feedback from their teachers or peers. In Schuell's words, “the teacher's fundamental task is to get students to engage in learning activities that are likely to result in achieving [the intended learning] outcomes. It is helpful to remember that what the student does is actually more important that what the teacher does.” (1986, p.429). 17 3.2 Project-based language learning Project-based learning involves a structured approach to designing and implementing learning experiences centered around projects. The teacher needs to follow several steps and use a variety of strategies to ensure effective implementation. Starting with a careful planning to design projects that fit the learning objectives, students' interests and, as mentioned in the previous section, real-world relevance. Projects should be stimulating, open-ended and encourage enquiry and problem solving. Those words are in line with Jonassen (2000) who believed that cultivating students’ ability to solve practical problems is of great significance to the development of their high-level thinking ability. Authors such Gagné (1985) suggested that “the central power of education is to teach people to think, to use their rational powers, to become better problem solvers” (p.85) In the case of English, the achievement of a final project usually involves the deployment of communication skills throughout its development. Once the project has been presented to the class, students should be encouraged to explore and investigate the project topic or problem by conducting research, gathering information and acquiring relevant knowledge and skills. This promotes a deeper understanding of the subject. The project should be carried out in groups, as working together has many advantages. Emphasise cooperation and effective communication between students as they work together to define the project objectives, divide tasks, share ideas, and present their findings, all in an autonomous manner. In the project-based methodology, the role of the teacher shifts to a facilitator or coach, guiding and supporting students throughout the learning process. The teacher provides scaffolding, resources, and guidance while allowing students to take ownership of their learning (socio-constructivist approach). To achieve this, it is important to maintain a good classroom environment in which students feel comfortable, motivated and have low levels of situational anxiety at all times. Overall, meaningful activities based on a projectbased methodology that result in an end product in the form of a learning situation involve and engage learners in an active, constructive, purposeful, contextual, authentic and collaborative way. 18 3.3 ICTs in the classroom Information and Communication Technologies, more commonly known as ICT, have undergone major changes to become the powerful tools they are today. If the new generations of students are “digital natives,” then the use of ICTs in education must nowadays be assumed as a requirement. Moreover, the forces of globalisation have further emphasised the importance of integrating ICT into educational practices, presenting it as a necessary and highly valued skill for the social and economic progress of nations. The utilization of ICT emerges as a pivotal cornerstone in accomplishing and realizing the Sustainable Development Goals (SDGs), as it is the primary determinant in ensuring a high quality and inclusive education. Their influence extends to various sectors and areas of education, but this section will focus on the impact of ICT on both teaching and learning in the subject of English as a foreign language. As per Kumar & Tammelin (2014), “in the last decade, changing conceptions of learning and rapid technological advances have been accompanied by changes in language teaching and learning” (p. 5). In the field of language learning, technological progress has become particularly relevant and a key element in the development of innovative teaching methods; Blended Learning, Flipped Classroom, Virtual Reality, Online Collaboration or Gamification are just a few examples of the revolution in language learning. Teachers must be prepared to handle with ICTs daily and to integrate them into the classroom as the curricula demands; thus, it is also their responsibility to have the necessary digital literacy skills. UNESCO has produced a framework for teachers which explicitly highlights the need for digital literacy and delineates the skills required to integrate ICT into their professional practice. The use of new technologies in education implies new teacher roles, new pedagogies and new approaches to teacher education. The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in new ways, to merge new technology with a new pedagogy, to develop socially active classrooms, encouraging cooperative interaction, collaborative learning and group work. […] The teaching skills of the future will include the ability to develop innovative ways of using technology to enhance the learning environment, and to 19 encourage technology literacy, knowledge deepening and knowledge creation. Teacher professional learning will be a crucial component of this educational improvement. (p. 8) Educational institutions, ranging from Primary schools, Secondary schools, to higher education levels, need to have access to electronic environments equipped with diverse network devices and digital resources in order to implement these innovative methodologies within the classroom. 3.3.1 Digital Resources The introduction of computers, interactive whiteboards, projectors, tablets, digital textbooks, etc. into the classroom supports both teachers and learners. Firstly, for teachers, because they can find great sources of material and select the most suitable depending on the activity or skill they want to develop in the classroom, as well as multiple worksheets at all levels. These resources can save teachers time and effort in preparing lessons and offer a wide range of materials to cater for different learning styles. At the same time, they can share their own resources in various applications and connect with other educators through discussion forums and online communities. Exchanging ideas, engaging in professional discussions, and collaborating can enhance teaching techniques and provide valuable support. And yet digital resources offer a wealth of multimedia content, such as videos, podcasts, and interactive presentations. English teachers can use these materials to make their lessons more attractive and dynamic, especially if the selection matches the general tastes of the class. Multimedia content can help develop listening skills, improve pronunciation, and provide real-life examples of the language. Finally, this section can be linked to the teaching dimension in the sense that digital resources allow English teachers to take their students on virtual field trips and cultural experiences. They can explore museums, landmarks, and cultural events around the world through virtual tours and multimedia presentations. These immersive experiences deepen students' understanding of English-speaking cultures and nurture intercultural competence. Secondly, it is also a great advantage for students, starting with looking up words in online dictionaries and thesauruses, which is a faster method than the traditional dictionary 20 because they provide instant access to word definitions, synonyms, antonyms, even pronunciation guides where you can click to repeat the sound until the phoneme is reproduced as closely as possible. Digital resources can also provide grammar and writing tools to support the teaching of English. There are a wide range of online tools that, for instance, identify grammatical errors, suggest improvements, and provide detailed explanations of common mistakes. Some platforms include tests and quizzes to practise grammar concepts, build vocabulary or improve writing skills. And is an ideal way to supplement classroom instruction, by allowing additional practice and reinforcement at home. In brief, working with electronic devices in the classroom to search for online resources or to master new educational applications, offers learners the opportunity to use authentic language materials (realia), practise their language skills interactively and receive immediate feedback. According to Lindner (2014): these interactive functions that computers can provide compared to conventional writing tools, such as a pen and paper or a typewriter, are a great resource for both the teacher and the students. They provide clear and fast corrections and thus enable the learner to work at his or her own pace (p. 17). Digital resources enhance the learning experience by making it more dynamic and personalised, enabling learners to develop their language skills in the technology-rich environment in which 21st century society lives. 3.3.2 Audiovisual communication and digital competence The digitalization of the classrooms has brought about a shift in the way education is conceived and, consequently, in the way teachers and students interact. Living in a technologically saturated environment means that students have grown accustomed to accessing vast pools of information at their fingertips. As a result, their thinking patterns and information processing methods may have become more dependent on technologymediated channels. New generations may have developed a preference for quick and instant access to information, expecting immediate answers and solutions. 21 This can affect their patience and ability to engage in deep critical thinking or thorough analysis of complex issues. Even constant exposure to a bunch of digital stimuli and information sources may have shortened attention spans and reduced the ability to concentrate for long periods of time. In addition, the reliance on technology for information retrieval may have compromised students' ability to retain and recall information from memory. With the ease of searching and retrieving information online, students may rely more on external sources rather than internalising and consolidating knowledge within their own cognitive processes. Dudeney & Hockly (2007) noticed that the effects of living surrounded by technologies have affected the way students think and process the information, which demands transformation on the way of teaching and using materials and resources. It highlights the need for educators to be aware of these effects and to adapt their instructional strategies to effectively engage and support students in the era of instantaneity, and that is the real challenge: to captivate their attention and make the contents appealing. The use of audio-visual media has become an integral part of communication in the educational arena. Teachers can project didactic content through presentations in various formats to accompany their explanations. They also have the possibility to exemplify concepts through images or videos. “If a picture is worth a thousand words, then a video is worth a million.” (Olson & Loquist, 2010). Moreover, they may provide guidance, support, and clarification outside the classroom through the high-school's digital channel. In a bidirectional relationship, students can immediately ask questions or express their opinions when they have not been asked in the classroom due to personal introversion or shortage of time. This digital revolution has transcended the limitations of physical boundaries and time constraints, enabling seamless and instant communication between teachers and students, regardless of their geographical location. Although students are acclimatised to the digital environment, this does not mean that they have developed the competences needed to succeed in society. They must learn not only to use technologies effectively and responsibly and to navigate in the digital realm, but also to acquire the skills necessary to analyse, create and communicate information 28 7. Assessment Traditional language assessment has mainly focused on assessing learners' performance in isolated language tasks, resulting in a limited and superficial approach to assessment. It is geared towards content or the final product - usually an exam - rather than the whole learning process, which should include the cognitive and cultural components of knowledge. In accordance with Anderson & Krathwohl (2001), “if assessment tasks are to tap higherorder cognitive processes, they must require that students cannot answer them correctly by relying on memory alone” (p. 71). Feedback is only given through scores in those exams, usually at the end of the course, when the capacity for improvement is limited due to lack of time. As early as 1995, Prodromou referred to this phenomenon as the Backwash Effect, which has a significant impact on teachers' pedagogical methods. Since examinations carry considerable weight, students perceive the learning process as a hurdle to be overcome in order to succeed in the examination. Therefore, “learners will have the impression that what matters in language learning is the mark they get” (p. 19). In this context, teachers will prioritise students' success in the exams, making it their primary objective and planning their teaching activities accordingly. Authors such as Atta Allah (2012) question this practice, which is not very effective for meaningful language learning: “traditional teacher-oriented measuring tools reduce the quality of language learning because teachers tend to teach to the test rather than teach language skills and knowledge necessary for the real world” (p. 2). This perspective has posed specific challenges in both learning and teaching, stemming from the limitations imposed by these conventional assessment practices. The resolution of this conflict has involved an alternative method of assessment, centred on continuous and progressive assessment that takes into account the learner's own needs. The principles of alternative assessment are closely aligned with the communicative approach, as well as with the CEFR, which states “assessment should rather seek to judge 29 the generalisable competences evidenced by that performance” (p.180). Alternative assessment emphasises meaningful communication and stresses the practical use of language for specific purposes. Assessment methods should aim to evaluate students' performance in tasks that closely resemble authentic real-life scenarios, thus demonstrating that alternative assessment is consistent with the principles of communicative language teaching (CLT) and project-based learning (PBL). To evaluate the lesson plan, I used daily progress checklists. Their engagement in activities, participation and progress in class were assessed through observation and notes in the teacher's diary. They received direct feedback in class and optional remote feedback. As part of the continuous assessment, I collected one activity for each skill in order to provide a larger number of grades for the final evaluation. Finally, I used a rubric to assess the final product. Research findings have revealed that the use of rubrics provides valuable support to teachers by promoting objective and systematic assessment. In addition, rubrics are also helpful to learners by setting clear guidelines and criteria for assessing their performance. According to Gore et al (2009), “providing students with clear indications about how parameters will be used to assess their work, namely, what it means to do well in a task” (p. 39). For this reason, on the first day, the objectives to be achieved during the didactic unit will be explained and the rubric that will determine their final mark, together with the class work, will be given to them. Learners must understand the task requirements and acquire the knowledge necessary to accomplish the activity effectively. Daily progress indicators in line with the assessment criteria are detailed below. The rubric for the final product can be found in the annexes. 8. Specific competences, contents and assessment criteria In order to assess the achievement of the objectives of this unit, we will refer to the evaluation criteria outlined on the basis of the specific foreign language competences that students need to acquire during the secondary education stage. The content of the foreign language subject is structured around three blocks: communication, plurilingualism and interculturality. 30 The proposal covers aspects directly related to the communication block through specific competences 1, 2 and 3. Specific competence 1 relates to reading comprehension. Specific competence 2, linked to written production. Specific competence 3, based on interaction. The plurilingualism block is integrated through specific competence 5. Specific competence 5 concerns reflection on language and self-awareness. Finally, the intercultural block is embedded through the inclusion of specific competence 6. Specific competence 6, associated with interculturality. Therefore, the assessment criteria we will consider are those directly related to the specific competences mentioned above, in this case for the first year of compulsory education. Assessment criteria, specific competences and content are set out in Decreto 39/2022. 1.1: Extracts and analyses the overall meaning and main ideas from oral or written texts. 2.1: Expresses orally simple, structured, and coherent answers to the questions asked in a discussion or guided activity. 2.2: Organise and write short, comprehensible texts with clarity, coherence and cohesion using sequence connectors and appropriate verb tenses. 2.3: Select, organize, and apply knowledge and strategies to plan and produce comprehensible, coherent, and adequate texts to the intentions and communication skills. 3.3: Makes a personal reflection that generates an opinion to be shared in order to intervene in an open discussion to be understood, respecting turns of speech and different points of view. 3.4: Participates and collaborates actively in the development of the activities, assisting the rest of the group and making responsible use of digital tools. 5.3: Identify and model progress and difficulties in language learning through selfassessment activities in a learning diary. 6.1: Act respectfully in intercultural situations building bonds between different languages and cultures. 31 Indicators of achievement 1.1.1: Can accurately extract and summarise relevant information and main ideas from spoken or written text, demonstrating a thorough understanding of the content. 2.1.1: Formulates clear and concise responses of at least two complete sentences when responding to questions prompted during a discussion or guided activity. 2.1.2: Uses connectors such as 'because', 'in addition' or 'however' to relate their ideas and give coherence to their responses during a discussion or guided activity. 2.2.1: Organises and writes short texts clearly, using tenses and lexis appropriate to the unit to maintain intelligibility. 2.2.2: Structures and develops short texts with a logical organisation, using connectors in an appropriate way to maintain the coherence and cohesion of the text. 2.3.1: Applies knowledge and strategies to plan and produce coherent texts appropriate to communicative purposes and skills. 2.3.2: Selects, organises, and produces comprehensible texts demonstrating a high level of competence in linguistic and discourse conventions. 3.3.1: Formulates a personal reflection on the topic under discussion, expressing a clear and reasoned opinion, demonstrating understanding and analysis of the subject. 3.3.2: Participates actively in open discussion, respecting turns, listening attentively to others' contributions, and responding appropriately, showing empathy and consideration for different points of view. 3.4.1: Actively participates in all group activities, contributing ideas, carrying out assigned tasks and making a significant contribution to the achievement of set objectives. 3.4.2: Works effectively with the rest of the group, offering help and support to colleagues, sharing resources, and facilitating teamwork. 5.3.1: Reflects deeply on progress in language learning, identifies strengths and areas for improvement, sets realistic goals and uses appropriate strategies to achieve them. 6.1.1: Shows respect and openness towards different languages and cultures, actively listening, acknowledging, and valuing the perspectives and experiences of others in group interactions and activities. 32 9. The proposal: sequence of sessions The teaching proposal is entitled as “Exploring Natural Disasters around the World.” The decision-making to plan accordingly led to establish the following objectives: Teacher objectives: 1. To design and deliver engaging and effective lessons on natural disasters and the British Empire. 2. To provide clear explanations and examples of new vocabulary and content. 3. To facilitate research activities and guide students in the responsible use of ICT. 4. Create a supportive, inclusive, and relaxed classroom environment that promotes intercultural understanding and learner interactivity. 5. Encourage collaboration and teamwork in the development of activities throughout the project. 6. To cultivate students' critical thinking skills through the analysis, interpretation, and evaluation of texts and ideas in English. 7. Stimulate self-reflection and peer evaluation within the group. Learning Objectives: 1. To know and understand different natural disasters, their causes, effects, prevention, and mitigation measures. 2. To adapt and apply the different grammatical structures and vocabulary learnt in each session and throughout the course in a variety of contexts. 3. Carry out research and use ICT responsibly for educational purposes. 4. Collaborate and work effectively with peers in group activities, showing empathy and respect for diverse opinions and a willingness to resolve conflicts. 5. Express ideas creatively and imaginatively in English. 6. Improve general communication skills in English, including reading, writing, listening, and speaking. 7. Building digital competence through the use of different platforms and applications throughout the unit. 8. Development of imagination and creativity through a wide range of activities. 9. Reflect on their own progress and give constructive feedback to their peers. 33 FIRST SESSION Activity 1 -Description of the activity: The teacher welcomes the students and introduces the topic of the session: natural disasters. Students are encouraged to reflect on natural disasters that have occurred in the past and how they have affected communities. Students are asked to name the natural disasters they know about (activation of prior knowledge) and to type them down using the digital tool Mentimeter, and to share the automatic image generated by the application to the whole class at the end. -Type of activity: Introductory -Classroom management: Individual -Timing: 10’ -Class resources: Computer, projector, laptops, digital whiteboard, Mentimeter. -Evaluation Criteria: 2.1 / 3.4 -Indicators of achievement: 2.1.1 / 3.4.1 Activity 2 -Description of the activity: The session continues with a Genially presentation to review examples of different natural disasters learnt in previous courses, such as earthquakes, floods, hurricanes, tsunamis, and volcanic eruptions, and to introduce new ones. Students will be asked to give examples of sentences, using the appropriate verb tense, in which they use the new vocabulary to demonstrate its use in context. The students are then divided into groups that will work together throughout the unit. Once they are in place in their groups, the final project will be explained along with the criteria that will be used for assessment. Finally, we will explain what the group roles are (secretary, spokesperson, and coordinator) and assign a role to each member. This student role will change from session to session. -Type of activity: Introductory -Classroom management: Small groups -Timing: 20’ -Class resources: Computer, projector, speakers, digital whiteboard, Genially. -Evaluation Criteria: 1.1 -Indicators of achievement: 1.1.1 34 Activity 3 -Description of the activity: At the end of the session there will be a guided group discussion in which students will answer open-ended questions. These questions will be displayed on the digital whiteboard as part of the previous presentation. The secretary of each group is required to record the answers emerged from their group on the Padlet tool so that all students can consult them at any time outside of the classroom. (Blended Learning) To close the session, the conclusions of all groups are shared through the spokesperson. -Type of activity: Reinforcement -Classroom management: Small groups -Timing: 20’ -Class resources: Computer, projector, speakers, digital whiteboard, Padlet. -Evaluation Criteria: 2.1 / 3.3 -Indicators of achievement: 2.1.2 / 3.3.2 SECOND SESSION Activity 1 -Description of the activity: The teacher briefly recapitulates what was learned in the previous session about natural disasters. He/she invites reflection through a Pecha Kucha-style presentation with pictures of different examples of man-made disasters. Then conduct a small discussion around the question: Which is more dangerous, a natural disaster or a man-made disaster? -Type of activity: Introductory. -Classroom management: Small groups -Timing: 15’ -Class resources: Computer, projector, speakers, digital whiteboard, laptops, Canva. -Evaluation Criteria: 1.1 / 3.3 -Indicators of achievement: 1.1.1 / 3.3.2 35 Activity 2 -Description of the activity: The teacher then shares the reading "The Great Pacific Garbage Patch" with the students via a code that allows them to access Canva directly. In this case, the teacher invites the students to read it individually in order to focus their attention. As on other occasions, they should write down in their notebooks the vocabulary they don't know in advance in order to solve it when they have all finished reading. They can try to guess the meaning of the written words from the context or in collaboration with their classmates. -Type of activity: Introductory -Classroom management: Small groups -Timing: 10’ -Class resources: Laptops, papers, pen -Evaluation Criteria: 1.1 / 3.4 -Indicators of achievement: 1.1.1/ 3.4.2 Activity 3 -Description of the activity: Once the most common vocabulary questions have been solved, the teacher will display a code that will take the students to a kahoot with different questions about the reading. -Type of activity: Interactive -Classroom management: Small groups -Timing: 10’ -Class resources: Computer, projector, speakers, digital whiteboard, laptops, Kahoot. -Evaluation Criteria: 3.4 -Indicators of achievement: 3.4.1 Activity 4 -Description of the activity: At the end of the lesson, the teacher asks the students to create a post on Instagram. First, he/she will suggest a photo with a description of the disaster in the Pacific that they have read about before, in which they should highlight the importance of reducing plastic usage in order to raise awareness among the population. However, if another environmental 36 phenomenon caused by human activity is of greater interest to them, they are free to choose another topic to address this issue. Finally, the coordinator of this session should attach their respective creations to Padlet so that all groups can view them remotely. -Type of activity: Wrap-up -Classroom management: Small groups -Timing: 15’ -Class resources: Laptops -Evaluation Criteria: 2.2 / 2.3 / 3.4 -Indicators of achievement: 2.2.2 / 2.3.1 / 3.4.1 THIRD SESSION Activity 1 -Description of the activity: The teacher welcomes the students and refreshes their memory on the current topic they are working on. They play a curiosity game about natural and man-made disasters. A volunteer from each group comes on stage and tries to answer the question. If he/she fails, there is a rebound for another group. Only one person per group goes out, but everyone else must write down the answers in their notebooks, so that if there is a bounce, the teacher can check that they have written down the answer to give it as correct and get the point. If it is not written down, no team gets a point. -Type of activity: Reinforcement -Classroom management: Small groups -Timing: 10’ -Class resources: Computer, projector, digital whiteboard, Genially. -Evaluation Criteria: 3.4 -Indicators of achievement: 3.4.2 37 Activity 2 -Description of the activity: The teacher will then project the video "Geography of the Anglo-Saxon World" to the whole class and ask some questions about the video to ensure that all students have understood it. In any case, the teacher encourages the students to take notes and to write down any doubts they have in the Stormboard application so that they can discuss them together at the end of the screening. -Type of activity: Lesson core -Classroom management: Small groups -Timing: 25’ -Class resources: Computer, projector, speakers, digital whiteboard, laptops, Youtube, Stormboard. -Evaluation Criteria: 1.1 / 2.1 -Indicators of achievement: 1.1.1 / 2.1.2 Activity 3 -Description of the activity: To complete the session, the teacher will assign a different natural disaster to each group. The groups will start by gathering information about the assigned environmental phenomenon, with the added challenge that it must have occurred in a country that is relevant to British culture. Therefore, this session ends with the planning and first draft of the final project. -Type of activity: Warm-up -Classroom management: Small groups -Timing: 15’ -Class resources: Laptops, Google Drive. -Evaluation Criteria: 2.3 / 6.1 -Indicators of achievement: 2.3.1 / 6.1.1 44 CONCLUDING REMARKS All things considered, one can conclude that throughout the evolution of language teaching, methods have progressively integrated real-life situations to imbue language with practical functionality. According to academic researchers, the new communicative approaches are the most advanced step in achieving the goal of successful language acquisition, and the learner-centred method has proven to be the most effective as it encourages negotiation of meaning between learners. In the past decades, English was frequently depicted as a tool for leisure activities and socializing, rather than an essential means of understanding the world. Nevertheless, recent events have reminded us of our interconnected and multicultural reality, the same reality that our learners will encounter upon leaving school. It is from this applicability of the language to the real world that the learning situations emerge. Thus, considering the new needs of learners and in accordance with the Spanish legislative framework and the Common European Framework of Reference for Languages, a teaching plan was developed. The lesson proposal is designed to meet the needs of the students by immersing them in learning situations where they can effectively develop their communication skills in the target language while beginning to build their digital competence. Students are introduced to educational platforms and online applications that allow them to create materials both inside and outside the classroom and to navigate the web. This hands-on experience with ICT helps them to become more self-directed learners and prepares them for the digital aspects of their academic and professional lives. They are taught how to distinguish truthful and relevant information from the vast amalgam of sources available on the Internet. Furthermore, our responsibility as educators extends beyond the teaching of the English language. We also have a duty to instil values and principles and to incorporate other reallife processes such as critical thinking, collaboration or problem solving, that are essential in today's world. This holistic approach integrates key competences, cultural content, and communication at its core. 45 The lesson plan is primarily based on language learning through ICT and includes cultural components. The sequence of sessions actively encourages learners to take an active role in their own learning process, always providing scaffolding, guidance, and support. Unlike traditional teaching methods, the activities promote continuous interaction through discussion and collaborative work. The teacher plays a pivotal role in how the content is delivered to engage students. Using a wide variety of audiovisual and digital resources, students show greater interest and stay on track, even though they must make a greater cognitive effort to retain new meanings. The teacher needs to remind students of the benefits and help them understand that English is the key that opens doors not only to other countries but also to different job opportunities in their own community. By using the right teaching methods and creating a comfortable and relaxed learning environment, it is possible to change the sometimesreluctant attitudes of students towards learning English and maintain the attitudes of students who show a love for the language. 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Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, n.º 340, de 30 de diciembre de 2020, 122868-122953. Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria. Boletín Oficial del Estado, n.º 76, de 30 de marzo de 2022, Disp. 4975, 4157141789. Decreto 39/2022, de 29 de septiembre, por el que se establece la ordenación y el currículo de la Educación Secundaria Obligatoria en Castilla y León. Boletín Oficial de Castilla y León, n.º 190, de 30 de septiembre de 2022, Disp. 003, 4885049542. 50 ANNEXES Session 1 51 52 (Made by author) Session 2 (Made by author) 53 Session 3 (Made by author)