Adapted Activities ⚖

In this Task, we have adapted some activities found in an English text-book to our students' needs. They have been changed taking into account gifted students, students with AHDH, and students who have repeated a grade. We have also improved the activities of the book as we thought they would be more engaging and attractive for our students.

UNIT 8 – STORIES WE TELL😊

VOCABULARY: Embarrassing events

1. In pairs, work with the flashcards playing a memory game. Shuffle all the cards – the ones with the written expressions and the ones with the pictures all together. Lay out all the cards face down on the table. Play in turns, choose a card and carefully turn it over. Then, select another card and turn it over. If the two cards are a matching pair (the picture of the action with its written expression) then take the two cards and start a stack. You are awarded another turn for making that match, if not, it is your partner’s turn. The player who collect more matching pairs will be the winner.
Materials: Cards with VocabularyCards with Vocabulary - Gifted Students

• Students with AHDH: Classify in two stacks the cards with the written expressions and the cards with the pictures. Lay out the flashcards face up on the table. Put the cards with the written actions on your left and the cards with the pictures on your right. Match each expression with its own picture until all the cards are matched.

• Students with High Capacities: Individually, work with the flashcards playing a memory game. Lay out the cards face down on the table. Turn over one card and then select another one and turn it over. Choose the word missing in the written expression. For example, “arrive late/soon”. Explain to your classmates why you have made this choice and why it is an embarrassing event.

• Repeat students: In pairs, work with the flashcards playing a memory game. Classify in two stacks with the written expressions and the cards with the pictures. Lay out the cards face down on the table. Put the cards with the written actions on your left and the cards with the pictures on your right. Take one card from the left and read the expression trying to guess its meaning, then select another card from the right and turn it over. If the cards are a matching pair, you have another turn, if not, it is your partner’s turn. 

READING: a story.

• Gifted students: in order to make this activity more engaging for these students, theteacher will give them an envelope which will contain several pieces of paper. A wordwill be written in each piece of paper. Students have to order these words so as to come up with the five comprehension questions. Then, they should answer these questions. Also, they should write two more questions on their own about the text and then answer them.

• Students with ADAH: in order to focus the attention of these students in the task, the teacher will give them an envelope which will contain five pieces of paper, and in each piece a paragraph will be written (the paragraphs of the reading text). Therefore, students have to order the paragraphs so as to build a coherent text. Then, they should answer the questions, but to do so, they should underline with colours the lines of the text where the answer appears. Then, they should do a poster. They will write each question in a flashcard and the answer in another. Later, they will paste in the poster the flashcard containing the questions next to the flashcard containing the answer. Therefore, in the poster will appear the five flashcards with the questions and next to these flashcards, the flashcards with the answers.

• Students repeating the year: in order to make this exercise more attractive for these students, they should read the text carefully (the teacher will help them with the vocabulary they may have problems with). Then, for answering the questions, the teacher will give them five pieces of paper. In each piece, the answer to each question will be written. Thus, students should associate each answer to the corresponding question. They will also do a poster in which they will write the five questions and then paste the pieces of paper containing the answers next to the corresponding question.

• Average students: for these pupils, the activity will remain as it is in the textbook.

LISTENING

The listening activity that we have created and adapted for all the students who are in the classroom will consists on watching and listening to a video with subtitles in English. Therefore, students with ADHD will pay more attention to the activity since they can watch both the images and the subtitles at the same time. Moreover, that will allow teachers to avoid distraction which is really complicated during the listening task.According to this, both pupils with ADHD and those who are repeating the course and have problems with the listening task will need to answer short questions which will be formulated in a clear and direct way in order to avoid distraction. In addition, ADHD students will do this activity orally. However, the teacher will show them flashcards with the questions written on them in order to catch their attention. On the other hand, gifted students will also do the activity mentioned before. However, as they are supposed to finish earlier than the rest of the pupils, they will need to continue the story of the main characters which will appear on the listening activity by writing four or five short sentences individually. Therefore, they will be developing their imagination as well as their creativity whilst practicing their skills regarding grammar and vocabulary.

WRITING

Regarding the writing activity, the whole class (except gifted students, ADHD pupils and those who are repeating the course and have problems with writing) will need to write about a general topic which is related to the reading activity they have done: “Write about a legend of your country”. (100 words)

Nevertheless, gifted students will do a more complicated writing task since they will need to write about a more specific topic such as the following one: “Write about a legend related to a traditional festivity in an English speaking country.” Thus, gifted students will not only need to write about a more specific and complicated topic but they will also need to search for information, acting as researchers while doing this writing exercise. Moreover, they will need to write 150 -200 words.

Paying attention to ADHD students and those who are repeating the course and who have problems with this skill, we have also adapted the writing task for their necessities. According to this, the teacher will give them a scheme which the different steps they must follow during the creation of the writing exercise as well as some connectors they may use. Furthermore, ADHD students will need to show the process of their task to their teacher. That is, when finishing the first step of the scheme, the student will show it to the teacher. Then, the teacher will correct it and the student with ADHD will be able to go to the second step of the scheme. Therefore, they will be more focus on the task.

GRAMMAR

• Gifted students: For this type of Student, a good modification would be presenting the words in the sentences in an incorrect order so that they correct them. Moreover, the verb to be transformed into its gerund or infinitive form would be left untransformed so they write its correct form (as in the original activity).
• ADAH: the verbs to be transformed and the elements to be added (i.e. “to” and “-ing”, as many of them as will be needed to complete all the sentences) would be presented in cards that students would have to match and include in the sentences, that would appear as in the original activity. This would allow them to complete the task in a more active and visual way, as they have to use instruments (i.e. the cards) to complete the task, something that helps with the focusing of attention and the memorization of the content. 
• Repeat students: in this case, students would have to correct some of the sentences (not all of them would be incorrect, so they have to analyse each of them in order to decide it) and give a justification for the correction, thus revising the grammar rules and observing its application. 
• Average students: the original activity would be helpful for the practice of grammar in the case of these students. 

ACTIVITIES:

AVERAGE STUDENTS

1. He admitted ________ (copy) the story form another book.
2. Have you finished _____ (read) that book I lent you yet?
3. I thought the story seemed ____ (end) a bit suddenly.
4. Traditional stories sometimes teach people ____ (behave) in the right way.
5. Why do so many Young people dislike _____ (write)?
6. I hope _____ (become) a full-time writer by the time I’m 30.
7. My parents advised my sister _____ (take) that job.
8. I want to avoid ___ (work) full time as long as possible.

GIFTED STUDENTS:

1. Story / another / he / book / the / from / admitted (copy)
2. Lent / that / have / book / I / you / yet/ you / finished (read)
3. The / I / a / suddenly / bit / a / thought  / the / story / seemed (end)
4. Sometimes / in / way/ traditional / teach / stories / right / the / people (behave)
5. So / Young / why / do / people / many / dislike (write) ?
6. Full-time / a / writer / the / I’m / by / I / time / 30 / hope (become)
7. Advised / that / my / job / parents / my / sister (take)
8. To / time / possible / as / as / long / want / full / I / avoid (work)

ADAH STUDENTS:

COPY	ING
READ	ING
END	ING
BEHAVE	ING
WRITE	TO
BECOME	TO
TAKE	TO
WORK	TO

REPEAT STUDENTS:

1. He admitted copying the story form another book.
2. Have you finished to read that book I lent you yet?
3. I thought the story seemed to end a bit suddenly.
4. Traditional stories sometimes teach people behaving in the right way.
5. Why do so many Young people dislike writing?
6. I hope becoming a full-time writer by the time I’m 30.
7. My parents advised my sister taking that job.
8. I want to avoid working full time as long as possible.

SPEAKING

The speaking activity about embarrassing moments would be noticeably changed because when people are asked to tell anecdotes, the anecdotes usually vanish from their minds. Thus, the teacher would provide the students with cards which give ideas about embarrassing situations. Having the main idea clear, they would have to invent a context with details to tell the anecdote as if it had happened to them.

The order to tell the anecdotes would not be clockwise. The teacher would bring a tennis ball that the students would have to pass to each other. The student with the ball would have to tell his or her anecdote. This way of giving turns is especially designed to keep the attention of students with ADAH in the game.

On the other hand, the teacher would have extra cards in case students who have repeated the course found their anecdotes too difficult to explain. If this happened, they could choose one of the remaining ones and with the help of the teacher (if needed), devise a story to tell.

Gifted students would be given the option to try and mix two different anecdotes into one. It is a very demanding task because they have to come up with a way of combining them so it requires a special effort. Besides, it can end up being very funny for everybody to listen to the result of the two anecdotes.

English Varieties: Jamaican English 🇯🇲

Gifted students. 👦👧

Summary of the lesson💭:

First of all, we talked about the myths surrounding gifted students. Among them, are, for instance, that they always achieve good marks or that they have problems to socialize. However, the expert also talked about the truths, that is, they are a heterogeneous group and will not always share the same features, although there are some which are more common (mainly school failure) and precisely these are the signs that may alert us to detect this condition.

Therefore, the role of the teacher was also discussed. We as teachers should cooperate with the families and acting as mediators between them and the educational institutions in case they suspect the child is a gifted student.

The expert also showed us many existing projects, such as Educación 3.0, about this type of students which may help us to know how to deal with their needs.

Yet, the conclusion was that if we adapt the curriculum to students with special needs (students who have a lower level), we should also adapt the curriculum to these students who are above the standard level because if we do not do so, they may fail.

Precisely, this is what is happening nowadays and in many cases this is due to not only the lack of interest from the institution (although according to the current educational law (LOMCE) their needs must be met) but also due to the lack of resources as many families cannot afford a proper education for their children.

Thus, elements such as motivation, encouragement of creativity, or a creation of a proper atmosphere of work should be priorities when planning a curriculum adapted to these students’ situation.

Ways of helping gifted students in the English classroom

The key to meet the need of gifted students in the classroom is developing flexible teaching methods and useful lessons. Standard teaching is not valid in this special cases since these are usually restrictive and generalized according to a set of learning expectations. By the same token, common assignments and homework will not always be suitable for all students.

In this way, teachers can apply several strategies in order to teach ESL effectively. Here we provide a short list of some possible strategies:

• Independent reading and writing choices📚 Everybody is motivated by what they like and gifted students are even more. Thus, giving them some freedom to propose texts of their election is a good way of engaging them into the classroom.
• Giving opportunities for book discussions in the class.💬
• Ensure that the activities have clear goals and aim to increase pupils’ ability to analise and solve problems.🔍 Gifted students want to know the purpose of what they are doing. If they believe that the activities are purposeless they will lose motivation.
• Encouraging them to become autonomous learners 🙌through the proposition of activities which stimulate originality, initiative and self direction.
• Task-based learning. 💪Proposing projects to the class is a fantastic method to cater for diversity. They allow each student to develop his or her project to the best of their potential. In order to evaluate the final outcome, teachers must not only take into account the quality of the projects, but also the process of doing it.

Summary of the lessons 💭

☝ First session:

The first session of the subject consisted of an introduction of the teacher as well as the contents and methodology to be followed. Moreover, we started a debate on education, tackling subjects such as its definition as well as what it should mean according to us, its current situation in our country, analysing our educational system’s main problems and proposing any changes that we believe appropriate. Thus this lesson served as a warm-up in order to form the general frame in which the contents to be studied will be included.

✌ Second session:

In this session we were supposed to do the presentations of the linguists but we spent the class modifying and reducing the number of slides.

✌☝ Third session:

In this session each group carried out the presentation of the linguists. We listened carefully to each presentation and each group had to assess the performance of two of the groups. Our group did a presentation about Dell Hymes, a paramount figure of linguistics and sociolinguistics. We really enjoyed this session since it was so entertaining and, what is more important, we learnt a lot about other linguists such as Noam Chomsky, Jean Piaget and Mikhail Bakhtin among others.

✌✌ Fourth session:

During this session we have discussed about global language. We have watched a video regarding this topic in which David Crystal a linguist and academic defines English as a global language. After that, we have talked about this in groups and we all have given our opinions. Indeed, we have concluded that English can be considered a global language since it is widely spoken and employed for business and diplomatic relations.  

Luz - Group activities

1.1. EU Language Policies 📝

I. What do you  think is the role of EU Policies on Education?

We strongly believe that EU Policies on Education have an essential role in order to enhance good results in educative quality. According to this, and as well see it, this role involves promoting social cohesion through equity and justice among members as well as imagination and creativity so as to improve efficiency of education.

II. What do you understand by EU Language Policies?

EU language policies are those policies encouraged by the European Union in order to ensure the correct learning of languages among the member countries, offering them different tools (such as programmes among different communities, projects, etc.) in order to achieve an improvement of those skills deemed as basic for the acquisition of a language different from ours.

III. Can you name any EU initiative related to language learning?

• Comenius programme: It was focused on all levels of school education, as well as on teachers, local authorities, etc. It was designed to improve and increase the mobility of pupils across the EU, enhance school partnerships, encourage language learning, ICT for education and better teaching techniques, etc.

• Erasmus programme: It was a student exchange programme from 2007 to 2013 which has evolved to Erasmus+ from 2014 to 2020.
• European Voluntary Service: It is open to young people aged 17-30 and lets you travel abroad for a period between 2 weeks and 12 months to participate in a project on a voluntary basis.

IV. In your opinion:

1-What are the main factors that drive EU Language Policies?

The main idea behind EU language policies is the mutual understanding in a group of states to which different nationalities and cultures belong. Thus, by creating a unified policy on which most of the members agree, it is ensured that the wide variety of languages in the union will be treated in similarly by all the states. Furthermore, it encourages the establishment of programmes such as language immersions, international examinations, internships in a foreign country and other experiences which bolster interculturality and tolerance among the members of the union.

2-What are the main factors that make people want to learn a language?

An individual would like to learn a language because of many different reasons. These reasons depend basically on the type of motivation implied. On the one hand, if there is an intrinsic motivation, the learner wants to learn a new language because he or she wants to learn more about its culture, its folklore,… to sum up, the learner likes the language and finds it interesting. On the other hand, there is extrinsic motivation when the learner just wants to get a certification, a good mark on an exam, but not because the language itself interests him or her.

3-What are the main factors that make people interested in defending any specific Language Policy?

The great plurality of languages and cultures within the EU make people defend the Language Policies as necessary and valuable, both in terms of plurilingualism and multilingualism.

2.1. EU Language Policies 📄

I. How many languages do you speak, apart from your mother tongue or L1?

• Angie: I speak Spanish, English and a little bit of German.
• Cristian: I speak Spanish (native), English (fluent), and German (basic).
• Marta: I speak English (fluent), Catalan (average level) and Italian (basic level).
• Elena: I speak Catalan and Spanish as mother tongues. Apart from these two L1s, I speak English and a bit of Chinese.
• Núria: I speak two mother-tongues since I am a bilingual speaker of both Spanish and Catalan. The other language I speak fluently is English, although I speak a bit of French as well.

II-Is your mother tongue your L1?

• Angie: Yes, Catalan is my mothertongue.
• Cristian: Yes
• Marta: Yes, it is Spanish.
• Elena: Yes.
• Núria: Yes.

III-Are there things you find easier in one language than the other?

• Angie: Regarding speaking, listening and reading, Catalan is the most useful language to me. Curiously enough, it is Spanish the one that allows me to express myself in the written medium in the best way, although that does not mean that I feel my inner feelings are as well represented as with Catalan: I would say it is a matter of written fluency. I must add that I also feel very comfortable when speaking English, more than with Spanish, to be honest.
• Cristian: Yes, naturally. When I have to express anger, frustrations or when I get very excited I speak Catalan. Curiously, I find much easier expressing my feelings in English. I only speak Spanish when people cannot understand Catalan. However, regarding bureaucracy, I always fill the documents in Spanish. I barely use German for obvious reasons.
• Marta: Regarding speaking and writing I feel more secure when using my L1 (Spanish) than Catalan since I consider that my level is not good enough. However, regarding listening and writing I love Catalan and of course, English. Despite my basic notions of Italian I find it also really similar overall to Catalan, so understanding it is easy for me too and I can speak a little bit of it.
• Elena: Yes, for instance, I think that Spanish orthography is easier than Catalan orthography. Also, I consider English grammar easier than Spanish and Catalan grammar. Besides, I believe that Chinese writing is more difficult than Spanish, Catalan and English writing. Yet, Chinese grammar is much easier than Catalan, Spanish and English grammar.
• Núria: When I was little I used to have some difficulties speaking Spanish since my parents spoke Catalan to me as well as most of my teachers at school. Nevertheless, those difficulties were trivial since I only had problems when translating words which differ a lot from one language to the other, or which I did not use when speaking Spanish.

IV. In terms of language use

1-How would you describe the society you live in? Are the people in that society plurilingual?

In Spain there are different areas. Depending on the place people live, they may be mononlingual or bilingual. However, in those regions where there are two co-official languages, bilingualism is quite poor because the use of those languages which are not Spanish is not sufficiently encouraged, culturally speaking.

 2-How would you encourage ‘bilingualism’ in your classroom?

In the English classroom, we should not prohibit the use of the students’ mother tongue. Sometimes explanations in the target language are not sufficiently clear for students so some support in their L1 must be provided in those cases. In this way, the students will also discover that many features of their L1 are common to other languages, thus creating bonds between them.

 3-Do you feel some languages have a higher status in the classroom?

Depending on the subject and the linguistic model of the high school, the main languages may be Catalan, Spanish or English. In most schools, the parents have the right to decide if they want their children to be taught in Spanish or Catalan. The number of schools which offer the English model is very reduced and usually belongs to the private sphere.

3.1. Common European Framework of Reference for Languages 📔

1. What is the CEFR?

It is a framework, published by the Council of Europe in 2001. It is an international standard for describing language ability in terms of speaking, reading, listening and writing.

2. What are the main aims of the CEFR?

It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency.

3. How many levels are described in the CEFR?

Six levels: A1, A2, B1, B2, C1, and C2. It also defines three 'plus' levels: A2+, B1+, and B2+.

4. How would you implement the CEFR descriptors in your classroom?

The CEFR is a framework of reference, therefore we think if should be adapted in order to fit our class context. We must take into account the assessment grid so as to be familiar with the features that are expected at a specific level. Thus, we will plan our lessons, create our syllabus and curriculum, as well as confort our methodology to, accordingly with the CEFR guidelines. Moreover, the evaluation will be carried out through what is expected at each level without forgeting the particular needs of each student to reinforce particular abilities or skills and achieve the level objectives.

4.1. European Languages Portfolio 📁

1.What is the ELP?

“The ELP is a document in which those who are learning or have learned one or more languages can record and reflect on their language learning and intercultural experiences.”

2. Which three components are included in the ELP?

• A language passport
• A language biography
• A dossier

3. What are the main aims of the ELP?

According to the Principles and Guidelines adopted by the Education Committee of the Council of

Europe, the ELP project has two main aims:

a) to motivate learners by acknowledging their efforts to extend and diversify their language skills at all levels;

b) to provide a record of the linguistic and cultural skills they have acquired (to be consulted, for example, when they are moving to a higher learning level or seeking employment at home or abroad).

4. How would you implement a portfolio system or some aspects of it in a secondary EFL classroom?

A good way of implementing an ELP would be making a journal or a diary about each session of the course and posting these writings on a blog. Also, another way could be making a video about students’ funds of identity. By doing this, we let them to include their own interests inside the English Language Classroom, and, therefore, their motivation will be increased.

REFERENCE:

Council of Europe - European Language Portfolio https://www.coe.int/en/web/portfolio/introduction

4. David Crystal 🤓

1. Which factors do you think that make a language to be 'global'? 🌍

According to what we have seen in David Crystal’s video, and as we see it, the are several factors that make a language to be “global”. One of the most important factors is that a global language must be worldwide spoken both as an L1 and as an L2.  Moreover, a language must be used in international organizations to be global. That is, a global language has to be applied in order to enable people from different backgrounds and societies communicate among them. All in all, a global language is usually developed in business and diplomatic relations since it is spoken by powerful people in powerful countries.💰 

2. What could be a definition of Global Language? 🗣

A Global Language is a language which is learned by a great majority of people as second language so it is spoken worldwide. Thus, its main use is to make communication between individuals and organisations from any country in the world possible. English 🇬🇧 is a global language, that is why it is used in many international organizations such as UNESCO, EU, NATO, etc.

3. How does David Crystal define Global language? 💬

“A Language achieves a genuinely global status when it develops a special role that is recognized in every country. This role will be most obvious in countries where large numbers of the people speak it as a first language. […] To achieve such a status, a language has to be taken up by other countries around the globe. They must decide to give it a special place within their communities, even though they may have few (or no) mother-tongue speakers” (David Crystal).

Listen to David Crystal and answer the following questions:

4. Do we need to the teach English as a ‘global’ language to learners? How can we do it?

According to David Crystal, we must teach English as a global language if we want to prepare students properly in order to face the “English-speaking world.” If we want to achieve this, we should pay special attention to the teaching of comprehension, that is, the practice of learning and reading skills through materials which reflect the varieties of English. 

5. Should we focus on the receptive skills? Why/why not? 👂🏻

Yes, we should focus on the receptive skills but not in the common way which is carried out among most teachers. That means, students cannot learnt the oral receptive skill by listening to their book’s audios in which the speakers have a British standard accent since this is simply not real. If they go abroad, they will encounter a hundred different accents which will differ a lot from the one they are used to listen in the classroom. 


▶ David Crystal - Should English be taught as a 'global' language?

3. Our collaborative project✍🏻

1. AIMS 🚀

Our collaborative project is about the linguist Dell Hathaway Hymes and our main aim is to present a general overview of Hymes’ principles and methodologies.

According to this, this project pretends to deal with some of the linguist’s personal issues in order to understand how these could interfere on his professional development as a linguist.

After that, our collaborative presentation shows the linguistic current in which Hymes is located so as to comprehend his theory which will be later developed.

Therefore, we discuss the main influences on our linguist’s work by focusing our attention on Chomsky’s linguistic competence since Hymes’ theory is a reaction against him.

The main purpose for doing this is to present Hymes’ theory in a comprehensible way as this is the most important part of our project.

After presenting Hymes’ communicative competence 💬 and the Speaking model🗣, we deal with the influences that Hymes’ had for developing later works to establish links among different linguists and researchers.

To sum up, this project is intended for understanding Hymes’ linguistic model trough critical thinking in order to show connections among different linguists before and after Dell Hymes.

2. The project was carried out in a collaborative way 👨‍👩‍👧‍👧: 

In the first place we held a meeting☝🏻in which we divided the presentation into different parts to be prepared by each one of us, as well as including ideas on its performance (in this case, the use of cardboards 📝 to explain Hymes’s SPEAKING model). After this, a research 🔍was conducted on Hymes’s context, influence received, theory and importance of his work as reflected on that of posterior authors. Moreover, each component of the group had to created a slide for the common PowerPoint presentation, with a clear organization and the necessary information to be displayed in front of the class. These slides were shared through a common file in Google Drive so as to be able to comment on them, correcting any possible mistakes and suggesting changes if needed. Finally, the Powerpoint was set together and sent to the teacher, and individually we prepared our part of speech 🗣in the presentation that we performed in class.

3. Write about the importance of collaborative learning/teaching 👩‍👩‍👧‍👧

• The term "collaborative learning" refers to an instruction method in which students at various performance levels work together in small groups toward a common goal🏆. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful. Besides, according to Johnson and Johnson “there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals”. In this way, it engages the students, makes them responsible for their own learning and they become critical thinkers🤔. Another positive aspect of this method is that it creates a relaxed atmosphere 😌in the classroom, since students are not competitors anymore but collaborative co-workers who in seek of the whole group’s success.🎉
• The term "collaborative teaching" on the other hand refers to the involvement of various educators working together in order to instruct groups of students. This collaboration usually takes place among professionals from different disciplines, such as core subjects, special needs education, guidance programs and so on. These educators work together to plan lessons, lecture and teach, do evaluations and manage the class✏. All teachers implied co-operate together, having the same weight in the class, so as to they are equals in the classroom. The main advantage of this method is that students get a more individual and personal attention, and they are able to discuss and compare different perspectives and ideas. An important point to be taken into account is that teachers should be flexible and open-minded 🙌🏻since they will need the other teacher's approval and opinions to work better together.

References:

• Gokhale, A. Anuradha (1995). ‘Collaborative Learning Enhances Critical Thinking’, Journal of Technology Education, vol.7, no. 1, viewed 13 December 2016, <http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html?ref=Sawos.Org>.
• Johnson , R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children , 24, 31-32.
• Totten , S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research . New York: Garland.
• Topeducationdegrees.org. (2016). What is Collaborative Teaching?. [online] Available at: http://www.topeducationdegrees.org/faq/what-is-collaborative-teaching/ [Accessed 13 Dec. 2016]
• Understood.org. (2016). Collaborative Team Teaching: What You Need to Know. [online] Available at: https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/collaborative-team-teaching-what-you-need-to-know [Accessed 13 Dec. 2016].

 4. Say something about the linguist you presented and another one that may drew your attention.  👬

Hymes was the first linguist who developed the concept of communicative competence. 🔝

In other words, he highlighted the importance of the context when studying a language. When we learn a language, we need to take into account not only the formal code, but also its context. This is why he was one of the founders of sociolinguistics, and precisely for this reason he was a significant figure within the field of linguistics. However, Piaget was also an important figure in the field of psychology since he was the first who developed a theory about cognitive development, which can be approached from a linguistic point of view. He considered that human beings go through four stages of cognitive development.