Alvaro Márquez Barba
Well, I've thinking about what I said yesterday and, there is a true and real fact: If we have a look at the bilingual and non bilingual text books we use in schools and high schools, there's a obvoius difference between the contents in them. In fact, it's cearly seen contents in bilingual books are 'simplified'... Obviously we're tachers and we have to be sure we fulfill the curricula of the different subject we teach, so, at leats in the beginning, we shouldn't sacrifice content in benefit of the language.
Relating to the part 2 and 3 of the course.
In part 2 I've found quite interesting the way of comparing English books, focused on language, and books of other subjects in English (those we use in our classrooms). However, as I'm also a teacher in a language academy, I'm goint to focus on something I do: although it's real that language books focus on the language and not in the context, I explain my students all they read, or they listen to (because these two are the ways of incoming information) is completely real... They aren't inventions to support the linguistical content. In this way I consider they could learn a little bit more of the surrounding world.
About part three (planning classes), I've found quite useful the way of focusing on the different stages in order to create a lesson (key concepts, key vocabulary and key language)... it's interesting to see in theory something that, more or less, we do in practice. However, I find a difference between the examples given and my expertise area:
I'm a music teacher in a secondary school (I don't understand why there aren't any couse addressed to us. Thhere is one about Music in primary school, but not in Secondary), and although the use of diagrams, outlines, chunks of the content... etc. are quite useful to know what they know, to relate with the new contents, to assess and reinforce what the students have learnt... I find a problem with the use of visuals.
In Music we work with time and sound. All of our concepts are abtract but they are the theoretical expression of something 'physical' that it's the sound, so in every thing we work, we need the support of audition to demonstrate what we have explained... But listening to something is much more complicated that looking at it, and we need much more time.
Finally, and about communication. I consider students don't have to use a perfetc English to communicate the acquired contents or to show them... However, I consider students have to be able to communicate their understanding of the lesson, and its different topics or doubts about it, by using a minimum and enforceable language structures (vocabulary and basic sentence construction). So, light mistakes shouldn’t be taken into account, and they tend to use their own resources to explain their ideas with their own words.
However, if they aren’t able to do it, there’s a problem.
No problems or doubts with part 4.
Bye for now.
All the best.