Tue 3rd January 2017 - 10:44
O.E.R. in Second Language Teaching and Learning
Do you like our resources? http://open.books4languages.com/grammara1en http://open.books4languages.com/grammara2en We publish materials for second-language learning. We support the official languages of the EU (English, Spanish, German, Italian, etc.) but we also offer other popular languages (Russian, Turkish, etc). We developed an Integrated Foreign Language Curriculum where students of different languages share the same objectives and text samples in the target language. The curriculum is based on a common standard and a notional-functional approach. Each chapter has a different theme and each unit has a sub-theme of its own. We follow the recommendations on language policy of the Council of Europe for graduate courses under the CEFR. We subdivide those levels to facilitate the grouping of students based on their knowledge of the language. It is adapted to the school calendar by offering a subdivision of 12 themes per level plus a theme 0 for introduction or revision. All of these allow possible subdivisions (in 2, 3, 4 and 6 parts) for better synchronisation with different school calendars. We adapt the courses according to the knowledge of the students by providing a version of the content in their native language for lower levels (A1-A2). The curriculum allows e-learning and b-learning classes and savings of up to 60% compared to traditional teaching. The system is made for teachers to allow them to adapt the content to their specific and unique needs or to create it from the scratch and complement it with our audios or images as if they were the original authors by providing a repository of material with permissive licences. We offer the course split in 4 components/books (Vocabulary, Grammar, Orthography and Cultural) for better personalisation/utilisation by teachers. Teaching a minimal learning unit which is both related to other materials in the course and makes sense when it is independent, is offered based on learning objectives. Such components (grammar, notional, textual-functional) allow the development of personalised learning systems. Because the components of learning objectives are self-contained, accessibility, reutilisation and interoperability are possible through the process of development. Moreover, the metadata of learning objects provide information about its content and it allows to recognise the pedagogical intention. Because the materials are focused on the action we enable the teaching of the four skills in a collaborative and cooperative manner.