Project-Based Learning (PBL) Applied to English Teaching PDF

TEMA 1: Project Based Learning (PBL) Applied to English Teaching Introduction This lesson explores the origins and background of Project Based Learning (PBL), a learner-centered approach that has gained popularity in 21st-century education. We will delve into the constructivist theories that under...

TEMA 1: Project Based Learning (PBL) Applied to English Teaching Introduction This lesson explores the origins and background of Project Based Learning (PBL), a learner-centered approach that has gained popularity in 21st-century education. We will delve into the constructivist theories that underpin PBL and examine why it was developed as a methodology to enhance the learning process. Learning Objectives ​ Understand the origins of Project Based Learning. ​ Define the Project Based Learning approach. What is Project Based Learning (PBL)? ​ Learner-centered approach: PBL focuses on student engagement and active participation. ​ Real-life opportunities: Students work collaboratively on projects that simulate real-world scenarios. ​ Meaningful learning: Students construct knowledge that is personally relevant and engaging. ​ Active methodology: Students investigate real problems, starting with a question. ​ Addresses student engagement and motivation: PBL helps overcome issues related to disinterest and lack of motivation in traditional classrooms. ​ Links classroom learning to real life: PBL bridges the gap between theoretical knowledge and practical application. ​ Integrated learning: PBL allows for the integration of different subjects and skills, catering to student interests. ​ Transferable skills: PBL aims to develop skills that can be applied across multiple contexts, beyond the classroom. Where does Project Based Learning (PBL) come from? ​ 20th-century origins: PBL's roots can be traced back to the early 20th century. ​ William Heard Kilpatrick: Kilpatrick, considered the "father" of PBL, was dissatisfied with traditional teacher-centered education that relied heavily on memorization and passive student roles.  ​ The Project Method: Kilpatrick proposed the "project method" as a more engaging and active approach to learning. He defined it as "a wholehearted purposeful activity in a social environment" (Kilpatrick, cited in Peterson, 2012). ​ Kilpatrick's Project Typology: Kilpatrick identified four types of projects: ○​ Construction: Involves creating or producing something tangible, like a model, a play, or a physical object. ○​ Problem: Focuses on inquiry, discussion, and problem-solving, such as exploring complex social issues like poverty. ○​ Specific Learning: Aims to develop specific skills, such as language skills. ○​ Enjoyment: Focuses on experiences like attending concerts or participating in theatrical performances. ​ Historical Evolution of Project-Based Learning: ○​ 1590-1765: Students in architecture academies in Rome and Paris used project-based learning to design buildings, palaces, and fountains. ○​ 1765-1880: Project-based learning gained popularity in engineering schools in France, Germany, and Switzerland. William B. Rogers introduced the project method to the Massachusetts Institute of Technology in 1865. ○​ 1880-1918: Calvin M. Woodward applied the project concept to schoolwork, writing the "Manual Training School" to guide students in project design and execution. The idea expanded from manual training to further education. ○​ 1918-1965: Kilpatrick's project method, emphasizing "wholehearted purposeful activity," gained widespread recognition. However, it faced criticism from educational experts like Boyd H. Bode and John Dewey, leading to a decline in its popularity in the United States. ○​ 1970s: Kilpatrick's project method was rediscovered in Germany, the Netherlands, and other European countries. American teachers, influenced by British primary school education, re-evaluated the project method, recognizing its potential as an alternative to traditional teacher-centered approaches. PBL Background: Constructivism ​ Constructivist Learning Theories: PBL is grounded in constructivist learning theories, which emphasize the active role of learners in constructing their own knowledge. ​ Key Constructivist Psychologists: Three prominent figures in constructivism are Jean Piaget, Lev Vygotsky, and John Dewey. Piaget's Theory ​ Cognitive Development: Piaget's theory focuses on the development of cognitive structures and logical thinking in learners. ​ Constructivist Approach: Piaget believed that individuals construct knowledge based on their experiences. ​ Accommodation and Assimilation: Piaget identified two key processes in cognitive development: ○​ Assimilation: Incorporating new experiences into existing knowledge structures. ○​ Accommodation: Modifying existing knowledge structures to accommodate new information. ​ Teacher's Role: Teachers act as facilitators, guiding students in their learning process rather than simply providing information. ​ Active Learning: Piaget's theory emphasizes active learning through problem-solving and inquiry-based activities. ​ Collaboration: Students are encouraged to work together and learn from each other. Vygotsky's Theory ​ Social Learning: Vygotsky's theory emphasizes the role of social interaction in cognitive development. ​ Zone of Proximal Development (ZPD): Vygotsky introduced the concept of the ZPD, which refers to the gap between what a learner can achieve independently and what they can achieve with guidance from a more knowledgeable person. ​ Scaffolding: Teachers provide support and guidance to help students within their ZPD, gradually withdrawing support as students become more competent. ​ Culture and Language: Vygotsky believed that culture and language play a significant role in shaping cognitive development. ​ Teacher's Role: Teachers act as mediators, facilitating learning through interactive activities, constructive feedback, and collaborative learning. John Dewey's Theory ​ Learning as a Social Activity: Dewey emphasized that learning is a social process, occurring through interaction with others. ​ Real-World Connections: Dewey believed that learning should be connected to real-world experiences and problems.  ​ Inquiry-Based Learning: Dewey advocated for inquiry-based learning, where students actively investigate and explore ideas. ​ Teacher's Role: Teachers act as guides, providing opportunities for students to think critically, test ideas, and develop their skills. Some Other Theories Related to PBL in the English Classroom ​ Cognitivism: Cognitivism views language learning as a cognitive process, emphasizing the importance of cognitive skills like understanding, analyzing, and comparing. ​ CLIL (Content and Language Integrated Learning): CLIL, a common approach to bilingual education, relies on both cognitive and communicative skills, often incorporating PBL into content classes taught through a second language. ​ Bloom's Taxonomy: Bloom's taxonomy provides a framework for categorizing cognitive skills, from lower-order thinking skills (memorizing, understanding, applying) to higher-order thinking skills (analyzing, evaluating, creating). ​ Behaviorism: Behaviorism emphasizes learning through trial and error, with rewards and punishments shaping behavior. ​ Gamification: Gamification, which can be integrated with PBL, uses game-like elements to motivate students and encourage engagement. TEMA 2: PBL NOWADAYS The Changing Landscape of Education ​ 21st Century Demands: The modern world requires students to be adaptable, creative, and collaborative. This shift is driven by globalization, technology, and the changing nature of work. (Transcript, Section 1) ​ Shifting Educational Paradigms: Traditional education focused on conformity and teacher-centered instruction. Now, student agency, diverse learning styles, and technology integration are essential. (Transcript, Section 1) ​ The Rise of PBL: Project-Based Learning (PBL) has gained popularity due to its alignment with these modern educational needs. (Transcript, Section 1) Understanding Generation Z and Alpha ​ Digital Natives: Generation Z (born 1995-2009) and Generation Alpha (born 2010 onwards) are digital natives, meaning they have grown up with technology readily available. (Transcript, Section 1)  ​ Global Connectivity: These generations are the most internationally connected in history, comfortable with online interactions and global perspectives. (Transcript, Section 1) ​ Embracing Change: Generation Z and Alpha are accustomed to rapid change and are not afraid to embrace new challenges. (Transcript, Section 1) 21st Century Skills: The Foundation of PBL ​ Four Pillars of 21st Century Skills: ○​ Creativity: Thinking outside the box, making connections, and finding innovative solutions. (Transcript, Section 1) ○​ Critical Thinking: Analyzing information, forming opinions, and drawing conclusions. (Transcript, Section 1) ○​ Communication: Understanding concepts well enough to share them effectively with others. (Transcript, Section 1) ○​ Collaboration: Working effectively in teams, prioritizing shared success over individual achievement. (Transcript, Section 1) ​ Essential Skills: Inquiry, problem-solving, and emotional intelligence are also crucial for success in the 21st century. (Transcript, Section 1) PBL in Action: Engaging Students in the Learning Process ​ Student-Driven Inquiry: PBL encourages students to generate their own ideas and approaches to problem-solving. (Transcript, Section 1) ​ Multi-Source Research: Students are exposed to diverse information sources, fostering critical analysis and evaluation. (Transcript, Section 1) ​ Independent Conclusion-Drawing: Students draw their own conclusions based on research and analysis, promoting critical thinking and problem-solving. (Transcript, Section 1) ​ Complex Problem-Solving: PBL challenges students to tackle complex problems with no single right answer, preparing them for real-world situations. (Transcript, Section 1) ​ Peer Feedback and Assessment: Students provide feedback to classmates, fostering collaboration and self-reflection. (Transcript, Section 1) ​ Diverse Communication Methods: Students communicate their ideas through various mediums, including posters, blogs, and videos, promoting creativity and adaptability. (Transcript, Section 1)  ​ Public Presentation: Students present their findings to an audience, developing confidence and communication skills. (Transcript, Section 1) PBL: A Powerful Tool for English Language Learning ​ Developing 21st Century Skills: PBL provides a platform for students to develop essential skills like creativity, critical thinking, communication, and collaboration, all while learning English. (Transcript, Section 1) ​ Engaging and Relevant: PBL projects can be tailored to students' interests and real-world contexts, making learning more engaging and relevant. (Transcript, Section 1) ​ Authentic Communication: PBL projects encourage authentic communication in English, promoting fluency and confidence. (Transcript, Section 1) Summary: PBL - A Modern Approach to Education ​ Meeting the Needs of Today's Students: PBL addresses the needs and expectations of Generation Z and Alpha, who are digital natives, globally connected, and comfortable with change. (Transcript, Section 1) ​ Preparing Students for the Future: PBL equips students with the skills they need to succeed in the 21st century, including creativity, critical thinking, communication, and collaboration. (Transcript, Section 1) ​ A Powerful Tool for English Language Learning: PBL provides a dynamic and engaging environment for students to learn English while developing essential skills. (Transcript, Section 1) TEMA 3: Foundations of PBL Learning Objectives ​ Define the basis of PBL. ​ Identify the key elements that any educational project proposal must include. What is PBL? ​ PBL is a student-centered approach to learning where students engage in real-world projects that require them to apply their knowledge and skills. ​ PBL projects are designed to be meaningful and relevant to students' lives, fostering a deeper understanding of the subject matter. Key Elements of PBL ​ Meaningful Content: Projects should focus on content that is relevant and engaging for students, aligning with learning standards and addressing essential concepts. ​ Driving Question: Each project should begin with a compelling question that sparks curiosity and motivates students to explore the content. ​ Need to Know: The project should be introduced in a way that creates a "need to know" for the content, making students eager to learn. ​ Ongoing Activities: Projects should involve a series of activities and lessons that facilitate learning and allow students to explore the content in different ways. ​ 21st Century Skills: PBL projects should promote innovative approaches to learning, such as collaborative work, flipped learning, critical thinking, and technology integration. ​ Collaboration and Communication: Students should be encouraged to share ideas, express opinions, and work together to find solutions. ​ Formative Assessment: Ongoing assessment should be integrated throughout the project to provide feedback and guide student learning. ​ Final Product: Projects should culminate in a final product that demonstrates student learning and allows them to apply their knowledge in a meaningful way. ​ Learner Autonomy: PBL empowers students to take ownership of their learning, monitor their progress, and develop effective learning strategies. ​ Learner-Centered Approach: PBL shifts the focus from teacher-led instruction to student-driven learning, with the teacher acting as a facilitator. Project Planning ​ Project Structure: Projects should have a clear organizational structure that outlines the goals, activities, and assessment methods. ​ Educational Project: This is the overall mission and vision for the school, providing a framework for all educational activities. ​ Linguistic Project: This plan describes how languages will be used in the school, including the specific goals and strategies for language learning. ​ Class Project: This is a specific project designed for a particular class, focusing on a specific topic or theme. Project Design  ​ Student Engagement: Projects should be designed to actively involve students, fostering their curiosity and intrinsic motivation. ​ Democracy in the Classroom: Projects should promote democratic principles in the classroom, encouraging participation, collaboration, and respect for diverse perspectives. ​ Democracy in the Curriculum: The curriculum should reflect a diverse range of cultural perspectives and be representative of all students. ​ Democracy in School Management: The school should encourage community participation and involvement in decision-making processes. Assessment ​ Formative Assessment: Ongoing assessment should be used to monitor student progress and provide feedback throughout the project. ​ Rubrics: Rubrics should be developed to evaluate student learning outcomes and align with the project's significant content. ​ Student Evaluation: Students should be involved in the evaluation process to understand the criteria for quality work and learn to assess their own performance. ​ Trial and Error: The assessment system should encourage experimentation and learning from mistakes, fostering a growth mindset. Final Product ​ Meaningful Products: Students should create products that demonstrate their learning and connect the content to real-world applications. ​ Public Display: Final products should be shared with a wider audience, showcasing student work and celebrating their achievements. ​ Learning Process: The learning process is as important as the final product, emphasizing the value of collaboration, problem-solving, and critical thinking. Table of Key PBL Elements Element Description Meaningful Content Relevant and engaging content aligned with learning standards Driving Question Compelling question that sparks curiosity and motivates learning Need to Know Introduction that creates a desire to learn the content Ongoing Activities Series of activities and lessons that facilitate learning 21st Century Skills Innovative approaches to learning, such as collaboration, technology integration, and critical thinking Collaboration and Encouraging students to share ideas, express opinions, and Communication work together Formative Assessment Ongoing assessment to monitor progress and provide feedback Final Product Meaningful product that demonstrates learning and connects to real-world applications Learner Autonomy Empowering students to take ownership of their learning Learner-Centered Shifting the focus from teacher-led instruction to Approach student-driven learning TEMA 4: CURRICULAR ELEMENTS AND PBL IN THE ENGLISH CLASSROOM Introduction to PBL  ​ Origins and Background: PBL emerged from constructivist theories, which emphasize active learning and student-centered approaches. (Presentation) ​ Constructivist Theories: These theories suggest that learners construct their own understanding through active engagement with the learning process. (Presentation) ​ PBL's Purpose: PBL was developed to improve the learning process by providing students with meaningful experiences and opportunities to apply their knowledge in real-world contexts. (Presentation) Integrating Curricular Content into PBL ​ Balancing PBL and Curricular Requirements: While PBL encourages student choice and meaningful content, teachers must ensure that all required curricular content is covered. (Transcript (audio)) ​ Legal Requirements in Spain: Spanish law mandates specific curricular content for each grade level and subject. (Transcript (audio)) ​ Teacher Resistance: Some teachers may resist PBL due to concerns about covering all required content. (Transcript (audio)) ​ Teacher Challenges: Teachers may struggle with adapting traditional content to PBL projects. (Transcript (audio)) ​ Transforming Content into Driving Questions: Teachers can transform curricular content into driving questions that guide project development. (Transcript (audio)) ​ Subject Connections: PBL projects should connect to multiple subjects, fostering interdisciplinary learning. (Transcript (audio)) ​ Misconceptions about Content Coverage: There's a misconception that PBL hinders content coverage. (Transcript (audio)) ​ Teacher Roles in PBL: Teachers in PBL classrooms are active participants in the learning process, guiding and facilitating student learning. (Transcript (audio)) ​ Learning Outcomes: PBL can achieve the same learning outcomes as traditional teaching methods. (Transcript (audio)) Legal Framework for PBL in English Teaching ​ Focus on Skills Development: Current legislation in Spain emphasizes the development of skills over content learning. (Transcript (audio)) ​ LOMLOE (2020): This law promotes student agency, active learning, and innovative methodologies, including project-based approaches. (Transcript (audio)) ​ Real Decreto 157/2022: This decree further emphasizes the use of active methodologies, such as PBL, in the English classroom. (Transcript (audio))  ​ CLIL: Content and Language Integrated Learning (CLIL) is a pedagogical approach that uses a foreign language to teach content. (Transcript (audio)) ​ CLIL and PBL: PBL strategies can be applied to CLIL, allowing for content teaching through a foreign language. (Transcript (audio)) Planning and Designing PBL Projects ​ Meaningful Challenge: Designing a PBL project is a meaningful challenge for both teachers and students. (Transcript (audio)) ​ Teacher Workload: Adapting the learning program to PBL requires significant initial effort from teachers. (Transcript (audio)) ​ Project Benefits: PBL projects have proven to be effective in achieving learning outcomes, promoting student progression, and motivating students. (Transcript (audio)) ​ Project Planning Considerations: ○​ Applicable Legislation: Teachers must consider the legal requirements for content, assessment criteria, and competencies. (Transcript (audio)) ○​ Student Characteristics: Teachers should consider the specific needs and abilities of their students. (Transcript (audio)) ○​ Available Resources: Teachers need to assess the resources available for project implementation. (Transcript (audio)) ○​ Potential Difficulties: Teachers should anticipate and plan for potential challenges that may arise during the project. (Transcript (audio)) ○​ Project Stages and Time Distribution: Teachers need to plan the project stages and allocate time for each stage. (Transcript (audio)) Curricular Elements in the English Classroom ​ Specific Skills: The Royal Decree for Primary Education outlines specific skills to be developed in the English classroom: ○​ Comprehension: Understanding the general meaning and specific information in short, simple texts. (Specific skills) ○​ Production: Producing simple, understandable texts. (Specific skills) ○​ Interaction: Interacting with others using everyday expressions. (Specific skills) ○​ Mediation: Mediating in predictable situations by processing and transmitting basic information. (Specific skills)  ○​ Linguistic Repertoires: Recognizing and using personal linguistic repertoires across different languages. (Specific skills) ○​ Intercultural Appreciation: Appreciating and respecting linguistic, cultural, and artistic diversity. (Specific skills) ​ Assessment Criteria: Assessment criteria are established for each cycle in the Primary stage to ensure the development of specific skills: ○​ First Cycle: ​ Comprehension: Recognizing and interpreting common words and expressions in short, simple texts. (First cycle) ​ Production: Expressing short, simple sentences orally and in writing. (First cycle) ​ Interaction: Participating in simple, interactive situations. (First cycle) ​ Mediation: Interpreting and explaining basic information in simple texts. (First cycle) ​ Linguistic Repertoires: Comparing and contrasting similarities and differences between languages. (First cycle) ​ Intercultural Appreciation: Showing interest in intercultural communication and identifying common discriminations and stereotypes. (First cycle) ○​ Second Cycle: ​ Comprehension: Recognizing and interpreting the overall meaning and specific words and phrases in short, simple texts. (Second cycle) ​ Production: Writing very short, simple texts. (Second cycle) ​ Interaction: Participating in short, simple interactive situations. (Second cycle) ​ Mediation: Interpreting and explaining short, simple texts and concepts. (Second cycle) ​ Linguistic Repertoires: Comparing and contrasting similarities and differences between languages. (Second cycle) ​ Intercultural Appreciation: Acting with respect in intercultural situations and recognizing and appreciating linguistic and cultural diversity. (Second cycle) ○​ Third Cycle: ​ Comprehension: Recognizing, interpreting, and analyzing the overall meaning and specific words and phrases in short, simple texts. (Third cycle)  ​ Production: Expressing short, simple texts orally and in writing. (Third cycle) ​ Interaction: Planning and participating in short, simple interactive situations. (Third cycle) ​ Mediation: Inferring and explaining short, simple texts and concepts. (Third cycle) ​ Linguistic Repertoires: Comparing and contrasting similarities and differences between languages. (Third cycle) ​ Intercultural Appreciation: Acting with appreciation and respect in intercultural situations and recognizing and appreciating linguistic and cultural diversity. (Third cycle) ​ Basic Knowledge (Saberes Básicos): Basic knowledge is also distributed into cycles, reflecting the progressive development of linguistic knowledge: ○​ First Cycle: ​ Communication: ​ Confidence: Developing confidence in using the foreign language. (First cycle) ​ Strategies: Learning basic strategies for understanding and producing short, simple texts. (First cycle) ​ Communicative Functions: Mastering basic communicative functions, such as greeting, introducing oneself, and identifying characteristics of people, objects, and places. (First cycle) ​ Contextual Models: Understanding and producing short, simple texts in various formats, such as greetings, notes, lists, and announcements. (First cycle) ​ Linguistic Units: Learning basic linguistic units and their associated meanings, such as expressing entities and their properties, quantity, affirmation, negation, and interrogation. (First cycle) ​ Vocabulary: Learning basic vocabulary related to interpersonal relationships, housing, places, and nearby environments. (First cycle) ​ Pronunciation: Learning basic sound and stress patterns. (First cycle) ​ Spelling: Learning basic spelling conventions. (First cycle) ​ Conversation: Learning basic conversational conventions for initiating, maintaining, and ending communication. (First cycle)  ​ Tools: Using basic analog and digital tools for oral, written, and multimodal comprehension and production. (First cycle) ​ Multilingualism: ​ Strategies: Learning basic strategies for identifying and using linguistic units from different languages in one's repertoire. (First cycle) ​ Interculturality: ​ Communication: Understanding the foreign language as a means of communication and interaction with people from other countries. (First cycle) ​ Sociocultural Aspects: Learning basic sociocultural and sociolinguistic aspects related to customs and daily life in countries where the foreign language is spoken. (First cycle) ​ Diversity: Learning basic strategies for understanding and appreciating linguistic, cultural, and artistic diversity. (First cycle) ​ Discrimination: Learning basic strategies for identifying discriminatory language use. (First cycle) ○​ Second Cycle: ​ Communication: ​ Confidence: Developing confidence and reflecting on learning. (Second cycle) ​ Strategies: Learning basic strategies for understanding and producing short, simple texts. (Second cycle) ​ Mediation: Learning basic skills for mediating in everyday situations. (Second cycle) ​ Communicative Functions: Mastering basic communicative functions, such as greeting, introducing oneself, describing people, objects, and places, and exchanging information about everyday matters. (Second cycle) ​ Contextual Models: Understanding and producing short, simple texts in various formats, such as brochures, instructions, rules, announcements, and conversations. (Second cycle) ​ Linguistic Units: Learning basic linguistic units and their associated meanings, such as expressing entities and their  properties, quantity, space, affirmation, negation, and interrogation. (Second cycle) ​ Vocabulary: Learning basic vocabulary related to interpersonal relationships, housing, places, and nearby environments. (Second cycle) ​ Pronunciation: Learning basic sound, stress, and intonation patterns. (Second cycle) ​ Spelling: Learning basic spelling conventions. (Second cycle) ​ Conversation: Learning basic conversational conventions for initiating, maintaining, and ending communication. (Second cycle) ​ Tools: Using basic analog and digital tools for oral, written, and multimodal comprehension and production. (Second cycle) ​ Multilingualism: ​ Strategies: Learning basic strategies for compensating for communicative gaps and using linguistic units from different languages in one's repertoire. (Second cycle) ​ Self-Assessment: Learning basic strategies and tools for self-assessment and peer assessment. (Second cycle) ​ Metalanguage: Learning basic vocabulary and expressions for understanding statements about communication, language, and learning. (Second cycle) ​ Interculturality: ​ Communication: Understanding the foreign language as a means of communication and interaction with people from other countries. (Second cycle) ​ Sociocultural Aspects: Learning basic sociocultural and sociolinguistic aspects related to customs, daily life, and interpersonal relationships in countries where the foreign language is spoken. (Second cycle) ​ Diversity: Learning basic strategies for understanding and appreciating linguistic, cultural, and artistic diversity. (Second cycle) ​ Discrimination: Learning basic strategies for identifying discriminatory language use. (Second cycle) ○​ Third Cycle: ​ Communication: ​ Confidence: Developing confidence and understanding the role of errors in learning. (Third cycle) ​ Strategies: Learning basic strategies for understanding, planning, and producing short, simple texts. (Third cycle) ​ Mediation: Learning basic skills for mediating in everyday situations. (Third cycle) ​ Communicative Functions: Mastering basic communicative functions, such as greeting, introducing oneself, describing people, objects, and places, and exchanging information about everyday matters. (Third cycle) ​ Contextual Models: Understanding and producing short, simple texts in various formats, such as brochures, instructions, rules, announcements, and conversations. (Third cycle) ​ Linguistic Units: Learning basic linguistic units and their associated meanings, such as expressing entities and their properties, quantity, space, time, affirmation, negation, interrogation, and exclamation. (Third cycle) ​ Vocabulary: Learning basic vocabulary related to personal identification, interpersonal relationships, places, leisure activities, and daily life. (Third cycle) ​ Pronunciation: Learning basic sound, stress, rhythm, and intonation patterns. (Third cycle) ​ Spelling: Learning basic spelling conventions. (Third cycle) ​ Conversation: Learning basic conversational conventions for initiating, maintaining, and ending communication. (Third cycle) ​ Tools: Using basic analog and digital tools for oral, written, and multimodal comprehension and production. (Third cycle) ​ Multilingualism: ​ Strategies: Learning basic strategies for compensating for communicative gaps and using linguistic units from different languages in one's repertoire. (Third cycle) ​ Self-Assessment: Learning basic strategies and tools for self-assessment and peer assessment. (Third cycle)  ​ Metalanguage: Learning basic vocabulary and expressions for understanding statements about communication, language, and learning. (Third cycle) ​ Language Comparison: Learning basic language comparison skills, such as identifying language origins and relationships. (Third cycle) ​ Interculturality: ​ Communication: Understanding the foreign language as a means of communication and interaction with people from other countries. (Third cycle) ​ Sociocultural Aspects: Learning basic sociocultural and sociolinguistic aspects related to customs, daily life, interpersonal relationships, social conventions, nonverbal language, linguistic courtesy, and digital etiquette in countries where the foreign language is spoken. (Third cycle) ​ Diversity: Learning basic strategies for understanding and appreciating linguistic, cultural, and artistic diversity. (Third cycle) ​ Discrimination: Learning basic strategies for identifying discriminatory language use. (Third cycle)