Reseña

In today's globalized world, the ability to communicate effectively in multiple languages has become increasingly important. English as a Foreign Language (EFL) has emerged as a lingua franca, making it essential for learners to develop strong receptive skills, such as reading and listening comprehension. Receptive skills are fundamental to foreign language learning. They enable learners to decode, interpret, and understand written and spoken language (Stanovich, 1980).
Let’s picture a classroom in a rural area of Ecuador where students struggle to understand a simple English dialogue. Their frustration is evident, making it nearly impossible to decode the language, leading to a strong demotivation and lack of interest. This situation is not uncommon and highlights the critical need for effective strategies to develop receptive skills in Ecuador, as they are the basis for learning a second or third language. This handbook aims to bridge that gap by providing educators with the tools they need to foster listening and reading comprehension in basic education.
The PRELIM 3 Receptive Skills Handbook is a comprehensive resource toolkit to support the development of the listening and reading skills for 8th, 9th and 10th grades of English as a foreign language subject of the Ecuadorian Ministry of Education. The present work is one of the products of the PRELIM 3 research project, developed by the National University of Education (UNAE) in collaboration with Bristol International House and international Institutions such as the British Council, English UK and IATEFL – organizations dedicated to promoting English language learning and teaching worldwide.
This handbook consists of 30 lessons designed following the schema theory framework with the corresponding teachers’ notes and additional teaching material, including flashcards, audio recordings, scripts, games and links for instructional videos. The current materials were implemented by 50 English language teachers from the educational zone 6, primarily in Cañar, Morona Santiago and Azuay and later disseminated across Ecuador with carefully selected participants.
The project was conducted in two phases. In the first phase, educators participated in a training workshop on teaching receptive skills, led by experts from UNAE who shared innovative strategies for maximizing the use of the material. The second phase involved the implementation of the material over 15-months, during which researchers from the PRELIM 3 project collected information through observations and a self- reflection instrument to refine and improve each lesson. Feedback played an important role in this research, not only through observations but also through focus groups, which helped to improve both teaching practices and instructional material. This research process helped to incorporate engaging and contextually relevant activities to enhance students’ comprehension and critical thinking skills.
The PRELIM 3 Receptive Skills Handbook not only emphasizes the need of providing comprehensible input but also aligns with curricular standards that promote the importance of language acquisition in diverse contexts. Each lesson is meticulously designed to engage students through interactive tasks that foster collaboration and creativity. The topics covered range from everyday themes such as clothing and sports to more complex subjects like environmental awareness, featuring engaging topics such as Lost Pet, Lonesome George, and the Cuyabeno Rainforest -all carefully selected to resonate with adolescents’ interests and experiences.
Contextualization plays a crucial role in receptive skills development. Embedding language learning in authentic, real-world contexts, enables learners to better understand cultural nuances and pragmatic aspects of language use (Krashen, 1982). Moreover, cultural awareness enhances learners' ability to interpret texts and engage with diverse perspectives.
By incorporating cultural elements in listening and reading materials, students broaden their worldview while improving their language skills. The development of effective and contextualized teaching materials for reading and listening is crucial for enhancing the language proficiency of 8th, 9th and 10th grade students. At this educational stage, learners are transitioning from basic comprehension to more complex analytical skills, which requiere a personalized approach to instructional resources.
An interactive approach is another theory that supports this research. This approach highlights the dynamic interplay between bottom-up and top-down processing, where learners predict, confirm, and revise their understanding as they engage with texts, rather than viewing reading and listening as a linear process (Grabe & Stoller, 2002). By integrating both bottom-up (decoding words and sounds) and top-down strategies (using prior knowledge and context) strategies, learners enhance their comprehension of complex texts.
Additionally, collaborative learning is emphasized within reading and listening tasks, as they promote peer interaction and communication skills. Activities such as group discussions, pair work, and project-based assignments encourage students to articulate their thoughts and consider diverse perspectives (Johnson & Johnson, 1999). Providing a variety of teaching materials that cater to different learning styles fosters an engaging and dynamic classroom environment, ultimately supporting students’ holistic language development of English learners of basic education.
Each chapter of this handbook is tailored to specific grade levels, incorporating a mix of listening and reading activities designed to gradually build students’ language skills:
In chapter one, 8th grade students will explore fascinating topics related to the world of animals and their body parts, weather, jobs and trips through listening activities. Students will also learn to identify, describe and interact with various reading topics, such as Animal Facts, Lost Pet, and Review Games. This foundational knowledge supports language acquisition while fostering an appreciation for biodiversity. The lessons will be complemented by audio files, flashcards and games that provide real-life examples, making the learning experience both interactive and enjoyable. The chapter concludes with a fun and engaging song, Hello, Goodbye, which reinforces the vocabulary learned throughout the lessons. Music serves as a powerful tool for memory retention and makes language learning more enjoyable. Through this multi-faceted approach, which combines music and language, students will not only improve their English skills but also develop a deeper understanding of the natural world around them.
In chapter two, the material is primarily designed to support 9th graders listening and reading skills. It begins by sharpening listening skills with lessons centered around clothing and sports, utilizing dictation exercises, audio files, and vibrant flashcards to reinforce EFL objectives. The chapter then progresses to topics such as Sports Inventions and Island Survival, accompanied by teacher dictation, and the uplifting song What a Wonderful World. Finally, the chapter introduces enriching reading sections on Inti Raymi, a biography of Frida Kahlo, and the story of Lonesome George, complemented by tongue twisters and descriptions of houses. All sections include handouts and teacher's notes to maximize the learning experience.
Similarly, to the previous chapters, the 10th-grade material is divided into two sections, focusing on enhancing reading and listening skills through a variety of engaging topics. The first part centers on listening lessons such as Creation Myths, Our House, Criminal Animals and Sugar in Milk accompanied by audio files and a YouTube link to develop specific EFL vocabulary. As a supplementary part, the reading section focuses on reading comprehension and critical thinking, exploring themes such as adventures, cooking, films, and geography, supported by handouts, flashcards, and teacher's notes to meet specific EFL objectives.
The selection of appropriate teaching materials for reading and listening is vital to fostering an engaging and effective learning experience. By focusing on diverse texts, authentic listening resources, and collaborative activities, educators can significantly enhance their students' language acquisition journey.