01.+VERBAL+AND+NON+VERBAL+COMMUNICATION


 * VERBAL & NON VERBAL COMMUNICATION **


 * Introduction **


 * European Language Policy
 * Common European Framework of Reference. Common Reference levels (C1) [[file:The common European framework in its political and educational context.pdf]]


 * European Language Portfolio
 * European Portfolio for Student teachers [[file:EPOSTL.- European Portfolio for Student teachers of languages.pdf]]


 * ‍ ‍****Theme 1 Verbal and Non-verbal Codes **
 * After a short introduction we will deal with the main lines to analyze **Classroom Communication.**
 * We are teachers and want to know the way our words, silence, movements and noises are interpreted
 * We will provide you with tools to analyze classroom discourse, as well as patterns to understand what's going on.
 * We'll be able to write down an essay about specific usage of verbal and non-verbal language in the classroom
 * To end up with a Descriptive Oral Text supported on a research about classroom communication.
 * Sociolinguistics and discourse building


 * By the end of Theme 1 we should be able to analyze a classroom discourse. Including all the information you can observe, using suitable terms **


 * <span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">ONLY THE 7% OF A MESSAGE IS VERBAL. 38% IS PARALANGUAGE AND 55% IS NON VERBAL LANGUAGE **

**<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">VIGOTSKI **

__<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Zone of proximal development __ <span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">is where the teacher must focus attention. It is between independent performance and assisted performance.

__<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Scaffolding __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">: from assisted to independent. It is what we should do with our children, remove the scaffold whenever we can so the students can learn with autonomy. Therefore, children will be able to construct their own knowledge.

<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Learning can lead development, and development can not be separated from a social context.

<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Language plays a central role in mental development. Vigotski gives great value to assist children to develop strategies rather than intellectual capacities.

<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">For Vigotski the social context influences more than attitudes and believes.

<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Encouraging people to draw their own experience, to talk to each other about it, to write about it and even to talk to themselves about it enables them to move towards the independent learners.

<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Social language, private language, inner language and verbal thought.

**<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">GARDNER AND THE DIFFERENT TYPES OF INTELLIGENCE **

<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">There are seven intelligences that rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems. These intelligences are: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal an intrapersonal intelligence. Some individuals have greater potential in some domains than in others, but all members of the human species possess potential across all domains. The seven multiple intelligences are: __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Linguistic intelligence __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;"> involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Logical-mathematical intelligence __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;"> consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Musical intelligence __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;"> involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Bodily-kinesthetic intelligence __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;"> entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. Touching, feeling and moving are all associated with bodily kinesthetic intelligence. __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Spatial intelligence __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;"> refers to the ability to manipulate or create a mental image, form or model. People with a very developed visual spatial intelligence tend to learn best with visual aids, such as graphs, charts, diagrams and pictures. Drawing, painting and sculpting come more naturally to them, and it can be a mode of expression for them. __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Interpersonal intelligence __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;"> is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence. __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Intrapersonal intelligence __<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt;"> entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. Many autobiographers have a well developed intrapersonal intelligence.

<span style="font-family: 'Segoe UI',sans-serif; font-size: 10pt; text-align: justify;">CHOMSKY is constructivist so he thinks that there is no learn if we do not have help.


 * <span style="font-family: 'Segoe UI',sans-serif; font-size: 11pt;">Related documents: **

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**What's Non-verbal Communication?**

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Main features in non-verbal communication

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 * Regulatros

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 * Adaptors
 * Emblems

**Paralanguage**
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**BBC** COURSES ABOUT TEXT TYPE

** BBC Planning **

** BBC Paragraph **


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