1. BY:
• Jefferson Villalba
ADAPTACIÓN CURRICULAR Y ENSEÑANZA DEL INGLES COMO
LENGUA EXTRANJERA ENFOCADAA ESTUDIANTES CON
NECESIDADES ESPECIALES

2. THE
SUBDIVISIONS OF
PRINCIPLES

3. According to content and sequencing:
1. Spaced retrieval: We as teachers have to give learners
repeated opportunities to focus on items they need to
practice.
2. Language system: it must be focus on the different features of
the language.
3. Keep moving forward: Teaching a language must be
progressive.
4. Teachability: it refers to the multiple strategies that the
teacher can make used in favor of learning process.
5. Learning burden: the previous knowledge is paramount and
must be considered to further learning.
6. Interference: It must be avoided

4. According to format and presentation:
1. Motivation: Make students feel exited and interested in
learning process.
2. Comprehensible input: it refers to understandable receptive
activities regarding to listening and reading.
3. Comprehensible output: It refers to producing abilities;
speaking and writing.
4. Time on task: The time provided on tasks must be reasonable.
5. Integrative motivation: give students the right confidence so
that they feel confident about succeeding in the course.
6. Learning style: give chances to learners to work as they want,
using their individual learning style for learning.

5. According to monitoring and assessment
1. Ongoing needs and environment analysis: the learners
needs, the teaching environment, and resources
available must be important parts to assess.
2. Feedback: After every work, it is advisable to provide
feedback in order to clarify any doubt they may have.
Situational factors
• Feedback can ensure a successful
assessment and it is focused on
clarifying and considers motivation
and learning.
It implies to check the results of the course
in order to know if it is working or not and if
the case is the last one mentioned, how can
we improve it.
Feedback has to be specific to them as individuals.
Not every student's path to learning will be the
same; therefore, the feedback they receive needs to
be as unique as they are as learners.