Transversal Competencies Integration Program: A Pathway to Learning English - Essay Sample

Introduction

Teaching English as a foreign language is part of the transversal competencies integration program. The program teaches students to acquire skills that assist them to be competent in multi-professional skills. The skills acquired after completion of the program are diverse with the inclusion of communicative orientation of training. Pillars of learning is achieved through the learning of English since it is a pathway for students to acquire traversal knowledge and skills to be used in a different profession. The profession, in our case, is accounting and audit. Professional accountant learning different types of speech skills such as listening, speaking, reading, and writing improve the chances of being a qualified professional in the job market. During the program period, students will get an opportunity to form communication skills. The component of communication skills is the ability of students to communicate with classmates, therefore, enhancing productive learning.

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List of Courses Required for the Development of the Course

The English language is the basic language considered for transversal of competencies skills globally. Phonetics course covers the understanding of sounds of human speech. The pronunciation will aim at helping students understand how English words are spoken. Word-formation to assist students in coming up with new words to help them enhance their vocabulary. Lexical and phraseological, grammar minima.

Brief Description of the Course

This course is mandatory and includes two-semesters (the whole amount of the hours with the practice and individual lessons is192 hours). According to this course, teachers must train thoroughly developed specialists able to hold a conversation in a foreign language. Thus, it is necessary to pass all the required materials on the language to acquire knowledge on all types of speech skills as listening, speaking, reading, and writing. The course should be able to ensure that learners have achieved the pillars of education. Language is the first aspect to determine decision-making skills for students. The course is therefore developed to train learners on be able to use the language fluently in accounting and audit context. There will be tasked performed through the course aimed at ensuring that students can accurately use the English language both when speaking or writing. Employability in the global world requires an individual to be able to communicate in a foreign language. The needed foreign language is English; therefore; this course makes it a crucial transversal skill.

The Aim of the Course

The course aims to provide enough free and functionally correct and adequate knowledge of all types of speech activities (reading, writing, speaking, and listening) in English. Linguistic competence should be the ultimate aim of the courses after learning all types of speeches. The students should be able to listen and understand both general and specific information written in English. They are writing simple texts for varied purposes, especially matters that interest them as students are to be achieved through adherence to grammar rules. The courses covered in the session aims at ensuring that the students can follow and understand the basics of language elements. The basics of English language elements is to utilize vocabulary when communicating outside the classrooms structurally. The basic phonetic, lexical, structural, and functional ability of English as a foreign language is to be utilized within the context of daily communication. To systematize the knowledge of English, received by students at school, to enrich vocabulary and grammar rules, develop vocabulary and grammatical rules of modern English.

Objectives

Forming and refining their communication skills is the first objective of this course. Communication skills are the basics for students for them to be best positioned in understanding and factually synthesizing information. Communication skills go beyond the basics needs putting students in a good state for them to effectively develop and justify points. Point justification abilities are made possible through mastery of speech and writing. Practicing communication relies on the text as a basic tool. The changing global trends put English as the leading foreign language to connect people. Refined communication skills put a student in a good position to be accepted by most employers. The English language through mastery of communication skills makes it possible for students to enhance other complementing transversal skills. The English language is, therefore, the backbone of ensuring that students acquire other transversal competencies with ease.

After the course, students should be able to read both prepared texts and new texts in aloud, free and correct way, as well as the new text, where all the grammatical structures and vocabulary are learned in the oral speech. A good understanding of oral texts puts students in a good position to identify and point out relevant details for both general topics or in their file of accounting and auditing. The texts produced by the students should be comprehensive when communicating. Understanding correct grammatical structures are essential in informal daily communication. The process of producing and learning new text should be based on everyday topics and encounters. The teacher should use formal to informal text learning techniques for easy understanding of the language. The purpose of the course is to help students to learn oral and written text through brief monologues. The monologues should be structured in simple ways to make it effective for students to relate to their daily life. Understanding simple written format of the text can be made possible through conventional models or continued copied texts until the time the students can finally write on their own.

At the end of the course, students should know the lexical minimum in the amount of 1,030 lexical units of general and terminological character. Understanding of this lexical minimum as a tool in vocabulary selection will assist the teachers in testing students on their English proficiency at the end of the course. The teacher will get to find out if the student has mastered the basics of the English language by guiding students through practical speaking of the lexical terminologies. The 1030 lexical units are redefined to accommodate the competence of each of the 13 students. The objective of ensuring the students know all about lexical minimum has embraced the tool for didactic. The 1030 lexical units are an appropriate choice of vocabulary, which I believe, will assist the learners in understanding the English language. The 13 students represent a set of a group that requires basic communication needs; the lexical units will offer them the opportunity to communicate after learning and understanding the vocabulary.

Students should be able to know the most used speech forms for standard situations of communication. Speech communication has different elements for it to be effective. Speech communication is composed of the sender, message, and recipient. Students, in this case, are senders, and therefore, they are required to have an understanding of the English language for them to encode and send the message. The message is the core element of speech communication, and communication is not possible unless there is a message. The speech communication channel can be auditory or visual. The learners at the end of the course should have mastered the art of speaking and writing in the English language to prepare them for effective speech communication.

Understanding of the grammatical bases by the students, which provide communication of general character without distortion of meaning. Human language, English included is unique because it can be used to communicate different ideas without limits. Well-communicated ideas require a good understanding of grammatical basics. Grammar is required to create structured and meaningful sentences. The students should, therefore, be willing to put words, phrases, and sentences following grammatical rules for them to be able to communicate without limitation. Dialogues and monologues represent daily life interaction among the students. Monologues and dialogues should use common lexical and grammar.

During the period of the course, the students will undergo tests to find out about their understanding about what they learned about the use of correct grammar, lexical, and phonetics. Phonetics, grammar, and lexical units contribute to assisting the students in understanding spoken communication. The objective of the course is to allow the students to learn the basics of the English language, implying that at the end of the session, they should be able to work independently on improving the skills. The skills of reading, oral speech, listening comprehension can only be improved if, at the end of the session, students can independently work on their own without having to rely on teachers.

I conducted a lesson with using a technical focus book unit 3 " On a business trip" in the group of a specialty "Accounting and audit" participants 13, age about 18-19. We have got a theme about a business trip, and I wanted to test my students with the using of this book, but I have known that the level of English is higher than they have got t. I have found this book interesting to experience to my students if they have got lower level because the book is for B1-B2 level. My students are so ambitious they want to improve their knowledge, and I think it was a good idea to change our textbook. I tried to achieve some competences.