Developing orthographic and orthoepic competence in English

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This is the one but last post we are publishing on phonological, orthographic and orthoepic subcompetences in English. All the posts have been extracted from our forthcoming book: “Phonemes & Graphemes: Phonological, Orthographic & orthoepic Competences in English” (Material de estudio y análisis para personalizar los temas de las oposiciones a profesores de inglés de primaria o de secundaria, ayudar al estudiante de filología o de la lengua inglesa a relacionar dicha lengua con la española y sugerir algunas ideas para su aplicación en el aula). 

The following is an extract (not complete) from the last section in the book:

For freer writing activities which focus on developing students’ orthographic competence, we would like to suggest one type which involves cooperation between different classes. The 2 activities presented here have been designed for students at Primary Education level. Nevertheless, this type of activity could also be used at secondary level, with a different topic, of course. The idea has been inspired by the readings and videos created by Ken Robinson, Sal Khan and other forward-looking “educationalists” who advocate for not grouping children according to age. We realise this is highly revolutionary and probably unattainable in Spain, at least in the near or foreseeable future. We would like to hear what experts on the matter have to say in this regard. Yet, we feel that cooperation is always positive as is to develop in older students a sense of responsibility towards the younger ones. The proposal would go as follows:

A)    The activitiy can be carried out by a class, let’s say in the 4th year of primary education, when students are 8-9 years old. The idea is that the students are familiar with the nursery rhyme proposed here because they learnt it and performed it at the previous stage (6-7 year-olds). If they are not, they can be told that the teacher needs their help to prepare some materials for the little ones. This is mainly to foster cooperation and a feeling of responsibility towards the younger students. The class is then divided into groups of  four, where each member in each group is given one —or two, depending on their line— of the pictures shown below:

B)     The members in the group have to order the story and write one sentence each on a card to tell the story, so that the following sentences are formed on different cards:

(a)    Incy wincy spider climbed up the spout

(b)   Down came the rain and washed poor spider out

(c)    Out came the sun and dried up all the rain

(d)   So incy wincy spider climbed up the spout again.

As can be seen this allows for groups of 4 —or 6 if required, making the sentences longer or shorter and giving the members of the group one or two pictures.  This can then be used in the lower classes for reading practice, where the students have to match the picture and the sentence describing the picture. Alternatively, the students may be asked to draw all the pictures themselves, which would foster the development of their artistic competence and/or invent a different story with the the spider as the main character… perhaps as a creepy crawly.

Another activity in a similar line is to use a new, modern version of a well-known tale and have the students from an older age-group class make up a story which they can then read to the younger ones. For example, everybody knows of “Cinderella” and I am sure that 8-9 year olds will tend to despise it as “too childish”. There is a “parallel” modern version of the story called “Prince Cinders”.  This is the cover of the book:

The idea here is that students become or are familiar with the book and the story —as you may have imagined this is a modern prince with very nasty brothers who treat him really badly and has a fairy godmother… who does not get things quite right at the very beginning. This type of story where the typical gender roles are swapped is great to give a different perspective and to foster gender-equality. Besides, the students learn new vocabulary and how to tell stories.

Once they are familiar with it, the class is divided into various groups and each group chooses a familiar fairy tale to make a “modern” version of it: it will involve drawing, colouring, writing and then, reading aloud and/or dramatising the story in front of the class or prepare it in such a way that it can be used or performed in front of lower groups. The imagination of teacher and students is the only limit, as they may also incorporate music and songs into it.

A similar type of activity with suitable materials can be done with Secondary school students, where those at a higher grade prepare posters and draft information which either they can then present in front of or the teacher can use with lower grades. The topics may cover natural sciences like the project described in our “Guidelines for a Syllabus design” (Unit 10: “The animal world”) and “Inglés. Volumen Práctico” —also covered on this post of our blog. Or they may be on history, the arts, technology, music, or even maths, thus allowing students to develop their orthographic, phonological and orthoepic competences.

Such a development will need to start at the most basic level with the spelling of simple words and the ability to read aloud simple sentences, as has been highlighted here. Then it continues with the organisation of sentences into paragraphs, and into longer texts, using appropriate punctuation marks and the ability to read aloud more complex stretches of language and symbols, with the right pronunciation and intonation. This may be done by exposing the students to authentic written texts, either printed, type- or hand-written, by making them memorise word-forms and applying spelling and punctuation conventions and by dictation practice. Some consideration should be also  given to:

  • what type of spelling mistake will be allowed and when,
  • what role the proper structuring of texts will play in the classroom practice,
  • what the students will be expected to know in terms of:
    • interpreting the various punctuation marks,
    • the pronunciation and meaning of homonyms (both homographs and homophones)
    • dictionary conventions
    • conventions used in the social media,
    • conventions used in books, newspapers or other written material
  • the role of reading aloud, etc.

Above all, and just as with anything else, they will need to be given ample opportunity to practise that which we want them to master.


Problems with English consonant sounds for Spanish speakers

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Similar sounds

There are certain consonant sounds which are very similar, and therefore do not present problems to Spanish speakers, regardless of whether they occur in initial or final position. These are: /f, l, m, n, р, s, k, θ, t∫/.

Similar only in certain positions

There are other sounds, however, that are very similar in certain positions but as they do not occur in final position in Spanish, they tend to present problems, or are similar, but not the same in both languages.

This is the case of /g/ and /b/, which are basically the same sound in “game”/“gamo” and in “bet”/“ve” respectively, but tend to present problems to Spanish speakers in “colleague” and “rob”.  This is also the case of /t/, which is very dental in Spanish, while in English it is alveolar. Notice the difference between the word “total” in English and in Spanish, for instance.

English phonemes are Spanish allophones

Other English sounds are confused in Spanish because what in Spanish are allophones in English are two different phonemes.

  •  Such is the case of English phonemes /d/ and /ð/, which are similar to the two Spanish sounds in “dedo” /deðo/ respectively. As they are perceived to be the same, Spanish speakers tend to have problems distinguishing between them as two different phonemes in breeding /bri:dɪŋ/ and breathing /bri:ðɪŋ/, for example. In English /d/ is a complete alveolar stop in all positions and /ð/ is a dental friction sound.
  • Something similar happens with /t∫/ and /ʤ/. The first sound is very frequent in Spanish while the second only occurs in certain positions and with certain speakers or dialects, in “conyuge/konʤuxe/” or “yugo /ʤugo/” or in Argentinian Spanish “llover”. In English, of course, the two sounds are two different phonemes as in choke and joke.
  • The pairs /s/-/z/, two different phonemes in English are allophones in Spanish, where we find “sacar /sakar/” and “rasgar /razgar/” as the closest equivalents. However, as they are perceived as allophones and the latter sound does not appear in Spanish either between vowels or in end-position, Spanish speakers tend to produce in most cases the same sound and do not distinguish between ass and as, for example.

 Some other sounds do not exist in Spanish.

This is the case of:

  • /h/ in house, where Spanish speakers tend to produce a very strong voiceless friction /x/ sound which does not exist in English.  The closest Spanish sound to the English phoneme is that produced in some parts of Andalusia (particularly Huelva and Cordoba), in Badajoz and in some parts of Latin America.
  • Also the phoneme /r/ in rose is much softer in English, being a post-alveolar frictionless sound instead of the vibrant alveolar Spanish phonemes. Moreover, the grapheme tends not to be pronounced in English when in final position, something which tends to be overlooked by Spanish speakers, as in “are /ɑ:/” .
  • The phoneme /v/ does not exist in Spanish and, as its grapheme is usually pronounced /b/ in this language, Spanish speakers tend to do the same in English. The two phonemes, however, are different in English in that one is plosive while the other is fricative and more similar to its pair /f/. This notwithstanding, Spanish speakers tend to confuse words such as /bet/ and /vet/, particularly when they are speaking.
  • Another set of phonemes which do not exist in Spanish ─ apart from Argentinean Spanish ─ is /ʒ/ and /∫/. Spanish speakers tend to replace them by an /s/ and a /t∫/ sound respectively.
  • /ŋ/, although  similar to some /n/ allophones such as in “ven”, this sound tends to be replaced by /n/ or /ng/.
  • Glottal stop /Ɂ/ is a sound which is becoming more and more common among young British speakers, although it is not a phoneme as such. It is formed by closing the glottis and by contact with the vocal chords, and then opening it and releasing the air. It tends to substitute a /t/ sound as in /geɁɔf/ instead of /getɔf /, or gritty /grɪɁɪ/ insteaf of /grɪtɪ/. This is particularly difficult for Spanish speakers to reproduce.

Consonant clusters in initial position

Spanish has the plosive +/r/ or /l/ combinations, which form proper clusters. These combinations, therefore, together with those plosives which combine with a semivowel do not present problems to Spanish speakers. It is the combination of /∫/ followed by /r/ t which will present problems to Spanish speakers as will initial clusters of /s/ + consonant or three consonants, as they never occur in Spanish. The tendency here is to produce two syllables, inserting the sound /e/ at the beginning of the word: /espein/ instead of /spein/ or /eskri:m/ instead of /skri:m/. This is a particular difficulty when distinguishing between, for instance, “specially” and “especially”.

Consonant clusters in final position

Almost all of them present problems to Spanish speakers, and particularly consonant clusters of three or more sounds.


Another important factor is vowel reduction, which affects the number of consonant clusters. This is very frequent in spoken English but never occurs in Spanish. The focus on stress and intonation patterns, therefore is also essential, taking into account that English is a stress-timed or phrase-timed language whereas Spanish is syllable-timed, with all the syllables having the same length.

Teachers should always be aware that in order to produce a sound, students must first be able to recognise and distinguish it. This means that they need to be aware of the context in which the sounds occur and when they are used as phonemes to signal  difference in meaning. In this respect exercises in the recognition of sounds will be helpful. The main methods focus on recognising and discriminating between minimal pairs, paying particular attention to those presenting problems such as “shock” and “choc”, “vet” and “bet”, “breed” and “breathe”, etc. This can be done in different ways, as was pointed out when dealing with how to teach vowel sounds. We are including them here again so that you have them handy. We would also love to hear if you have any other “method” to teach English problem sounds, particularly if you use any kind of music or rhyme.

  • The most straightforward is having students listen to a CD or a computer game where those minimal pairs are used and choose the appropriate sound or word where the sound appears.
  • Students can also be presented with a list of minimal pairs and they have to circle the word which is said on the CD.
  • Students are handed out flash cards with two contrasting sounds written one on each side and they have to show the side of the card representing the sound they hear.
  • Students write down as many words as they can think of containing the sounds.
  • Students listen to a CD with a passage that includes several words containing the sound or sounds to be practised and they have to write down those words.
  • The sound to be taught is put in the context of a Spanish word. For example, the English sound /∫/ in the Spanish word “chocolate” or the English sound /t/ in the Spanish word “todo”. First we have it pronounced with the English sound and then with the Spanish sound. This way students will be able to appreciate the differences.
  • Students say phrases or sentences that contain the contrasting words, such as “I chose to sell shells”, etc.


As was pointed out when dealing with how to teach vowel sounds, it is essential to take into account how humans learn unfamiliar sounds. Just to remind the reader:

  • Initially, unfamiliar sounds are registered by the brain as undifferentiated from the ones the student is familiar with.
  • As exposure continues, the listener’s brain learns to differentiate among different sounds and even among short sequences of sounds that correspond to words or parts of words.
  •  Neural connections that reflect this learning process are formed in the auditory cortex of the left hemisphere for most individuals.
  • With further exposure, both the simple and complex circuits ─ which correspond to simple sounds and sequences of sounds ─ are activated at virtually the same time and more easily.

Research has also shown that these neural connections are formed not only in terms of sounds but also with other regions of the brain associated with visual, tactile and even olfactory information related to the sound of the word. These connections give meaning to the sound of the word. Moreover, the flow of neural activity is not unidirectional, from simple to complex. It also goes from complex to simple. In the early stages of learning, the neural circuits are activated in bits, incompletely and weakly. With more experience, practice, and exposure they achieve a more complete picture of what is being learnt. The more the exposure the less the input required to activate the whole picture. In this respect, knowing what the problems are will be essential to tackle the specific problems.

The implications for teachers, therefore, are that effective teaching should include a focus on both parts and wholes. Thus teaching sounds in isolation it is not enough, students must hear the problem sounds in context and as part of words and sentences. Thus, focusing on the oral production of sentences such as “she sells sea-shells on the shore” or “she chooses to stay in Spain”  accompanied by a picture representing what has been said will be much more effective than focusing on those consonant sounds and clusters with no meaning attached. This would help to cater for the multiple intelligences teachers may find within a group by providing different types of input.

Also important, however, is to bear in mind the time teachers have to cover all the elements in the curriculum at Secondary School level, and what the priorities are for a particular group. Indeed, even if it is very important to learn to recognise, discriminate and produce appropriate English sounds, it may be more important for a particular group to develop other aspects of communicative competence. In the final analysis of oral production in English, it is the individual teacher who has to decide, plan and design accordingly how to best meet the needs of a particular group and its individual members.

(extracted from our forthcoming “Phonemes & Graphemes: Phonological, Orthographic & orthoepic Competences in English”. (Material de estudio y análisis para personalizar los temas a las oposiciones de profesores de primaria y de secundaria, ayudar a relacionar la lengua inglesa con la española y sugerir algunas ideas para su aplicación en el aula)


Designing Collaborative tasks in the English & the Science class/ Diseño de actividades en cooperación entre la clase de inglés y la de ciencias.

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Cooperation between different subjects in the school curriculum is always beneficial and can be achieved in many different ways. It may, of course, be done in a CLIL environment, but I have always argued that English MUST be used for communication purposes and, as such, can be used in cooperation with other subjects to reinforce, expand and/or revise contents. Here is a sample of a collaborative activity which was included in our “Inglés. Programación didáctica” Suggestions for a Syllabus design.

(The following could be adapted to fit in with the final stage in Primary Education —5th/6th year— and it may also be considered as a way of flipping the classroom or, if you prefer, working with projects)

Syllabus design for 1st of ESO.


Timing: March. First 2 weeks (6 lessons).


As this school is located in a town of around 10,000 inhabitants (North-West of Madrid Autonomous Region), most of the students in this class have known each other for some time, coming from either of the two State Primary Schools in the town, or attending the same activities organised by the Cultural Centre.

They come form various backgrounds:

-Two of them with an English-speaking parent working in the services sector and so they speak English  fluently, but need to improve their reading & writing skills.

- Most of the other students come from families working in the tourist sector, so they are used to seeing foreign tourists & hearing other languages, especially English, and two of them have been to Britain or Ireland for a summer. Three are from different countries in South America but are fully integrated and have a similar level to the rest.

- There are two students from Morocco, one of which is still struggling with the Latin alphabet. Their level of English is still low, but through group-work and cooperative tasks they take an active role in group-work activities.

The level of the class, therefore, ranges from Advanced User (C1-B2, at least in Oral skills) to A1.

The students have already covered, among other aspects, how to describe people, objects and places, how to talk about habitual actions and about likes and dislikes.

In this unit, we are focusing on extracting information about animals (mammals, reptiles and birds) from various sources like websites, encyclopaedias, textbooks and magazines, describing animals and giving information about them.

General organisation: The unit is divided into 2 parts: the first, where students gather information about the three groups from web-pages, encyclopaedias and textbooks, – 3 teaching sessions- and prepare three posters to be displayed in the classroom, with pictures and information on the three classes; the second where, after a model, they prepare in writing and then present orally to the rest of the class one animal of their choice, describing it and giving information about it -3 sessions-. The last session will be oral and recorded, and together with the previous one will be the assessment for this unit.

Objectives for Unit 10:

At the end of the unit, students will be able to:

  1. Know some facts about mammals, reptiles and birds in English.
  2. Name in English some of the most common mammals and some of their peculiarities.
  3. Further develop civic values and team-working skills by cooperating and working together to prepare the posters.
  4. Look for information using search-engines (internet resources) encyclopaedias and textbooks.
  5. Extract information from written texts.
  6. Develop reading comprehension & written expression.
  7. Gain confidence in dealing with real texts.
  8. Learn about the habitat and customs of different animals.
  9. Practise spelling and connect certain spellings to certain sounds.
  10. Reinforce the knowledge of some of the word-formation rules in English
  11. Fill in a table as required.
  12. Write a simple –guided – description of an animal of their choice.
  13. Get confidence in giving very brief presentations in English.
  14. Assess what they have learnt and how they have learnt it.

During this unit students will develop the following General Basic Competences (1, 3, 4, 5, 6, 7 & 8, i.e. all the basic competences, except Mathematical competence):

1. Linguistic communication, and specifically:

  • Grammatical competence:
    • Vocabulary, through exposure to authentic written texts, making them elicit meaning from context, presenting words in context and through visuals, constructing mind-maps, repetition and copying, and oral presentations. If the students have used Spanish texts, they have to provide the name of the animal and main characteristics in English .  They also have an activity dealing with word-formation — suffix -ful.(Semantic & lexical sub-competences)
    • Grammar, inductively, by exposing them to real texts, making them write simple sentences on the topic dealt with in class.
    • Phonetics, Spelling and Reading aloud (Phonetic, Orhographic & Orthoepic sub-competences) by reading & writing the texts and, specifically when dealing with the various pronunciations of letter “o”.
    • Socio-linguistic competence:
      • Exposing the students to real texts and their corresponding register.
      • Correcting errors when they are made, explaining and/or analysing them when required.
    • Pragmatic competence:
      • Requiring students to read authentic texts of diverse complexity & finding what some  referring words refer to.
      • Requiring students to produce texts using a number of cohesive devices.

3. Knowledge of and interaction with the physical world

  • Making them focus on some of the classifications of the animal kingdom.

4. Dealing with information and digital competence

  • Using a variety of internet resources to extract information

5. Social & Citizenship competence

  • Making them work in groups as a group (i.e. every participant has a role to perform in the group)

6. Cultural & Artistic competence

  • Making each group produce a poster with drawings/ pictures, etc.

7. Learning to learn

  • Making them use learning strategies such as the metacognitive ones when they plan for the task, revision of what they produce, etc.

8. Autonomous learning.

  • By having to search for and extract information, carrying out a variety of tasks and then having to present the final outcome in front of the class –and with each participant having a role to perform- students become more autonomous in their learning process and get used to accessing and using a variety of information  sources


1ST 3 sessions:  In the computer room and in the classroom. All students, divided into pairs, search the web under teacher supervision to find out information, in English, about mammals, reptiles and birds. They also work on interactive pages selected by the teacher from, and  some other websites and they have to gather information in their files about all the interesting facts they’ve found out. The pairs will be according to level, and those students who cannot do it in English may write the info in Spanish, since the focus here is to extract information. In the classroom, during the other 2 sessions, students will continue gathering information from their textbooks and other sources available in the classroom and start preparing the posters. The whole class will produce 3 posters, one per animal class, which will be displayed at the end of the 3rd session.

4th session: This will be the introduction for the following session, where students will have to produce a similar text on an animal of their choice, giving as much information about it as possible.

The materials in this session are a written text, pictures (flashcards) and a worksheet with activities on the text.

You can find the rest of the description with detailed activities in our Inglés. Volumen Práctico and, particularly in Inglés. Programación didáctica. Suggestions for a Syllabus Design.

Alternatively, you can ask for a copy by sending us an e-mail with your name, Autonomous Region and the name of the activity or lesson.  We really hope you find this useful and would like to hear your comments.

English Syllabus Design in Primary Education – La programación del área de lenguas extranjeras en Primaria

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Designing a syllabus is an essential part of teaching and the OPOSICIÓN A MAESTROS DE INGLÉS EN PRIMARIA requires it for two purposes.

Indeed, several topics deal with a variety of aspects pertaining to Syllabus design. Topic 21, specifically, covers the concepts of syllabus design, unit planning, sequencing and timing of objectives and contents and the methodology to use in learning and assessment activities. Even if the topics may only represent 30% of the total mark for the first part of the OPOSICIÓN (Competitive Exam), the candidates are required to hand in their own syllabus design for a specific year in Primary Education, be it for a mainstream school or for one of the so-called “bilingual” schools, where some kind of CLIL takes place. On top of that, the oral part of the exam involves giving the rationale behind that syllabus design together with the presentation of one of the units.

 We assume you have read our GUIDELINES ON HOW TO WRITE GOOD ESSAYS IN ENGLISH, and particularly the section on “The Introduction”. If you haven’t, and wish to have access to it, you only need to register, send us an e-mail, and ask for the code to access it. Hopefully, the following introduction will help you both with the writing of the topic and as a way of checking whether you have included all the required elements in your syllabus design.

Syllabus design is a must in order to give our teaching practice coherence and a sense of direction. Essential as it is, planning the English syllabus for a year at Primary Education level is a complex process, which involves four main factors.

Firstly, the teacher needs to take into account both the Common European Framework of Reference and the legislation issued by the corresponding Education Authorities at central and local level.  In this legislation, the authorities typically:

  • Provide the rationale behind teaching English at Primary School level.
  • Establish the principle of catering for diversity in order to provide quality and equity in education, i.e. quality education for all students.
  • Set the key competences students must develop and the objectives to achieve at the different stages.
  • State the contents to cover in order to achieve the objectives and develop the key competences.
  • Define the Assessment criteria to follow by the teacher when assessing whether a specific student has developed the key competences and mastered the contents (or acquired the knowledge and skills required) so as to achieve the objectives set.
 Secondly, the teacher must bear in mind the School Education Project, the School General Syllabus for the specific academic year and any other documents pertaining the running of the school and which relate to the curriculum, the students, facilities, means, etc. These documents provide an important insight into:
  • The location of the school
  • The type of students attending it
  • The resources and facilities at the teachers’ disposal
  • The general objectives set by the school itself for that specific year.

Thirdly, and after considering how a foreign language is acquired and learnt by children, the different approaches and techniques at their disposal, teachers have to decide on

  • The techniques, approaches and resources they are going to use so as to better achieve the objectives set by the different authorities.
  •  The activities and tasks which best fit in with the approaches selected and which will best contribute to catering for the different abilities and needs those students have.

This will ensure that all the students:

  • receive quality education
  • develop the key competences which will enable them to progress successfully in their lifelong learning.

The teacher, thus, performs a variety of roles:

  • instructor
  • facilitator
  • guide
  • monitor
  • assessor

 Finally, teachers need to decide on how they are going to distribute the time available to carry out the activities planned for the students to:

  • cover the contents
  • develop the key competences
  • and achieve the goals established in the Official Curriculum and selected by the teacher.

To do so,

  • the contents of the syllabus need to be broken into teachable units
  • the units into lessons
  • these lessons should contain the appropriate activities which, covering the contents, will enable the development of the key competences and lead to the achievement of the objectives.

Time must also be allocated to:

  • assessing the level of development and achievement on the part of the students
  • evaluating the teaching and learning process in order to address possible problems in the students’ mastery of the contents which may hinder the goals set.

 The syllabus design thus presents an overall picture of the plan for the academic year and for a specific group of students, and serves the teacher as a benchmark against which to decide if something needs changing to successfully achieve the goals set with the means available.



Oposiciones a Profesores Primaria 2013: 50 plazas en Madrid

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La consejera de Educación de la C. A. de Madrid ha anunciado que ” como siempre, habrá oposiciones en Madrid: este año de primaria y el próximo de secundaria”. 50 de las 350 plazas serán de inglés y, para el resto, un buen conocimiento de inglés  será, junto con la nota obtenida en el examen esencial: Un 80% de la puntuación será la nota obtenida en el examen y un 20% (10% cada uno) para la experiencia y el conocimiento de inglés a nivel C2, que es nivel de Proficiency.

También las habrá en la práctica mayoría de las CC.AA.

Conscientes de ello, y para ayudar a los candidatos a prepararse mejor, en Sls Hallam ofrecemos dos tipos de curso especialmente orientados a Profesores de Primaria:

  • Uno específico para profesores de inglés, en donde se practican todas las partes de la oposición, con especial énfasis en mejorar la redacción de los temas, en la práctica intensiva de la lengua, y en la presentación oral de la programación y unidades didácticas.
  • El otro tipo de curso va encaminado a la preparación de los exámenes de Cambridge, según el nivel original de los candidatos: First Certificate (B2), Cambridge Advanced (C1) y Proficiency (C2). Los exámenes para estos niveles se celebran en mayo y junio y las matrículas están abiertas hasta el 14 de marzo y el 5 de abril, respectivamente en Madrid. Para otras comunidades autónomas, se puede obtener información en la página del British Council

¿Oposiciones en 2013?

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Estas son las noticias que hemos ido recogiendo hasta  principios de diciembre 2012. Os ponemos los enlaces:

Parece que va quedando claro que, en algunas comunidades autónomas al menos, habrá oposiciones. Parece también que, en Castilla La Mancha, las oposiciones serán a Profesores de Primaria, y que tanto en Castilla La Mancha como La Rioja, es cada vez más importante tener un buen nivel de inglés.

En Sls Hallam ( estamos impartiendo cursos presenciales en Madrid, de preparación para el examen del First Certificate (Nivel B2) y para el Cambridge Advanced (Nivel C1), además de para el Proficiency (Nivel C2).  La obtención de uno de esos Certificados — que extiende la Universidad de Cambridge tras la superación del examen —  normalmente eximen o preparan  para la Habilitación lingüística, dependiendo de las comunidades.


¿Oposiciones en 2013? ¿Dónde? ¿Cuando?

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Hasta la fecha no sabemos nada… pero aquí iremos incluyendo los “rumores”, “noticias”, y demás… hasta que se vayan clarificando las cosas.

Os remitimos a los siguientes enlaces, pero tened en cuenta que, de momento, no hay nada cierto.

En Editorial MAD:

En Octubre, publicó con respecto a Castilla la Mancha:

Si la noticia es cierta, no habrá oposiciones de secundaria en Castilla La Mancha en 2013, sólo de primaria e infantil.



Los sindicatos de Profesores, mientras tanto, tienen la siguiente información en sus páginas:,85994.html

Como podreis observar, sólo ANPE y CSIF tienen algo de información sobre 2013… imagino que porque no hay, de momento, más información que la que, de vez en cuando, los diversos responsables de educación dan a los medios de comunicación.

Con respecto a Andalucía, y más concretamente la convocatoria del 2012, he visto este “post” que quizá interese a alguno de los que se hayan inscrito en dicha convocatoria y quiera reclamar el dinero de las tasas:

Somos miembros del grupo de Facebook “Opositores Educación Andalucía 2012” y vamos a reclamar lo que pagamos por el derecho al examen que no hemos hecho. Si como opositor/a en esta misma situación quieres pelear para que te devuelvan la tasa, escríbenos a: y te daremos las instrucciones. Si conoces a gente en nuestra misma situación, por favor, hazle llegar este mensaje. Gracias

De momento eso es todo… si vosotros os enterais de alguna cosa que querais comunicar… ya sabeis… Sólo teneis que registraros, y escribir un comentario…

Muchas gracias.