PORTAFOLIO DIGITAL MARÍA AZAÑÓN

Knowing myself, I knew from the very beginning that this portfolio would not be a simple academic record. I tend to reflect deeply, to question everything, and to write as I feel things while they are happening. That is exactly how I approached this subject: honestly, critically, and emotionally. This blog has become a space where my thoughts about teaching English, education, and myself as a future teacher have slowly taken shape. Throughout this course, Didactics of English has constantly taken me back to the classroom—but also much further back. It has made me think about how I learned English as a child, about the teachers who marked me (for better and for worse), and about how powerful a teacher’s words, attitudes, and expectations can be. Teaching a language is never just about grammar or vocabulary; it is about emotions, confidence, motivation, and identity. Some experiences from my past inevitably resurfaced while writing these posts. Moments where I felt underestimated, mome...

This final week marked the closing stage of our group presentations and, in many ways, of the subject itself. It felt like a moment of consolidation: looking back at everything we have worked on throughout the semester and beginning to mentally prepare for the final post that will bring this portfolio to an end. Even though I could not attend all sessions in person, this week still offered meaningful learning opportunities and a strong sense of closure. SESSION 1  Unfortunately, I could not attend the first session of the week due to health issues and some personal matters at home. However, I made sure to follow up afterwards by talking to classmates from the groups who presented that day. Specifically, I asked about the presentations on Reading and Telling Stories and Planning for an Effective Use of English in the Classroom . From what my classmates explained, both proposals were very well structured and thoughtfully sequenced. The storytelling session, in particular, seemed ...

This week was entirely dedicated to group presentations, which allowed me to reflect deeply on what is truly realistic and meaningful in primary English classrooms today. Beyond evaluating the creativity of each proposal, I constantly compared what I saw with the real needs of today’s schools: the diversity of learners, the presence of ACNEAE students, the limited time available, and the increasing societal demand for inclusive, practical, and balanced teaching approaches. I believe that good teaching is not only about designing attractive activities—it is about designing feasible, inclusive, accessible, and sustainabl e activities. With that perspective in mind, I analysed each presentation with sincerity. I know I can be critical at times, but it comes from my genuine concern for what truly works in the classroom and supports every child. Before moving into the session summaries, I want to briefly clarify that this post was originally written and published on 5th December , right ...