Questions and Answers
According to Richards (2012), one of the core dimensions of good language teaching practice is ______ proficiency.
language
Providing good ______ models is an important aspect of language proficiency in teaching practice.
language
Understanding learners' ______ is a key aspect of content knowledge in teaching practice.
needs
A language teacher should be able to ______ students' understanding when introducing and explaining tasks.
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Contextual knowledge involves understanding the ______ and relationships within the classroom.
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A language teacher's ______ involves being aware of one's role as a teacher of English.
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Learner-focused teaching involves ______ one's lessons to the learners' needs and preferences.
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Pedagogical reasoning skills involve ______ potential lesson content to identify linguistic goals.
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Theorising from practice involves ______ teaching experiences to explain and generalise aspects of foreign language teaching.
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Membership of a community of practice involves ______ with fellow teachers to resolve issues related to workplace practices.
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The craft model of teacher education involves ______ on the job
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In the applied science model, knowledge is transmitted by ______ → application in practice → professional competence
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The reflective model of teacher education emphasizes the importance of ______ on one’s own work
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According to Wallace (1991), reflective practice is a model of ______ development
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In the Reflective Practice Model, the trainee’s existing ______ schemata or mental constructs are developed
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The ultimate ______ of the Reflective Practice Model is to achieve professional competence
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Study Notes
Core Dimensions of Good Language Teaching Practice
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Language proficiency involves: • Providing good language models • Maintaining use of the target language in the classroom • Providing examples of words and grammatical structures • Giving correct feedback on learner language • Providing input at an appropriate level of difficulty • Providing language-enrichment experiences for learners
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Content knowledge involves: • Understanding learners' needs • Diagnosing learners' learning problems • Planning suitable instructional goals for lessons • Selecting and designing learning tasks • Evaluating students' learning • Designing and adapting tests • Evaluating and choosing materials • Making appropriate use of technology • Reflecting on one's lessons
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Teaching skills involve: • Introducing and explaining tasks • Setting up learning arrangements • Checking students' understanding • Guiding student practice • Monitoring students' language use
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Contextual knowledge involves: • Understanding the values, norms of practice, and patterns of social participation of a particular school • Understanding the dynamics and relationships within the classroom
Teacher's Identity and Learner-Focused Teaching
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Language teacher's identity involves: • Being aware of one's role as a teacher of English • Enacting different social and cultural roles as a teacher of English
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Learner-focused teaching involves: • Being familiar with typical student behavior • Adapting one's lessons to the learners' needs and preferences • Maintaining active student involvement • Connecting with the learners' life experiences
Pedagogical Reasoning Skills and Theorising from Practice
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Pedagogical reasoning skills involve: • Analysing potential lesson content • Identifying ways in which it could be used as teaching resources • Identifying linguistic goals that could be developed from the chosen content • Anticipating problems that might occur and ways of resolving them • Making appropriate decisions about time, sequencing, and grouping
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Theorising from practice involves: • Experiential knowledge • Reflecting teaching experiences to explain, hypothesise about, or generalise aspects of foreign language teaching • Evaluating one's teaching • Developing principles and a personal teaching philosophy
Membership of a Community of Practice and Professionalism
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Membership of a community of practice involves: • Collaborating with fellow teachers, university colleagues, or other school staff • Exploring and resolving issues related to workplace practices • Achieving shared goals
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Professionalism involves: • Becoming familiar with the standards of the profession • Developing professional competence • Attaining high standards • Continuously and systematically reflecting one's teaching practices
Models of Teacher Education
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Craft model: • Training on the job (observing and imitating a role model) • Demonstration → practice → professional competence
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Applied science model: • Applying academic knowledge in teaching practice • Knowledge transmitted by experts → application in practice → professional competence
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Reflective model: • Reflecting on one's own work helps to develop one's teaching style • Students' experiences have an impact on their own teaching style
Reflective Practice Model of Professional Development
- Wallace's (1991) model involves: • Trainee's existing conceptual schemata or mental constructs • Received experiental knowledge • Reflection • Professional competence
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Description
The core dimensions of effective language teaching involve language proficiency, content knowledge, and more. Learn the essential skills required to be a successful language teacher.
