Questions and Answers
Which of the following models of teacher education emphasizes the role of a role model in the learning process?
According to the reflective model of teacher education, what is the primary factor that helps to develop a teacher's style?
In Wallace's (1991) Reflective Practice Model of Professional Development, what is the result of the interaction between the trainee's existing conceptual schemata and experimental knowledge?
Which of the following stages in Wallace's (1991) Reflective Practice Model of Professional Development involves professional education or development?
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What is the ultimate goal of the reflective model of teacher education?
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Which of the following models of teacher education involves the application of academic knowledge in teaching practice?
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Which of the following is NOT a core dimension of good language teaching practice according to Richards (2012)?
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What is the main purpose of providing good language models in the classroom?
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Which of the following is an example of content knowledge in language teaching?
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What is the primary goal of pedagogical reasoning skills in language teaching?
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What is the main focus of learner-focused teaching?
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Which of the following is an example of theorising from practice in language teaching?
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What is the main purpose of membership of a community of practice in language teaching?
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Which of the following is an example of language proficiency in language teaching?
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What is the main purpose of contextual knowledge in language teaching?
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Which of the following is an example of professionalism in language teaching?
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Study Notes
Core Dimensions of Good Language Teaching Practice
- Good language teaching practice encompasses six core dimensions:
- Language proficiency
- Content knowledge
- Teaching skills
- Contextual knowledge
- Language teacher's identity
- Learner-focused teaching
Language Proficiency
- 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
Content Knowledge
- 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
Teaching Skills
- Introducing and explaining tasks
- Setting up learning arrangements
- Checking students' understanding
- Guiding student practice
- Monitoring students' language use
Contextual Knowledge
- Understanding the values, norms of practice, and patterns of social participation of a particular school
- Understanding the dynamics and relationships within the classroom
Language Teacher's Identity
- Being aware of one's role as a teacher of English
- Enacting different social and cultural roles as a teacher of English
Learner-Focused Teaching
- Being familiar with typical student behavior
- Adapting one's lessons to the learners' needs and preferences
- Maintaining active student involvement (also in processes of planning and/or decision making)
- Connecting with the learners' life experiences
Pedagogical Reasoning Skills
- 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
Theorising from Practice
- Developing experiential knowledge
- Reflecting on 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
- Collaborating with fellow teachers, university colleagues, or other school staff
- Exploring and resolving issues related to workplace practices
- Achieving shared goals
Professionalism
- 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
- Craft model: Training on the job (observing and imitating a role model)
- Applied science model: Applying academic knowledge in teaching practice
- Reflective model: Reflecting on one's own work helps to develop one's teaching style
Reflective Practice Model of Professional Development
- Stage 1 (Pre-Training): Existing conceptual schemata or mental constructs
- Stage 2 (Professional education/development): Experiential knowledge and reflection
- Goal: Achieving professional competence
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Description
This quiz covers the six core dimensions of good language teaching practice, including language proficiency, content knowledge, and more. Test your understanding of effective language teaching methods.
