Questions and Answers
The ______ stage refers to the emotions in the course of acquiring a foreign language.
affective
One of the learner differences is the ______ repertoire, which refers to the range of languages a learner knows.
language
The Pygmalion effect is an example of a ______ prophecy, where a teacher's expectations influence a student's performance.
self-fulfilling
According to the content, diversity in the classroom should not always be seen as a ______ but rather as a challenge and a resource.
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Learner differences include ______ capital, which refers to the learner's economic background.
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One of the implications for teachers is being aware of learners' different ______.
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To create a safe space, teachers should ______ trust.
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In cooperative learning, students work in ______ or buddy systems.
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Learner orientation in FLT means making language teaching ______ to the learners.
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The goal of learner orientation is to foster ______ autonomy with respect to its functional and critical aspect.
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Since the 21st Century, education has shifted from being ______-centred to learner-centred.
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The focus of education has shifted from knowledge and ______ to analysis and synthesis.
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Education has shifted from being ______-driven to project-driven.
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The 21st Century education paradigm values ______ and collaborative learning.
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The Grammar-Translation Method involves teaching the structures of the language ______.
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The Direct Method involves using the ______ language only.
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The Communicative Language Teaching (CLT) approach emerged in the ______ decade.
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The Audiolingual/Audiovisual Method is based on the principles of ______.
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Task-Based Language Learning (TBLL) involves focusing on ______ tasks with real-life and problem-solving goals.
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According to CLT, teaching should be oriented around ______ situations of language in use and functional contexts.
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The output hypothesis in CLT suggests that learners' ______ and interaction matter as well.
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In TBLL, the teacher provides ______ to help learners work on the task.
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Differentiation refers to the adaption of teaching ______, contents, support, social forms and methods to individual learner needs.
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Internal differentiation is located on the level of ______ decisions made for the classroom.
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Differentiation means that decisions relating to teaching and learning are fine-tuned in such a way that all learners with their individual differences can learn, grow, and ______.
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External differentiation includes differentiation in ______ types (MS, RS, GYM, Förderschule).
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Differentiation makes use of language learning arrangements which allow students in a classroom to make the best possible progress in relation to their individual ______ and skills.
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Individualisation requires a high degree of ______ and openness (autonomy).
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Teaching the same content/competences while taking individual factors into account is an example of ______ differentiation.
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Differentiation approaches are based on ______ must be based on diagnosis.
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Scaffolding is the planned and intentional provision of ______ resources.
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Quantitative differentiation can involve the ______ of activities and material.
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Qualitative differentiation makes the same task more ______ for weaker students.
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Scaffolding is mainly a ______ differentiation measure.
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Differentiation can be applied to ______ such as themes, tasks, and social arrangements.
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Scaffolding resources can be used to provide a certain level of ______ to learners.
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Study Notes
Learner Differences
- Learners differ in various features, including:
- age
- socio-cultural background
- economic capital
- gender and sexual orientation
- language repertoire
- strategic repertoire
- experiences
- aptitude
- affective stage (emotions in the course of acquiring a foreign language)
- attitudes towards foreign languages
- beliefs about language acquisition and favorable conditions of the language classroom
- motivation
- cognitive style
- special needs
- These features are complex, not fixed, and can be influenced by teaching.
- Considering these features helps in managing specific classrooms and drawing practical conclusions.
- These features affect school achievements, leading to hierarchies and unequal chances.
Implications for Teachers
- Pygmalion effect (self-fulfilling prophecy) should be avoided.
- Teachers should be aware of different backgrounds.
- Diversity should be seen as a challenge and a resource, not a problem.
Dealing with Diversity in Class
- Create a safe space (build trust).
- Give positive and appreciative feedback.
- Use cooperative learning (group work) or buddy system (pair work).
- Incorporate creative activities (topics students can relate to).
- Use project work (intercultural, multilingual, mediation tasks).
- Make diversity a topic (include different perspectives and sources).
- Use experience-oriented learning.
- Foster learner autonomy with respect to its functional and critical aspects.
Education in the 21st Century: Paradigm Shift
- Shift from teacher-centered to learner-centered approach.
- Focus changed from product-oriented to process-oriented.
- Emphasis shifted from knowledge and comprehension to analysis and synthesis.
- From textbook-driven to project-driven.
- From receptive and isolated to productive and collaborative.
- From fragmented curriculum to interdisciplinary curriculum.
- From teacher assessment to self- and peer-assessment.
- From homogenizing to diversifying.
- From fragmented literacies to multiliteracies.
Teaching and Learning Approaches and Methods
- Learner Orientation:
- Communicative Language Teaching (CLT)
- Task-Based Language Learning (TBLL)
- Collaboratives and Participatory Methods
- Other approaches:
- Grammar-Translation Method
- Direct Method
- Audiolingual/Audiovisual Method
Communicative Language Teaching (CLT)
- Rooted in the 1970s and 1980s.
- Paradigm shift in foreign language learning: learning a language by using it actively.
- Highlights real-life interaction as the goal of language learning.
- Input hypothesis: authentic, meaningful, and age-appropriate.
- Output hypothesis: learners' output and interaction matter.
- Basic principles of CLT:
- Teaching should be oriented around authentic situations of language in use and functional contexts.
- Creating opportunities for learners to interact with others, to focus on meaning, and to negotiate meaning.
Task-Based Language Learning (TBLL)
- Rooted since the 1980s.
- Action-oriented.
- Focus on language as a means of communication to solve a problem or work on a product.
- Involvement (relevant content).
- Interaction (cooperative learning).
- Holistic tasks with a focus on meaning.
- Process- and product-oriented performances.
- Form/structure is integrated through clarifying feedback or certain activities.
- Scaffolding to help learners work on the task.
Differentiation and Individualisation
- Definition: pedagogic-didactic response to the heterogeneity of learners in classrooms.
- Differentiation refers to the adaptation of teaching objectives, contents, support, social forms, and methods to individual learner needs.
Types of Differentiation
- External differentiation:
- Differentiation in school types.
- Differentiation into courses.
- Differentiation by school profile.
- Internal differentiation:
- Located on the level of didactic decisions made for the classroom.
- Teaching the same content/competences while taking individual factors into account.
- Offers but also requires a high degree of flexibility and openness (autonomy).
Elements of Teaching That Can Be Differentiated and Individualised
- Quantitative differentiation:
- Reduction of activities and material.
- Expansion of activities and material.
- Qualitative differentiation:
- Making the same task more accessible for weaker students.
- Examples: less complex sentences, smaller range of vocabulary, more task and language support.
- Other examples:
- Themes and content.
- Tasks.
- Social arrangements.
- Teaching methods.
- Material.
- Media.
- Procedures.
- Learning objectives.
- Product types (as the outcome of a task).
- Time given.
- Scaffolding resources.
- Level of guidance.
- Assessment.
- Learning strategies.
- Setting and space.
Scaffolding
- Planned and intentional provision of linguistic resources.
- Scaffolding to structure learning opportunities.
- Scaffolding based on text types/genre.
- Mainly a qualitative differentiation measure.
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Description
Explore various techniques for differentiating instruction in the classroom, including quantitative and qualitative methods to cater to diverse student needs and abilities.
