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Didaktik (or Didactics)

• The term "didactic" describes speech or writing intended to teach a moral lesson
• A person who is didactic is too eager to teach or instruct others
• "Didaktik" translates to 'teaching methodology' in German
• "English language teaching and learning, English language education," is how Didaktik is described in the book Wörterbuch Hochschule: Forschung-Lehre-Managment
• The term didacticus is borrowed from Greek didaktikos, meaning "apt at teaching"
• Didactics seeks to help people "become knowledgeable or skillful"

TEFL (Teaching English as a Foreign Language)

• TEFL focuses on researching, structuring, or exploring learning and teaching in diverse scholastic environments
• Language teaching is a complex process involving the interaction between the learning process, teacher's intentions, learner's personalities, culture, the learning environment, and other variables
• Successful educators must be aware of the complexities of the teaching-learning process

TEFL Factors

• Sociopolitical Factors
• EFL Classroom
• Learning & Teaching Environment
• Personality (of teachers and learners)
• Curriculum
• Sciences & Humanities

Related Disciplines

• Literary Studies
• Cultural Studies
• Psychology/Neuropsychology
• Linguistics
• Applied Linguistics
• Language Acquisition
• Pedagogy & Education
• All of the components above are connected to Teaching English as a Foreign Language

The Questions of TEFL

• Who is learning?
• What are they learning?
• From whom are they learning?
• When are they learning?
• With whom are they learning?
• Where are they learning?
• How are they learning?
• With which means are they learning?
• For what purpose are they learning?

Roles

• Roles are the function or position someone has or is expected to have in an organization or society
• Roles are the part an actor plays in a film or play
• Roles refer to the degree to which someone or something is involved in an activity and the effect they have

Beliefs, Assumptions, and Knowledge (BAK)

• BAK is key in perceiving, thinking, structuring, and organizing decisions
• Decisions are considered and remembered in the context of BAK

Reflective Practitioner

• A Teacher acting as a reflective practitioner, will need to consider the context, pedagogy, content of their teaching, learners and themselves

What Reflective Practitioners Bring

• Multiple perspectives: understanding educational & disciplinary issues in different contexts
• Experiential learning: reflecting on experience and integrating it with conceptual & theoretical knowledge
• Construction of knowledge: recording, reflecting on & diagnosing own professional growth
• Critical inquiry: reflecting on the impact of teaching regarding knowledge, school conditions and learners' needs

Ausbildungsstandards: Teachers

• Experts in teaching and learning
• Aware of the educational task is connected to the classroom and school life
• Skilled in assessment and guidance for education and careers
• Continuously developing competencies and consider new developments in their field
• Involved in school development to create a conducive learning environment

Pedagogical Content

• Necessary is a grounding knowledge in language teaching and learning
• This will let you be able to understand learners' needs, diagnose their problems, and evaluate their learning progress
• Need to select and design learning tasks
• Need to evaluate, choose, and adapt published materials
• Use authentic materials and technology, and evaluate your own lessons

Concepts of Being a Language Teacher

• Monolingualism vs. aufgeklärte Einsprachigkeit
• Register
• Language proficiency
• Scaffolding
• Teacherese
• Classroom Language
• Teacher talking time vs teacher waiting time

Expert Teachers Possess

• Wide range of routines/strategies and use their own improvisations
• Can Manage the class, make classroom decisions, and anticipate problems in the classroom
• Spend less time correcting, worry less about classroom mangement and see the bigger picture

Teaching Styles

• Teacher-fronted classroom can be more efficient and beneficial for specific students, but it can also be dominant and neglect individual student needs
• "Open" classrooms can be very communicative but also include idle time, and a lack of focus on evaluation

What is Teaching Methodology

• It involves considering the best ways to learn and teach language, literature, culture, and media
• Consideration needs to be made on the way it should be organized
• Attention needs to be given to language learning in the classroom needs to facilitate
• A systematic series of principles and techniques to achieve a goal must be done
• Multiple factors are needed to take in to consideration
• A diversity of teaching methods or techniques result from ones view on individual criteria like goals and the role of teachers

Theory & Practice Interface

• Historically, theory is constructed based on teaching practice and experience
• Links theoretical research and practical experience

Approach, MethodTechnique Definitions

• Approach: a set of assumptions dealinging with a nature of subject
• Method: Overall orderly presentation
• Technique: Implementational, how is the action getting done

Analytic Grid in Teaching

• Historical period: what is the societal context?
• Goals: why should your students learn language at all?
• Language and culture: what is languages role?
• Mothers tongue: in what way should it be used?
• Teacher and learner: what roles do they take?
• Characteristics: how does learning 'work?'
• Techniques and procedures: how can the work be done?

Grammar-Translation Method

• Goal: Learning about language (rules, vocabulary, structure)
• Focus on written language, cultural literature and fine arts
• L1 is heavily used, and the teacher is the authority
• Involves deductive grammar learning and memorizing
• Translation of texts is also common and applied deductively

Direct Method

• The goal is communication by speaking the target language
• Focus on spoken and pronunciation
• monolingual L2 use and the teacher gives directions
• Students speak and work with each other
• Involves topics for discussion, and visual learning

Audio-Lingual Method

• Goal: Forming habits, enabling the L2 community
• Focuses on everyday communication
• the rejection on the direct explicit language rules
• Focus on the way to speak language first, follow specific directions every time

Communicative Approach

• Communicate adequately and properly, which is being able to fit in socially
• Focus on the language being a means of communication
• Involves understanding the goal of language
• Teacher aids more than commands
• Students work and navigate meaning
• Involves developing strategies

Total Physical Response

• Make learning enjoyable
• Avoid the strive for perfection
• Use action, learning by doing etc

De-Suggestopedia

• Focus on everyday communication
• Focus on psychological barriers to unlock students metal barriers
• The teacher is seen as an authority and respectable
• Involves comfortable class room

Postmethod

• Focus on maximizing and intuitive feelings.
• Integrating Intuitive Heuristics and all types of learners

EFL Timeline

• Throughout history, EFL has changed because of societal norms
• There has been shifts from what language is, the structure of class, and even what the teacher's role is

Learner Roles

• There has been language methods throughout history that have changed the way a student is meant to learn
• Students are encouraged to take charge and ownership of their education, which in turn develops an independence with how they are doing their education

Historical Points of Discussion

• As long as it has existed, there has been debate over the way to teach, what's important and what language is in general.
• Things like Language Skills and and knowlage of structure have often been at ends
• There is always discussion about things like mother tounge, the availability of learning to all students and to what degree you should focus on accuracy

TBLT (Task-Based Language Teaching)

• In exercises the value is often on practicing a pre-selected item of language for it's sake
• In Tasks the value is placed on the objective to reach some consensus, and is expected to be used in learners own language
• Is focused on authentic communication, rather than a focus on a grade or a specific set

TBLT Tasks

• Comprehensive, holistic tasks rather than practice if specific forms
• Meaningful and appropriate interaction that solves problems in communicative practice
• Focusing on the real world, the learner-driven interaction should be procces and product driven
• Students are social agents and need to act according to their own set parameters

TBLT Process

• The process includes Task cycle, where the students frame the project and implimenting it
• the reflecting after is considered just as important

Mistake vs Error in the Learning Method

• A mistake is a caused by a lack of attention
• Errors come from imcomplete knowledge or faulty teachings

Risk of Error

• That the student is so meaning based, that errors can occur
• That the student looses focus before giving output
• Being reactive with a focus of form after or if the student produces an effect.
• Giving feedback that is measured through subject matter

CLIL

• Communication & Culture
• Basic interpersonal communicative skills
• Cognition & content that is both academic
• Language awareness is key
• Is about learning by doing.

Intercultural Communicative Competence

• To be able to interpet and relate texts and make thoughts.
• Must to be political and culturalyy aware and engage
• Most to do with knowing self and others and discovering there way

ELF Trends

• A spread of English to new nations
• Highy analyzed second language to people all over the world
• Is now in most schools in a curriculum
• But also the spread of new dialects and languages

Teaching Method - German Situation

• Has been a slow but gradual change in how language eduction goes in German
• In 1990 the decision to make both German and English an official language was made
• Since the 2000s more and more efforts have been made into primarys choole
• English Is the most dominant forgein lanague totaught is the german schools

Diversification Of Language

• English In the Inner circle as mother tounge
• English as second languge as the ones with colonial ledgies
• English as s fireign language

Challenges with English being the Primary Language.

• Teaching requires understating and communication with not just inner circle countries.
• There arw cultural and social components that can lead ofr miss communication
• The teaching of English in general
• needs to have a significance attached to it.

Key Points of Discussion

• Diversity is the key linguistic strength that is needed in language learning
• All culters all all equaly as good to teach as each other

Curriculum Goals and How

• Curriculum goals needs to have people to develop there own skills
• The curriculum will help develop how to act in social and geographical interaction and settings.

Is language Learned

• Is leaned though both construction and interactions
• Some think that languages can be picked up at home and others think formal education
• Support should also be offered

Mistake vs Theory

• Both are used to examine and test

Language Hypothesis

• There a many different hypothesis
• Ranging L1 will always be the base of understanding
• Output and other things

Interlanguage Hypothesis

• The inter language Hypothesis says:
• Learning that is characterized with a interim that is both idiosyntratic
• The Inter language Hypothosos focuses of over generalization of past learnings
• But learning with help form feed back will improve leaning

Monitor system

• People focus of time form learning than actual content
• Information is only used or monnintaring and not full adopted to what there saying

What Are You Meant To Do

• You should be able to understand all of what you are going to produce at all costs
• Learn how to work with internal parts.
• Should show that you can make the content
• should have a good understanding of how to internalize skills

What Is It Like To Develop

• You have a knowlage to pick up and use to build better, to know more

Ls Differentiated

• There are many different languegs
• Some of with are not like each other
• All are still valid

Why Do We Learn Language

• Behavior: the process of testing our own minds to see if they are still fully understand and test
• That to find a regular pattern in our environment ( behavior)
• To look if they understand something at full.

Acquired Language.

• What is SRR, Selective practice and what effects it
• Need to know what nurtures our ability to reason
• and what contributors help build us.

Logical Problem

• if everyone can learn the language and create there own internal understanding,
• what can we do to help the speed

CPH

• is often linked to how old you our with the more experience,
• The ability to quickly lern is often more effective

Keyword/concept:

• LAd-language acquisition devises are a critical component for a lot of people
• The goal is to allow there natiture and skill shine

Cognitivism

• The testing modifying and the discords
• Is the way we test our minds.

Language Thoight

• The idea of testing ones understanding
• Should understand what there actions will lead to

Zone Of Proximal Development.

• We will test what they can not reach alone but together, and not what they can do on there own

Compmoments And What They Have

• Restructuring and Reorganizing, so all types of students are tested

Declartiver vs procedures

• Described and understood but one might now fully understand the action

Infomatation Proccesing

• 3 steps
• Input what does the langue looks like
• central proccesing what does your mind make to it
• Output what would you like to do with it

What Makes A Learner Good

• Multiple intelligences
• personality, backgorund and learning ability
• the need to be flexible.

What influences learning and Why

• 3 steps that build as one gets older
• The reasons are cognitive and social.

Up to teaching

• The ability to help people
• The need for equal skills

What Is Language

• Need to be able to relate, so it all has meaning
• Need to understand some of what is said, to then break all there understanding.

Learning Apptitube

• Quick to adapt and understand with mimcry
• Understand how to build and how it all works.
• To be abel to process and navigate quick

Motivation

• What causes the people learn

Three Types Of Learning

• Extisic needs for more more power and external pressers like work
• Inristic loves the process
• Interrogations

Multiple Intelligences

• All people have there strengths from a young age

Learning strategys

• The procedure and method set towards a goal
• One will be conscious

Lanung Autonomous

• Is to act with responsibility
• You should have the ability to learn through and the knowlage
• Learn how to be a independent thinker

Autonomous Practice

• Self directed to what the student wants
• Allows to a more effective work place and more engaged time.

Literate

• What is literaturere what are the books that is used and

Colture

• The act of bringing what is needed out for each other
• The act of acting, which is what is known

What it Like in All

• to have an active understanding through interoperation
• With an emphasis to understanding creativity
• Focus, Analysis And concentration
• To have a mind like that of a person

Approching Teach

• The act to test with what one what's or what is meant to be done with ones creative mind