elt 1.pdf

Zusammenfassung: Intoduction to English Language Teaching Session 1: Introduction and the Teacher 1. Richards (2012): Core Dimensions of Good Language Teaching Practice − language proficiency o providing good language models o maintaining use of the t...

Zusammenfassung: Intoduction to English Language Teaching Session 1: Introduction and the Teacher 1. Richards (2012): Core Dimensions of Good Language Teaching Practice − language proficiency o providing good language models o maintaining use of the target language in the classroom (giving explanations and instructions in target language) o providing examples of words and grammatical structures o giving correct feedback on learner language o providing input at an appropriate level of difficulty o providing language-enrichment experiences for learners − content knowledge o understanding learners’ needs o diagnosing leaners’ learning problems o planning suitable instructional goals for lessons o selecting and designing learning tasks o evaluating students’ learning o designing and adapting tests o evaluating and choosing materials o making appropriate use of technology o reflecting on one’s lessons − teaching skills o introducing and explaining tasks o setting up learning arrangements o checking students’ understanding o guiding student practice o monitoring students’ language use − contextual knowledge o understanding the values, norms of practice and patterns of social participation of a particular school o understanding the dynamics and relationships within the classroom − language teacher’s identity o being aware of one’s role as a teacher of English o enacting different social and cultural roles as a teacher of English  − learner-focused teaching o being familiar with typical student behaviour o adapting one’s lessons to the learners’ needs and preferences o maintaining active student involvement (also in processes of planning and/or decision making) o connecting with the learners’ life experiences − pedagogical reasoning skills o analysing potential lesson content o identifying ways in which it could be used as teaching resources o identifying linguistic goals that could be developed from the chosen content o anticipating problems that might occur and ways of resolving them o making appropriate decisions about time, sequencing, and grouping − theorising from practice o experiential knowledge o reflecting teaching experiences in order to explain, hypothesise about or generalise aspects of foreign language teaching o evaluating one’s teaching o developing principles and a personal teaching philosophy − membership of a community of practice o collaborating with fellow teachers, university colleagues or other school staff o exploring and resolving issues related to workplace practices o achieving shared goals − professionalism o becoming familiar with the standards of the profession o developing professional competence o attaining high standards o continuously and systematically reflecting one’s teaching practices 2. How Do People Learn to Teach? Different Models of Teacher Education − craft model o training on the job (observing and imitating a role model) o demonstration → practice → professional competence − applied science model o applying academic knowledge in teaching practice o knowledge transmitted by experts → application in practice → professional competence  − reflective model o reflecting on one’s own work helps to develop one’s teaching style o students’ experiences have impact on their own teaching style 3. Theorising from Practice: Building up Professional Competence through Reflective Teaching Wallace (1991): Reflective Practice Model of Professional Development trainee’s received existing knowledge PROFESSIONAL conceptual practice reflection COMPETENCE schemata or mental experiental constructs knowledge Stage 1 Stage 2 GOAL (Pre-Training) (Professional education/development)