ELT Session 1: Introduction to English Language Teaching - PDF
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Uploaded by StunningFarce
Richards (2012)
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Summary
This document introduces key elements of English language teaching, including language proficiency, content knowledge, teaching skills, and contextual knowledge. It also explores different models of teacher education, emphasizing the importance of reflective practice for professional development.
Full Transcript
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)