REVIEWER-IN-ELS-129-Key-Points.pdf

OVERVIEW: ISSUES & PERSPECTIVES IN ENGLISH LANGUAGE TEACHING English Language Teaching (ELT) refers to the process of teaching the English language to non-native speakers. This encompasses a variety of educational practices, methods, and approac...

OVERVIEW: ISSUES & PERSPECTIVES IN ENGLISH LANGUAGE TEACHING English Language Teaching (ELT) refers to the process of teaching the English language to non-native speakers. This encompasses a variety of educational practices, methods, and approaches aimed at helping learners acquire proficiency in English. can occur in a range of settings, including schools, language institutes, online platforms, and private tutoring sessions. (Several key reasons) Global Communication. Economic Opportunities. Access to Information. Educational Resources Digital Content Academic and Research Collaboration. Personal Empowerment. Educational Quality and Standards. Approximately 379 million people speak English as their first language. Around 1.5 billion people speak English globally, including both native and non-native speakers. Common Issues in English Language Teaching 1. Student Motivation Lack of Relevance Poor Engagement Fear of Failure Low Self-Efficacy External Pressures Inadequate Feedback Cultural and Linguistic Barriers Emotional and Psychological Issues Unclear Goals 2. Cultural Differences Communication Styles (Direct vs Indirect Communication/ Non-verbal Communication)  Learning Preferences (Individual vs Group Learning) Classroom Etiquette (Behavior Expectations) Cultural Norms and Values (Learning from mistakes) Strategies for Addressing Cultural Differences Cultural Sensitivity Inclusive Curriculum Flexible Teaching Methods Encourage Open Communication Provide Clear Instructions Seek Feedback 3. Language Proficiency Levels (Varied Needs and Paces) Differing Skill Levels Pace of Learning (Difficulty in Designing Activities) Balanced Activities Engagement Issues (Assessment Challenges) Fair Assessment Feedback (Confidence and Motivation) Self-Esteem Peer Comparisons Strategies for Addressing Proficiency Level Differences Flexible Grouping Step-by-Step Guidance Targeted Assistance Peer Tutoring Flexible Assessment Foster a Positive Environment 4. Availability of Resources (Limited Access to Materials) Outdated Resources Scarcity of Resources (Technological Constraints) Lack of Technology  Software and Applications (Financial Constraints) Budget Limitations Cost of Subscriptions (Inadequate Teacher Training) Lack of Training Professional Development Solutions (Leveraging Free and Open Resources) Open Educational Resources (OERs) Government and NGO Support (Innovative Resource Use) DIY Materials Community Resources (Advocacy and Funding) Seek Grants Community Support  HISTORICAL FOUNDATIONS Grammar-Translation Method (19th Century) is a traditional approach to language teaching that emphasizes the explicit teaching of grammar rules and the translation of sentences between the target language and the native language. Direct Method (Late 19th Century) is a language teaching approach that emphasizes immersive, natural use of the target language, focusing on speaking and listening skills rather than explicit grammarinstruction and translation. How does Direct Method works? Natural Use of Language: Promotes learning a language in a way similar to how we naturally acquire our first language. Focus on Conversation: Classes emphasize speaking and listening. Interactive Activities: Lessons often include interactive activities. Contextual Learning: Vocabulary and grammar are taught in context. Visual and Contextual Clues: Teachers use gestures, visuals, and contextual cues to help students without translating them into the native language. Correct Pronunciation: There is a strong emphasis on accurate pronunciation and fluency. Audiolingual Method (1940's-1960's) is a language teaching approach that focuses on the systematic practice of listening and speaking skills through repetitive drills and exercises. This method emphasizes language learning through imitation, reinforcement, and habit formation. was widely used and effective for developing oral proficiency and structural accuracy, it has been criticized for its lack offocus on communicative competence and real-world language use. Key Features Focus on Listening and Speaking: The primary goal is to develop oral proficiency. Repetition and Drills: The method relies heavily on repetitive drills and pattern practice. Emphasis on Pronunciation: Correct pronunciation is highly emphasized. Structured Grammar Instruction: Grammar is taught through controlled practice and is integrated into the drills.  Behaviorist Principles: Based on behaviorist psychology, the method assumes that language learning is a process of habit formation. Minimal Use of Native Language: Instruction is conducted primarily in the target language. Dialogues and Conversations: Lessons often involve dialogues and role-plays that model everyday conversations. Communicative Language Teaching (1970's-present) is an approach to language teaching that emphasizes interaction as the primary means of learning and using a new language. The core idea behind CLT is that the main goal of language learning is to enable students to communicate effectively and fluently in real-life situations. Advantages of CLT Improved Fluency. Engaging and Motivating. Holistic Learning. Challenges of CLT Time-Consuming. Variability in Student Proficiency. Balancing Accuracy and Fluency. Task-Based Language Teaching (1980's-present) is a teaching approach that focuses on using meaningful tasks as the central part of language instruction. Instead of learning language through isolated grammar lessons or vocabulary drills, TBL uses real-world tasks to teach language skills. Key Points of TBL Doing Real Tasks. Using the Language for Communication.  PROFESSIONAL DEVELOPMENT Professional development refers to the continuous process of improving and increasing one's skills, knowledge, and competencies in a professional context. In the educational field, it specifically pertains to the activities and opportunities that educators engage in to enhance their teaching practice, stay current with new research and methodologies, and ultimately improve student learning outcomes. It is important because it has the potential to open opportunities for career advancement, such as promotions. use other names, including staff development, in-service training, professional learning, or continuing education. informal contexts such as discussions among work colleagues, independent reading and research, observations of a colleague’s work, or other learning from a peer. Research has shown that teaching quality and school leadership are the most important factors in raising student achievement. For teachers and school and district leaders to be as effective as possible, they continually expand their knowledge and skills to implement the best educational practices. Even experienced teachers confront great challenges each year, including changes in subject content, new instructional methods, advances in technology, changed laws and procedures, and student learning needs. With extra support, teachers learn more effective practices to apply to daily challenges. Ongoing development creates a culture of learning throughout the school and supports educators’ efforts to engage students in learning. Good teaching is not an accident. While some teachers are more naturally gifted than others, all effective teaching is the result of study, reflection, practice, and hard work. Professional development is not effective unless it causes teachers to improve their instruction or causes administrators to become better school leaders. When educators learn, students learn more. Anyone concerned about their students’ futures will want to support a cycle of continuous professional growth for educators. Types Workshops and Seminars Courses &CertificationPrograms  Peer Observations & Coaching Professional Learning Communities Conferences & Conventions Online Courses Individual/Group Action Research Benefits Improved Skills Boost Confidence and Credibility Develop Leadership Skills Build Network Career Advancement Challenges Time Constraints Funding and Resources Relevance and Quality of Training Application of New Skills Lack of Support and Follow-Up Resistance to Change Administrative Support Balancing Professional and Personal Life Technology Integration Evaluation and Impact Measurement Equity and Access