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Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
Tesol 11 routledge pptho
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Tesol 11 routledge pptho

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Handout from TESOL 2011 for our Routledge Publisher's Presentation promoting What Language Teachers Need to Know Volumes I and II.

Handout from TESOL 2011 for our Routledge Publisher's Presentation promoting What Language Teachers Need to Know Volumes I and II.

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  • 1. Understanding Learners and Facilitating Learning: What Teachers Need to Know TESOL 2011 New Orleans Denise E. Murray Macquarie University MaryAnn Christison University of UtahTHE WORLD OF ENGLISH
  • 2. Learners of English“Within the space of a few years, therecould be around 2 billion people learningEnglish in many different contexts roundthe world.” (Graddol 2006, p. 100)
  • 3. Whose English? (Kachru 1986) Expanding circle Outer circle Inner circle
  • 4. WARM-UP ACTIVITY Overview of session• Warm-up activity• Group explorations – Classroom data – What teachers need to know• Overview of volumes – Contents – Who it is for – Features
  • 5. Task 1 and 2EXPLORE VIGNETTES. READVIGNETTE AND ANSWER THEQUESTIONS. Who is this for?• Teachers with different – Contexts – Levels – Purposes for learning
  • 6. Focus of volumes• What English language teachers need to know and be able to do for their students to learn English
  • 7. Task 2WHAT DO YOU THINKENGLISH LANGUAGETEACHERS NEED TO KNOW?IN GROUPS, CREATE A LISTOF TOPICS. CONTENT OF THE VOLUMES
  • 8. What English Teachers Need to Know Volume I: Understanding LearningPart I: Identity and Setting Part II: Language awareness Part III: Learning Part IV: ProfessionalismWhat English Teachers Need to Know Volume I: Understanding LearningPart I: Identity and Setting 1. Learner identities 2. The world of English 3. English language teaching around the world 4. The cultural context 5. Learning about identity and setting Part II: Language awareness 6. The sound system 7. The system of words 8. The sentence system 9. Beyond the sentences: Spoken and written language
  • 9. What English Teachers Need to Know Volume I: Understanding Learning Part III: Learning 10. Theories of learning 11. An introduction to second language acquisition 12. Second language acquisition and second language pedagogy 13. Learning theories in the classroom Part IV: Professionalism 14. Sustaining professionalismWhat English Teachers Need to Know Volume II: Facilitating Learning Part I: Planning Part II: Instructing for Learning Part III: Assessing for learning
  • 10. What English Teachers Need to KnowVolume II: Facilitating Learning Part I: Planning 1. Planning curriculum 2. Planning lesson content 3. Planning activities and managing classroom interaction 4. Selecting and adapting materialsWhat English Teachers Need to KnowVolume II: Facilitating Learning Part II: Instructing for learning 6. Teaching young learners 7. Teaching adolescent learners 8. Adult immigrants and refugees 9. Workplace literacy 10. Integrating language and content 11. Exploring one’s own instruction
  • 11. What English Teachers Need to KnowVolume II: Facilitating Learning Part III: Assessing for learning 12. Formative and alternative assessment 13. Large-scale assessment 14. Program evaluation Features • Situated in current research • Sample data • Classroom vignettes • Activities/tasks for interactive reading – Explore – Reflect – Expand

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