This document defines key terms related to teaching English to speakers of other languages (TESOL) and discusses the roles of teachers. It describes L1 as a first language and L2 as a second language. It also discusses different learner groups, teaching environments, and the differences between acquisition and learning. The document emphasizes that teaching does not equal learning, and that learning involves doing rather than just listening. It presents the experiential learning cycle and discusses the need for respect, empathy, and authenticity in the learning environment. Finally, it describes three types of teachers - the explainer, involver, and enabler - and the role of teachers in communicative language teaching.

1. Defining TESOL

2. Some Basic TESOL terms

3. L1
•First
language
L2
•Second
language

4. NS. Vs. NNS
Native speaker
• Native-speaking
teacher
Non-native speaker
• Non-native speaking
teacher

5. • English as a
second
language
ESL
• English as a
foreign
language
EFL

6. Adults
Leaner groups
VYL YL Adult
Young
adult

7. Teaching environment
Public
sector
private
sector

8. Acquisition Learning

9. Individual
differences
Language
aptitude
motivation
personality
IQ
Learning
styles
Prior
experience

10. Accuracy Fluency

11. L1 interference
LAD: Language Acquisition device

12. World English
englishes

13. Some Myths about
Teaching & Learning
English
Please look at your handout.

14. The Roles of a Teacher

15. 1. looking around some
classroom doors
Pictures of 4 different classes
 Andrea’s class
 Maia’s Class
 Lee’s Class
 Paoli’s Class
See your handout

16. Different teacher types
Andrea’s class
• teacher as a manager
Maia’s Class
• not traditional teaching, but still manages the conversation
Lee’s Class
• ‘presentation type’
Paoli’s Class
• Teacher – sets up activities, checks and gives feedback

17. What is a teacher for?
• Language learners don’t always need teachers
• 3 types of language learning
(1) self-study (2) picking up (3) classroom work
• Question: When you picture a ‘teacher’ in
your head, what images comes to mind?
- teachers from your schooldays
- Entertainer teaching vs. traditional teaching

18. Characteristics of traditional
teaching
- chalk and talk’
- Transmitting knowledge
- Teacher is in control of class, talks the most and
teacher is the most active person in the
classroom

19. Characteristics of traditional
teaching
- Students listen, concentrate and take notes
‘jug and mug’ : the knowledge being poured
from one receptacle into an empty one
<= Teacher as a knower; their demonstration or
explanation (transmission) leads to learning
- Teacher as a good explainer? [informing a large
number of people about a topic]

20. Teaching & learning
T ≠L
- Teaching does not equal learning
- Learning demands energy & attention from
the learner
- Being in a class in the presence of a teacher
and ‘listening attentively’ is enough for learning?
[very passive learner/ teacher ‘radiates’
knowledge]
- Teaching is only one factor in what is learned.

21. How useful are explanations?
- Language learning does not benefit much from
long explanations
Explanation in L2 – extra workload
Explanation in L1 – not very useful
<= ‘ability to use a language’ is more of a skill
you learn by doing it

22. How useful are explanations?
- Things learners need to do are beyond simply
listening to explanations
: gain exposure to comprehensible samples of
language => play with and communicate with the
language
- classroom working styles in a number of
different modes
-talk themselves

23. What’s a teacher for?
- To help learning to happen
‘methodology’ is what a teacher uses to try and
reach the goal
- Learner’s expectation of a teacher

24. The experiential learning
cycle
Do
Recall
Reflect
Conclude
Prepare

25. The experiential learning
cycle
- Doing something
- Recalling what happened
- Reflecting on that
- Drawing conclusions from the reflection
- Using those conclusions to inform and prepare
for future practical experience

26. The experiential learning
cycle
- The cycle represents how people learn ; ‘doing
things themselves’
- A good teacher should care about enabling of
learning
-Using language rather than lecturing about
them
-Being ‘over-helpful’ gets in the way of learning
-Students should learn to learn; know how to
learn -Students’ mistakes are okay

27. Fundamental assumptions
- People learn more by doing things themselves
rather than by being told about them
- Learners are intelligent, fully functioning
humans, not simply receptacles for passed-on
knowledge; learning involves the whole person
(intellect, feelings, desires, physical reactions,
instincts, dreams etc.)
- Students are not ‘blank slates’ [John Locke]

28. Things needed to make learning
environment effective
- Respect: a positive and non-judgmental regard
for one another
- Empathy: being able to see things from the
other person’s perspective
- Authenticity: being oneself without hiding
behind job titles, roles or masks

29. Three kinds of teacher
The explainer
• teacher with knowledge but lack of teaching methodology
The involver
• teacher with both knowledge and methodology
• involves students actively
The enabler
• confident enough to share control with learners
• Teacher as a guide, counselor or ‘resource of information
when needed’

30. Three kinds of teacher
Subject matter Methodology People
Explainer 
Involver  
Enabler   

31. Teacher in CLT (Communicative language
teaching)
- learner-centered teaching
- learner autonomy