Traditi contemporary charts

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Traditi contemporary charts

  1. 1. Are you a traditional or a contemporary teacher?<br />How do you know that?<br />
  2. 2. From the Traditional to the Contemporary in Second Language Teaching and Learning<br />ChangesBeliefs<br />
  3. 3. Our Challenge<br />To incorporate new ways of doing things <br />into existing practice<br />Contemporary Trends<br />
  4. 4. What have stimulated all these changes?<br />
  5. 5. What have stimulated all these changes?<br />Evolution<br />
  6. 6. What areas have changed in SLT and Learning in these contemporary trends?<br />
  7. 7. Syllabus Design<br /><ul><li>Difficulty of separating content and process in a communicative syllabus.
  8. 8. Linguistic specification as second-order activity.</li></li></ul><li>Approach to Teaching(Methodology)<br /><ul><li>Transmission versus interpretation models of learning.
  9. 9. High-structure versus low-structure pedagogical environment.</li></li></ul><li>Role of Learners<br /><ul><li>Passive versus active roles
  10. 10. Reproductive language tasks
  11. 11. Encouraging creative language use</li></li></ul><li>Approach to Language<br /><ul><li>Shortcoming of grammar-translation models of learning.
  12. 12. Teaching grammar communicatively.</li></li></ul><li>Using language texts<br /><ul><li>Authenticity
  13. 13. Student-generated data</li></li></ul><li>Facilities for learning<br /><ul><li>Textbooks and support resources
  14. 14. Information technology and the internet.</li></li></ul><li>Approach to Learning<br /><ul><li>Learning styles and strategies
  15. 15. Adding a “process” dimension.</li></li></ul><li>Classroom Organization<br /><ul><li>Teacher-fronted versus small group
  16. 16. Communication patterns in the workplace.</li></li></ul><li>Assessment<br /><ul><li>Shortcomings of standardized tests
  17. 17. Students self-assessment</li></li></ul><li>Language out of class<br /><ul><li>Strategies for activating language out of class.</li></li></ul><li>Conclusionsabout changes to theory and practice<br />Learners are actively involved in using the language they are learning, and in learning through doing.<br />Learners communicate authentically and learn to use language appropriately<br />Ls. Listen to and read authentic texts of different kinds.<br />Ls. Work together in small cooperative groups. (p. work, g. work)<br />Ts. Help learners to learn useful language.<br />
  18. 18. Our Conclusions<br />
  19. 19. Thanks…………<br />Patricia Mendez<br />Astrid Hernandez<br />Nancy Bautista<br />

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