This document discusses the relationship between educational theory and classroom practice in teaching English to speakers of other languages (TESOL). It provides an overview of several learning theories (e.g. behaviorism, constructivism, socioconstructivism) and how they can inform practical teaching approaches and activities. The document also examines concepts related to language acquisition, such as comprehensible input/output, the zone of proximal development, and reducing foreign language anxiety. Overall, it aims to bridge the gap between theory and practice in TESOL by offering specific classroom applications and examples based on established learning theories.

1. Theory to Practice and Back in TESOL
Theory to Practice and Back in TESOL, CATESOL 2010
Plan
Theory Practice
Review
Rebekah Sidman-Taveau, PhD and Marie Takai, M.A.
SOME TERMS
Imposter Syndrome: a psychological phenomenon in which people think that they do not deserve their accomplishments
made by their hard work.
Non-Native Speaker dilemma: Some non-native speakers think that the fluency and language intuition of a native
English speaker is required in English teaching, even though these are not easily attainable by a non-native speaker.
SOME THEORY SOME PRACTICE
Behaviorist learning theory: Learning is a change in Break concepts into discreet points, students imitate and repeat,
behavior acquired through conditioning. provide reinforcement and corrective feedback.
Constructivist learning theory: Learners actively Start from what students know helping them to access
construct their own knowledge. New knowledge is background knowledge. Let student interests and needs drive
built from prior knowledge. learning. Put learners at the center of activity, learning through
doing e.g. communicative activities, projects, experiential
learning.
Socioconstructivist learning theory: Learning is a Help learners enter into authentic social discourse situations:
social process. Knowledge is first constructed in the authentic conversations, sharing, negotiations, debates,
social realm and then appropriated by individuals collaborative projects, oral presentation and writing for a real
(Bruning et al., 1999). audiences
Multiple Intelligence Theory: Nine Intelligences Activating more than one intelligence promotes effective
interactively play a significant role in successful language learning. Musical and bodily-kinesthetic activity can
learning. (Gardner 1993) be powerful tools.
Comprehensible Output Hypothesis: Language Give learners opportunities to speak in situations where they
acquisition depends on comprehensible output, have real goals, where listeners will have to seek clarification
communicative opportunities for meaningful when communication breakdown occurs and speakers will have
negotiated interaction (Swain, 1995). to correct and reconstruct their conceptions
Zone of Proximal Development (ZPD): determined Assess student knowledge and levels and teach to their ZPD.
by the distance between the actual development of the Scaffold; model, coach, and guide students; provide just enough
learner and the potential development of a learner with support for a learner to extend his or her skills or knowledge but
the guidance or support of a more knowledgeable other not so much that the problem is solved for the learner (Lantolf,
(Vygotsky, 1978). & Appel, 1998)..
Affective Filter Hypothesis high anxiety, low Help reduce student anxiety by using games, music, art, and
motivation, and low confidence can work together to positive feedback; by honoring students’ culture, providing
increase the affective filter and form a mental block familiar contexts, encouraging a mastery orientation, and
that prevents comprehensible input from being used for perceiving errors as learning opportunities. Have students “take
acquisition (1985) their emotional temperature.” (Oxford, 1991)

2. Theory to Practice and Back in TESOL
SOME MORE TERMS SOME MORE PRACTICE EXAMPLES
Intrinsic Motivation: having a natural interest and Model your joy in learning and speaking the target language.
curiosity, an enjoyment in the task itself Encourage mastery orientation. Engage students in meaningful
activities with real purposes and audiences
Instrumental Motivation (IM) : motivation due to an A focus on test scores, grades, and competition encourages IM;
external factor such as getting a good grade, winning a however, it is best not to overdue the external rewards. IM can
prize, or impressing others. be useful but is not as strong or lasting as intrinsic motivation.
Integrative Motivation: a desire to identify with the Teach students about the culture(s) associated with the target
target language culture and positive attitudes toward language putting language into engaging cultural contexts: e.g.
the learning environment (Gardner, 1985) exploring music, food, art, and other aspects of the culture (s).
Foreign Language Anxiety(FLA): “A known Help reduce student anxiety using games, music, art, positive
condition that occurs in certain situations where a feedback, by honoring students’ culture, providing familiar
person is required to speak a foreign language”. It can contexts, perceiving errors as learning opportunities, and
cause nervousness, embarrassment, worry, dread, encouraging students to “take their emotional temperatures”.
difficulty concentrating, and many other uncomfortable Allow practice and warm up before oral presentations and whole
symptoms. FLA often occurs when speaking in front of class discussions. Role play challenging oral tasks such as phone
a group, with a perceived authority, or on the telephone calls or meetings with different types of authorities.
(Horwitz qtd in Randall, 2008).
Presenter Contact Information:
Mari Takai (Marie), M.A., Japanese instructor and curriculum designer, Sunnyvale-
Cupertino Adult Education
mari.k.takai@gmail.com
Rebekah Sidman-Taveau, PhD, Director of ESL Services, San Francisco Art Institute,
Part Time Faculty, San José State University, Department of Secondary Education
rtaveau@sfai.edu
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Mastery goal orientation – where students are concerned about acquiring new skills, about the process of
learning, and about using effort. This is in contrast to a Performance goal orientation- where students are
concerned about being able, about outperforming others, and achieving success with little effort.

3. Theory to Practice and Back in TESOL
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