The document discusses the knowledge base needed for English as a foreign language (EFL) teacher education programs. It examines various frameworks that describe the types of knowledge teachers need, including content knowledge, pedagogical knowledge, and knowledge of learners. The knowledge base of EFL teachers specifically requires language proficiency, cultural understanding, and second language acquisition expertise. The document also analyzes models of teacher learning and reviews studies on the Colombian EFL teacher knowledge base, calling for a more contextualized approach that incorporates local knowledge.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
What is syllabus and 6 types of syllabuses are discusses here. By this ppt you be able to understand how many kinds of syllabuses are there and how they are performed in the classroom for learning L2 languages. Syllabus design is very much essential for foreign language learning in terms of different strategies. In this PowerPoint presentation the definition and examples are discusses very well so that acquisition will easy for learners.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
What is syllabus and 6 types of syllabuses are discusses here. By this ppt you be able to understand how many kinds of syllabuses are there and how they are performed in the classroom for learning L2 languages. Syllabus design is very much essential for foreign language learning in terms of different strategies. In this PowerPoint presentation the definition and examples are discusses very well so that acquisition will easy for learners.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
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This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
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syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
An academic presentation on the integrative and interactive systematization of theory and practice that relates teacher education and critical thinking.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
An academic presentation on the integrative and interactive systematization of theory and practice that relates teacher education and critical thinking.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Introduction
… the focus of research on teacher education needs to shift
from examining what it is that good teachers do in
particular situations to investigating how it is that good
teachers think about particular situations... The nature of
situations
teacher knowledge is much more about how teachers
interpret the complexity and the situated variability of the
practical problems of the classroom, how those
interpretations evolve over time and across settings, and
how and when those interpretations influence decisions and
actions in the classroom. (Doerr & Lesh, 2003, p. 3).
4. Knowledge base
Traditional knowledge base = Basic skills for teaching
Competency in subject matter
Pedagogy (didactics)
Other critical variables
The classroom context Learners' characteristics
Ts' personal experiences Ts' reflective practices Ts' research skills
A need to envision a more complete framework of reference for
professional application (Pineda, 2002).
5. Knowledge base
Teacher's knowledge base (Fenstermarcher, 1994).
Formal knowledge
Based on literature, derived from research and related to
effective teaching. Social, universal, and explicit.
Practical knowledge
Generated by teachers and derived from every day
experimentation and reflection. Personal, situational and
tacit.
6. Knowledge base
Types of knowledge base (Kaur, Yuen & Kaur, 2011)
An effective T needs two types of basic knowledge:
Content knowledge: the knowledge a teacher should posses in
a subject.
Pedagogical knowledge: the teaching and learning of subjects
and their curricula.
7. Knowledge base
Teacher's professional base (Shulman, 1987)
General dimensions of teacher knowledge
- Knowledge of educational ends
- Knowledge of educational contexts
- General pedagogical knowledge
- Knowledge of learners
8. Knowledge base
Teacher's professional base (Shulman, 1987)
Content-speficic dimensions of teacher knowledge
- Curriculum knowledge
- Subject-matter or content knowledge
- Pedagogical content knowledge: a combination of content
and pedagogy that helps Ts make a subject comprehensible
to others.
9. Knowledge base of L2 teachers
Knowledge base in L2 teaching (Faez, 2011)
The expertise, understanding, awareness, knowledge, and
skills that L2 teachers need to possess in order to be
effective teachers.
Lafayette's 3 domains (1993)
- Language proficiency
- Civilization and culture
- Language analysis (L2 acquisition and processing)
10. Knowledge base of L2 teachers
Day's 4 domains (1993)
- Content knowledge (subject-matter)
- Pedagogic knowledge (practices of teaching: classroom
management, lesson planning, etc.)
- Pedagogic content knowledge (specialized teaching of an L2:
grammar, speaking, etc.)
- Support knowledge (different disciplines that inform teachers'
approaches: linguistics, psychology, etc).
11. Knowledge base of L2 teachers
Richard's 6 dimensions (1998)
- Theories of teaching (theoretical bases)
- Teaching skills (teachers' repertoire)
- Communication skills and language proficiency
- Subject matter knowledge
- Pedagogical reasoning and decision making (Complex cognitive
and problem-solving skills)
- Contextual knowledge (educational settings and linguistic
policies)
12. Knowledge base of L2 teachers
Freeman and Johnson's reconceptualization (1998)
Premise: examining how language teachers come to know what
they know and do what they do.
Focus: the activity of learning to be a language teacher.
3 interrelated domains:
(a) the T as learner of language teaching,
(b) schools and schooling as sociohistorical and cultural contexts
for teacher learning, and
(c) the T's pedagogical thinking about language teaching.
13. Knowledge base of L2 teachers
Tarone and Allwright (2005)
A lacking element: the L2 language learner.
L2 teacher's knowledge needs to include a clear understanding
of who learners are and why and how they learn L2.
L2 language teaching is different from other teacher education
disciplines, and should draw on and help develop SLA
research.
14. From L2 base knowledge to pedagogical
reasoning and action
Adapted from Wilson, Shulman and Richert, 1987.
15. From L2 base knowledge to pedagogical
reasoning and action
Models
Calderhead Wallace (1991) Freeman (1991)
(1988)
Integrative model The craft model (expert Teaching as doing
and learner relationship) (skills development)
Practical knowledge
Academic knowledge The applied science Teaching as thinking
Metacognitive model (theory and and doing (knowledge
processes practice) implementation)
Conceptions of
learning to teach The reflective model Teaching as knowing
(knowledge construction) what to do (contextual
a) pre-training interpretation)
b) professional education
c) professional - Interteaching: from
competence dependence to self-
sufficiency.
16. From L2 base knowledge to pedagogical
reasoning and action
Models
Day (1993) Manouchehri Ohata (2007)
(2002)
- The apprentice-expert model Attention to social From better ways to
(observation, instruction, and interaction in professional train teachers to
practice.) development. alternatives to teach
through self-awareness
- The rationalist model (learn- Entering a culture with and reflection.
the-theory-and then-apply-it normative structure and
model) social norms. Challenge and explore
how or why classroom
- The case studies model Guided and systematic actions are influenced
(discussion and analysis of communication and by experiences and
actual case histories ) collaboration are needed. beliefs.
- The integrative model
(pedagogic, content, and
support-based experiences)
17. EFL knowledge base in Colombia
Álvarez (2009)
• Ts’ knowledge base construction = continuous process that involves:
- Ts’ experiences in and out of the classroom
- Ts’ beliefs at different moments of educational life
- Interaction between pre-training knowledge, teacher education knowledge
and teaching activity.
• Colombian Ts seem to look for a balance between the technical dimension of
teaching (content and methodology) and a more social and humanistic view
(role awareness, student and professional settings, etc.)
• Ts’ professional and personal self-perception as pedagogues plays a
significant role in the construction of knowledge base.
18. EFL knowledge base in Colombia
Cárdenas (2009)
• Knowledge transmission and skills development-based models are present, but
more personal and social-oriented models are observable.
• Existence of behaviorist, humanist, constructivist, social constructivist and
reflective perspectives = eclecticism in TE programs. Two interpretations: a lack
of conceptual clarity or an awareness of the need for a multifaceted model.
• Methodological programs seem to focus on: the experiences and beliefs of future
teachers, reflection-based processes, real context practices, ethnography and
action research and performance and process-based evaluation.
• Four basic variables: (a) attitude towards the profession, (b) knowledge that
transcends L2 issues to include specific contexts,(c) immediate use skills and
professional development skills, and (d) awareness about what being a L2
teacher means and demands.
19. EFL knowledge base in Colombia
Usma (2009)
Standardization, internationalization, accreditation, and recent
linguistic and educational policies
• undermine possibilities to acknowledge and promote awareness,
autonomy, diversity and contextualization;
• impose foreign discourses and practices at the expense of local
knowledge; and
• stratify and exclude teachers and institutions based on scores and
rankings.
20. EFL knowledge base in Colombia
Sharkey’s proposal (2009)
• Infuse inquiry into all aspects of the curriculum so that Ts can
generate local knowledge, theorize their practice, and interrogate
the theory and research of others.
• Professional and learning communities of praxis operating on
collaboration and critical reflection.
• A commitment to praxis to transform educational practices and
policies.
21. EFL knowledge base in Colombia
González and Quinchía (2003)
Four main focuses:
- knowledge of local realities
- command of the language
- broad experience in teaching EFL
- experience in research
TEPs must be sensitive to the sociocultural milieu in which learning
and teaching take place, in order to create knowledge.
22. EFL knowledge base in Colombia
González (2007)
The current teacher development model is a representation of colonial, traditional,
and central discourses in ELT that must be reshaped by the new, local, and
peripheral knowledge constructed by Colombian ELT scholars and teachers.
Desired characteristics of EFL TEPs
- application of a post method framework (particularity, practicality, possibility and
macro strategies)
- peripheral knowledge construction
- adequate communication with local scholars and policy makers
- acceptance of counter-discourses and critical theory
23. References
Álvarez, J. (2009). An exploration of Colombian EFL teachers’ knowledge base through teachers’ reflection. Revista Linguagem &
Ensino, 12(1), 73-108.
Calderhead, J. (1988). The development of knowledge structure in learning to teach. In J. Claderhead (Ed.), Teachers’ professional
learning (pp. 51-64). London: The Falmer Press.
Cárdenas, R. (2009). Tendencia globales y locales en la formación de docentes de lenguas extranjeras. ÍKALA, revista de lenguaje y
cultura, 14(22), 71-106.
Day, R. (1993). Models and the knowledge base of second language teacher education. Working papers in second language studies,
11(2), 1-13. Retrieved from http://hawaii.edu/sls/uhwpesl/11(2)/Day.pdf
Doerr, H., & Lesh, R. (2003). Designing research on teachers’ knowledge development (online). Retrieved from
http://www.merga.net.au/documents/RR_doerlesh.pdf
Faez, F. (2011). Points of departure: Developing the knowledge base of ESL and FSL teachers for K-12 programs in Canada. The
Canadian Journal of Applied Linguistics, 14(1), 29-49.
Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in Research on Teaching. Review of Educational
Research, 20, 3-56.
Freeman, D. (1991). Three views to teachers' knowledge. IATEFL Teacher Development Newsletter, December, 1-4.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3),
397-418.
González, A. (2007). Professional Development of EFL Teachers in Colombia: Between Colonial and Local Practices. ÍKALA, Revista de
lenguaje y cultura, 12(18), pp. 309-332.
24. References
González, A., & Quinchía, D. (2003). Tomorrow's EFL teacher educators. Colombian Applied Linguistics Journal, 5, 86-104.
Kaur, G., Yuen, C., & Kaur, S. (2011). Assessing ESL teacher trainees’ content, pedagogical, and professional knowledge base. The
assessment handbook, 4(2), 4-15.
Manouchehri, A. (2002). Developing teaching knowledge through peer discourse. Teaching and Teacher Education, 18, 715–737.
Retrieved from http://www.se.rit.edu/~swami/LearningPapers/Manoucheri2002PeerDiscourse.pdf
Ohata, K. (2007). Teacher development or training? Recent developments in second/foreign language teacher education. The language
research bulletin, 22(1), 1-16. Retrieved from http://web.icu.ac.jp/lrb/vol_22/Kota%20LRB%20V22.pdf
Pineda, C. (2002). Knowledge base for ESL/EFL educators: What does it mean? PROFILE Issues in teachers’ professional development,
3, 9-14.
Richards, J. (1998). Beyond training. Cambridge: Cambridge University Press.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Sharkey, J. (2009). Can we praxize second language teacher education? An invitation to join a collective, collaborative challenge.
ÍKALA: Revista de Lengua y de Cultura, 14(22), 125-150.
Tarone, E., & Allwright, D. (2005). Language teacher-learning and student language learning: Shaping the knowledge base. In D.J.
Tedick (Ed.), Second language teacher education: International perspectives (pp. 5-23). USA: Lawrence Erlbaum Publishers.
Usma, J. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of
global reform. PROFILE Issues in teachers’ professional development, 11, 123-141.
Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge: CUP.
Wilson, S. M., Shulman, L.S., & Richert A. E. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J.
Calderhead (Ed.), Exploring teachers' thinking (pp.104-124). London: Cassell.