This document provides an overview of the topics and assignments for an English language teaching methods course. It includes:
1. An introduction to the course and assignments, including an intro blog post describing the student's teaching context and goals.
2. An overview of key topics like critical approaches to TESOL, moving from traditional to critical pedagogy, and sociocultural theories of language learning.
3. Brief descriptions of different language teaching methods and a critique of the concept of "method" in favor of a post-method approach.
4. Course objectives to help students develop culturally relevant and flexible teaching practices informed by critical perspectives.
This is a PowerPoint presentation that explores some of my work over the years. Please do connect with me via email if you have any questions. Look forward to connect with you!
Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2014). Cultural Country Profiles and their Applicability for Conflict Prevention and Intervention in Higher Education. In: Stracke, C.M., Ehlers, U.-D., Creelman, A., & Shamarina-Heidenreich, T. (Eds.), Proceedings of the European Conference LINQ & EIF 2014, Crete, Greece, Changing the trajectory – Quality for Opening up Education, Logos Verlag Berlin GmbH, Berlin, pp. 58-66.
Teachers’ Classroom Practice to develop students English Writing Skills at pr...Md. Mehadi Rahman
Objectives: The present qualitative study investigates teachers’ classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument
of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students’ rote learning and used Bangla as a medium of instruction. The study also found teachers’ challenges like large class size, extra workload, lack of
teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers’ current practice in Bangladesh does not help students to develop their writing skill at all.
This is a PowerPoint presentation that explores some of my work over the years. Please do connect with me via email if you have any questions. Look forward to connect with you!
Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2014). Cultural Country Profiles and their Applicability for Conflict Prevention and Intervention in Higher Education. In: Stracke, C.M., Ehlers, U.-D., Creelman, A., & Shamarina-Heidenreich, T. (Eds.), Proceedings of the European Conference LINQ & EIF 2014, Crete, Greece, Changing the trajectory – Quality for Opening up Education, Logos Verlag Berlin GmbH, Berlin, pp. 58-66.
Teachers’ Classroom Practice to develop students English Writing Skills at pr...Md. Mehadi Rahman
Objectives: The present qualitative study investigates teachers’ classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument
of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students’ rote learning and used Bangla as a medium of instruction. The study also found teachers’ challenges like large class size, extra workload, lack of
teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers’ current practice in Bangladesh does not help students to develop their writing skill at all.
Assessment for cultural learning in contexts for students learning. By an interchange for minimun needs. Indeed this can enhange your qualifications in social studies habilities in language. By Vielka Reece D.
Running head YOUR THEORETICAL POSITIONALITY 1ACADEMIC SUMMARY.docxagnesdcarey33086
Running head: YOUR THEORETICAL POSITIONALITY 1
ACADEMIC SUMMARY 4
YOUR THEORETICAL POSITIONALITY 2
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Sarita Phumvichit
California State University, San Bernardino
College of Education: EDUC 605
December 3, 2014
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Within the field of philosophy of education, there are a great number of philosophical frameworks that explain the nature and the basis of education and schooling process. Each educational theory helps educators to have more thorough understanding about how they could fit in the field of education by using a combination of theories and practices that could bridge a gap between the abstract and the practice in educational realms. As education is a field, each of us has a certain framework that reinforces our practices. For me, a combination of four main theories of education: social transmission theories; conflict theories; interpretive theories; and social transformation theories, would be best employed to describe my perspectives towards education including my particular positionality at this moment of my academic trajectory.
To begin with, based on social transmission theories, schools function as breeders who reproduce values that serve the intellectual, political, economic, and social purposes of the mainstream society. As a matter of fact, such notions seem to be held true in today’s rapidly changing world because one of the main purposes why children go to school is to be able to function “properly” in the society. For instance, through schooling, children are educated to become well-equipped assets of the society. Being prepared and trained to become quality workforce, children learn how to behave and be responsible for playing appropriate roles to serve the society. As DeMarrais and LeCompte (1999) mention “schooling serves to reinforce the existing social and political order” (p. 7). From social transmission theories’ viewpoints, schooling engages children in the learning process and educates them in order to meet the mainstream society’s demands so that the society would not be in chaos. Such the theory seems to be true to me particularly in today’s capitalism world where almost every person has to increase his/her skill and knowledge through schooling so that they can be qualified “commodities in the labor market” (p. 10). In other words, although it is widely held that schools serve as tools to keep wealth and power of the privilege, it is quite difficult to refuse that students still need to be a part of the system as a fine way to add values to themselves in job markets.
Secondly, as far as conflict theories are concerned, part of my theoretical positionality as an educator is s.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Agenda Welcome, TESOLers!/Applied Linguists! Student Introduction: Who are WE? Class Activity: Six words memoir Course Introduction Critical Approaches in TESOL Course Blog Introduction: http://beyondmethodsfall2011.blogspot.com/ Assignments
3. Six word memoir Can you write a six word story about yourself? It can be related to your passion in TESOL, language/culture, any experience. For sale: baby shoes, never used--Hemingway I love books more than people. I’m not writing another stupid word. grown up, no money, loving life Never too old to climb trees. I recycle everything but my lies. Check out more life stories @ http://www.smithmag.net/sixwords/
4. Keep in mind that… “ We cannot prepare teachers to tackle so many unpredictable needs, wants and situations; we can only help them develop a capacity to generate varied and situation-specific ideas within a general framework that makes sense in terms of current pedagogical and theoretical knowledge. (Pennycook1992, p. 41)
5. This course aims to… ….help pre-service teachers develop materials and pedagogical practices that accommodate academic and sociocultural needs of the 21st century’s diverse classroom contexts. Drawing on the principles of critical pedagogy and sociocultural theories of language learning, this course also aims to raise pre-service teachers’ awareness on important language issues such as developing pedagogical choices, being aware and doing something discriminatory language policies, developing culturally relevant material in K-16 and paying attention to first language maintenance of ESL students.
6. Course Objectives This course aims to: raise pre-service teachers’ awareness on the needs of different types of English language learners (e.g. ESL, EFL, 1.5 generation) in the U.S. school systems; move away from the traditional view of “teacher as knowledge provider” to “teacher as facilitators” and “transformative practitioners”; examine current issues related to language, identity, and culture in relation to ESL methods and material development; help pre-service teachers learn how to maximize learning opportunities; facilitate negotiated interaction, contextualize linguistic input, integrate language skills, promote learner autonomy, and raise cultural consciousness demystify mainstream English language methods and raise awareness that there is no best method out there.
7. Course Materials Required Materials and Texts: Kumaravadivelu, B. (2006). Beyond methods. Macrostrategies for language teaching. Yale University Press. 2. An individual blog account 3. Research Articles are available on e-reserve. 4. Richards, J. & Renandya, W. (2002). Methodology in language teaching. An anthology of current practice. Cambridge Press.
9. Multiple Stories of TESOL: Shifting Perspectives Focusing on Learners: Hybrid identities (ESL, 1.5 generation, adult multilinguals, international scholars etc.) Motivation vs Investment Moving from a product focused learning towards process focused ones. Moving from pre-planned curricula to a flexible, diverse and open-ended curricula From Traditionalist views to Critical Pedagogy
12. Students are blank slates that needs to be filled with new information (transmission/banking model)
13.
14. Learning is a socially-situated participatory practice. It is done in collaborative processes.
15. Students experiences are not only shaped by their past learning but also shaped by the social, political, economic and cultural background and environment in which they have grown up.
16.
17. How to be Critically Conscious? According to Ira Shor (1992) a student can be critically conscious by: Thinking, reading, writing, and speaking while going beneath the surface meaning A student must go beyond: Myths, clichés, received wisdom, and mere opinions Amazon, 2008
18. Overview of Methods in ELT GTM ALM CLL Silent Way Suggestopedia TPR CLT Etc.
19. A critical look at the Concept of Method Method is a prescriptive concept that articulates positivist, progressivist, and patriarchal understanding of teaching and plays an important role in maintaining inequalities between, on the one hand, predominantly male academics, and on the other hand, female teachers and language classrooms on the international power periphery.
20. Key ideas: Second Language education is involved in a complex nexus of social, cultural. Economic and political relationships that involve students, teachers, and theorists in different positions of power. Schools as reproduction of social and cultural inequalities—How can schools act as agents of social and cultural reproduction? How do schools question the status quo? Language and language teaching as inscribed in relations of power and therefore political issues.
21. Fundamental weaknesses of the concept of Method Imposition of technique over theory Language teaching cannot be defined in terms of teaching methods alone. Each method being succeeded by a better one? The promise of even better techniques?
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23. Methods “reflects a particular view of the world and is articulated in the interests of unequal power relationships” (Pennycook, 1998, pp. 589–590),
24. All methods are interested and there is no best method (Pennycook, 1998)
25.
26. Assignments Read the syllabus carefully. Ask questions via email or visit me during my office hours. Send me your blog address TODAY! Intro Blog Posting: Please describe the context in which you teach/wish to teach. Feel free to comment on the social, economic and cultural aspects of your teaching environment. Why do you think it is important to be knowledgeable and conscious about TESOL issues? What are your goals as a language educator? What do you hope to gain as a result of this course? Best Wishes for a Productive Year.
Editor's Notes
Language learning situations is unpredictable, fluid, and multiple….
The field used to identify learners as individuals as learning machines who acquire a new set of linguistic tools. The discussions about language input and learners production do not anymore reflect the real learning situationStudents bring multiple identities. With the advent of globalization, internationalisation many children of migrants are now form a new hybrid identites---the traditional language learning theories does not take into account the diverse contexts.There have also been many discussions in terms of students motivation—Many researchers such as Gardner talked about instrumental versus integrative motivation (also the distinction between intrinsic—personal interst and extrinsic motoivation – learning under external cumpulsion)— the schoolarship have been heavily focused on cognitive and psychological factors of learning a second language.however later we recognized that not all learners are motivated by desire to learn english. BUT now we have arange of deeper prepectives that frames the issue of motivation and second language learning in a different perspective. Bony Norton a scholar form British columbia has used the term “investment” ton demonstrate how commitment to gaining material and symbolic resources help learners develop oppositional identities ofr the voice they develop in the new language.
I would like to briefly discuss the models of reproduction in TESOL and the models of resistance that comes with critical pedagogy. While as languafge teacher educator I try to promote a pedagogy of possibility which emphasizes the inclusive and diverse education practices, I find myself and I se that my studesnt also find themselves in the middle of competing pedagogiesClassrooms– dynamic contexts in which learners are provided with opportunities to explore issues that are important to them and their communities.Learning--CP locates learning in a nexus of political, social, economic conditions defining the communities within which learners live.
Many scholars after 90s, argues that there is no best method in TESOL. Methods usually shaped and contributed to the unequal power relationships. Research and practoice in the globalized word show that methods only have limiting impact on language teaching and learning. Methods do not help when teachers face with a wide range of complex classroom practices.
Contrary to Chomskian cognitive theories, this view implies that language is socially constructed rather than linguistically intrinsic. As discussed above, the linguistic theory of Chomsky, which asserts an “ideal speaker-listener in a completely homogenous speech community”(Chomsky, 1965, p.3), brought the terms such as ‘language acquisition devise’, ‘universal grammar’ and ‘transformational generative grammar’ to the field of SLA. However, Hymes criticized Chomsky as being ‘formalistic and context-free’ (Hymes, 1972).