An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
Cultivating teacher trainees’ experiences of integrating emerging educational...Dr. David Kabugo
Luganda language is one of the indigenous languages spoken by people of Uganda. Out of the 45+ indigenous languages of Uganda, Luganda is the most widely spoken with more than eight million speakers (Namyalo, 2013). Although Luganda is a fairly well documented language, and while it is being taught as a subject of study at some education institutions in Uganda, many young learners of this generation are slowly detaching themselves from its study (LTA, 2014). The need to address this challenge is urgent. Otherwise, many young learners of this generation will continue to detach themselves from the study of Luganda. When this challenge is not addressed, Luganda language will lose its continuity and risk becoming extinct. The larger study from which this paper emerges aimed at cultivating teacher-trainees’ experiences of utilising emerging technologies (ETs) in teaching to revitalise Luganda language.
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.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
Effects of the Computer Mediated Communication Interaction on Vocabulary Impr...TELKOMNIKA JOURNAL
This study examined the effect of CMC interaction on Iranian EFL learners’ vocabulary improvement. The study was carried out on the basis of a comparative design and tried to compare CMC with face to-face interactions in the Iranian EFL learners in order to see whether the learners’ lexical knowledge improved by the CMC interaction. Participants of the study were advanced learners studying in a language institute. The Oxford placement test was used to determine the Iranian EFL learners’ proficiency level and ensure a homogeneous sample. Then, the participants were randomly assigned to one control group (face-to-face interaction) and one experimental group (CMC interaction) in order to compare the effect of CMC on the learners’ vocabulary improvement. The learners took a pre-test to select 12 target lexical items, treatment activity to perform information-gap task, and two immediate and delayed post-tests for assessing the acquisition of new lexical items. Yahoo Messenger was used to provide the chat communication. The research provided evidence that there was a significant relationship between the use of CMC interaction and face-to-face interaction with regard to improvement in the learners’ vocabulary learning. The result indicated that the learners’ vocabulary learning improved more in CMC interaction in comparison to face-to-face interaction. In addition, there was a significant difference in negotiating the meaning of new lexical items through CMC interaction in comparison to face-to-face interaction. Moreover, the results indicated that in terms of signal, the CMC interaction outperformed face-to-face group.
My presentation at the ‘Second International Conference on Telecollaboration in Higher Education - New Directions in Telecollaborative Research and Practice’ which took place in Trinity College Dublin, Ireland from 21 to 23 April 2016.
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
Cultivating teacher trainees’ experiences of integrating emerging educational...Dr. David Kabugo
Luganda language is one of the indigenous languages spoken by people of Uganda. Out of the 45+ indigenous languages of Uganda, Luganda is the most widely spoken with more than eight million speakers (Namyalo, 2013). Although Luganda is a fairly well documented language, and while it is being taught as a subject of study at some education institutions in Uganda, many young learners of this generation are slowly detaching themselves from its study (LTA, 2014). The need to address this challenge is urgent. Otherwise, many young learners of this generation will continue to detach themselves from the study of Luganda. When this challenge is not addressed, Luganda language will lose its continuity and risk becoming extinct. The larger study from which this paper emerges aimed at cultivating teacher-trainees’ experiences of utilising emerging technologies (ETs) in teaching to revitalise Luganda language.
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.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
Effects of the Computer Mediated Communication Interaction on Vocabulary Impr...TELKOMNIKA JOURNAL
This study examined the effect of CMC interaction on Iranian EFL learners’ vocabulary improvement. The study was carried out on the basis of a comparative design and tried to compare CMC with face to-face interactions in the Iranian EFL learners in order to see whether the learners’ lexical knowledge improved by the CMC interaction. Participants of the study were advanced learners studying in a language institute. The Oxford placement test was used to determine the Iranian EFL learners’ proficiency level and ensure a homogeneous sample. Then, the participants were randomly assigned to one control group (face-to-face interaction) and one experimental group (CMC interaction) in order to compare the effect of CMC on the learners’ vocabulary improvement. The learners took a pre-test to select 12 target lexical items, treatment activity to perform information-gap task, and two immediate and delayed post-tests for assessing the acquisition of new lexical items. Yahoo Messenger was used to provide the chat communication. The research provided evidence that there was a significant relationship between the use of CMC interaction and face-to-face interaction with regard to improvement in the learners’ vocabulary learning. The result indicated that the learners’ vocabulary learning improved more in CMC interaction in comparison to face-to-face interaction. In addition, there was a significant difference in negotiating the meaning of new lexical items through CMC interaction in comparison to face-to-face interaction. Moreover, the results indicated that in terms of signal, the CMC interaction outperformed face-to-face group.
My presentation at the ‘Second International Conference on Telecollaboration in Higher Education - New Directions in Telecollaborative Research and Practice’ which took place in Trinity College Dublin, Ireland from 21 to 23 April 2016.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
The article attempts to examine the importance of balancing linguistic competence and teaching performance in learning and teaching English as a foreign language. It explains, how important is for English of a foreign language has good knowledge of grammar and vocabulary (linguistic competence) as well as strategies or methods (performance) to help students in their classroom. To reach this goal, it is suggested that EFL teachers should be continuously in professional development training to develop these skills.
Mother tongue based education as the aplication of critical pedagogy in timor...barr0336
This presentation provides an overview of mother tongue based education as the practical application of Critical pedagogy of Paulo Freire in Timor-Leste.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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
unwillingness to rectify this violation through action requires accountability.
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
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Tarbiat Modares University
Faculty of Humanities
Department of English Language Teaching
Course: Applied Linguistics in Teaching Languages
Instructor: Dr. Tajeddin
Presenter: Adil Irahyyim
RICHARD JOHNSTONE
Language Teacher Education
2. Introduction
Social, Political, and Cultural Background
Aspects of Provison
Ideology and Process
From Novice to Expert
LTE and Applied Lingustics Research
Summary:
3. Introduction
What is Language Teacher Education (LTE) ?
Is concerned with the professional development of language
teachers. It is concerned with the social, political, and cultural
factors that affect the teaching of specific languages. Its coverage
includes methodologies, curriculum development, syllabus design,
material development, and evaluation and testing.
4. The situation in teacher training reflects the historical development of an education
system, of a socioeconomic system and of the political character of a country.
In Spain a policy of decentralization since the mid-1980s had led to the rise of
autonomous regions and the establishment of teachers’ centers as the main location for
continuing education courses.
In Portugal, the rights of teachers to continuing education within normal working hours
had been established by law, along with the right to apply for sabbatical leave in order to
take a higher degree or do research which would be of professional benefit.
In Ireland, the emphasis in initial teacher education (ITE) was on the teacher as a teacher
rather than as a subject specialist, which led to some language teaching being undertaken
by teachers without a formal language qualification or expertise, and with a consequent
role for in-service of compensating for ITE.
5. More recently, in many parts of the “developed world” LTE has become
more problematic than at any time in its past, as a new political and managerial
ideology of education overtakes it. for example , in “developed” countries such
as the UK, USA, and Australia educational policy-making has become
increasingly political.
As a result of globalization, LTE is immediately “engaged” in diverse ways.
These may include the promotion of international English, the promotion of
other major languages in order to restrain or at least compliment them the
seemingly irresistible rise of international English, the maintenance and
revitalization of lesser-used heritage or community languages, and the
development of a strategy for “languages education”
6. Aspects of Provison
A framework for LTE provision:
Aspects of
provision
Particular instances
Stage of LTE •Pre-service • On-the-job •In-service
For which
sector
• Pre-school •Elementary school •Secondary
school • Further or higher education •
Informal education
Types of
provision
• 1-day seminars • Conferences • Short
courses • Higher degrees •
Undergraduate programs
Modes of
provision
• Direct contact • Mixed-mode • Mixed
mode • Web-based
• Higher Education • Teachers • Accredited
7. Aspects of Provison
A framework for LTE provision:
Aspects of
provision
Particular instances
Receivers • Teachers • Teacher educators • School
management • Students preparing to become
teachers
Stakeholders • Teacher education providers • Students preparing to
become teachers • Parents • Staff in schools •
Students learning languages
Functions • Training • Education • Personal
development
Key provision
factors
• International and national agencies • Teacher supply
• Continuous professional contact • Adequate
conditions of work
8. A framework for LTE provision:
The “ownership” of LTE may be plotted across three phases.
In phase 1, it was “owned” by LTE professionals who in keeping
with professionals generally were trusted to put their particular
expertise at the service of society, e.g., It is possible that some LTE
courses for TESOL still fall into this category, taking students from
many different countries, giving them what the staff considers will be
a good LTE experience.
phase 2, LTE professionals are considered as “providers” in a
provider-client relationship and are held accountable for the extent to
which they satisfy “customers” such as Ministries, local authorities,
and schools.
phase 3, LTE is viewed as not being owned exclusively by any one
group but as jointly owned by a range of stakeholders. As a
9. What is provided?
LTE providers can support language teachers, student teachers, and others
in respect of:
The implications of particular language policies and guidelines.
Proficiency in the languages they teach.
Pedagogy, assessment, and evaluation.
First and additional language development and the relation of this to multiple
literacies and to cognitive, emotional, and personal development.
Language structure (including discourse), function, and use.
Intercultural development.
Autonomy, including learner and teacher development.
ICT (information and communications technology).
Affective characteristics of learners, e.g., Attitudes, motivation, anxiety.
Cognitive characteristics of learners, e.g., Aptitude, learning strategy, verbal and
other ability.
Languages in society.
Teachers as researchers and as users of research.
10. ProvisionFactors International and national
agencies
Teacher supply
Continuous professional
contact
Adequate conditions of
work
Supportive ethos
Some of the “provision factors” that exercise a positive or a
negative influence on LTE.
11. The “provision factors” that exercise a positive or a negative
influence on LTE.
International and national agencies:
The European Commission has invested
very large sums of money in programs that
have helped internationalize LTE by
bringing together networks of language
teacher educators from different member
states in order to develop strategies and
materials suitable for the pre-service
education of language teachers in primary
(elementary) schools. Of similar value have
been the international workshops for LTE
staff put on by the Council of Europe,
dealing with major policy priorities such as
the reintroduction of modern languages at
12. The “provision factors” that exercise a positive or a negative
influence on LTE.
International and national agencies:
Other agents that serve to promote
transnational developments in LTE across
the world are “cultural institutes” such as
the British Council, the French Institute,
and other cultural bodies associated with
particular consulates. Each of these are
organizations of one particular country, but
they have many bases across the world
with a mission to promote their particular
languages and the cultures associated with
them.
13. The “provision factors” that exercise a positive or a negative
influence on LTE.
Teacher supply:
A key aspect of provision must be the
supply of an adequate number of
adequately educated and trained
teachers. However, this is often a major
problem. Central to this provision must
be a combination of good teaching and
of adequate proficiency in the languages
concerned, but often this combination is
not available.
14. The “provision factors” that exercise a positive or a negative
influence on LTE.
Continuous professional contact:
Fullan (1991, p. 53) claims that “teachers do
receive information literature and must attend
workshops here and there, but they do not have
the opportunity for continuous professional
contact, which would become necessary for
becoming aware of and following up of innovative
ideas.”
Brown & McIntyre (1993, p. 13) claim a major flaw
with in-service courses has been that “almost
always, in-service has been based on a ‘deficit
model’ of teaching. . . The emphasis has been on
the identification of what it is thought teachers
ought to be doing and are not doing, and an
appropriate action to remedy matters.” They claim
this deficit model makes it difficult for teachers to
recognize their own skillfulness and discourages
15. The “provision factors” that exercise a positive or a
negative influence on LTE.
Adequate conditions of work:
Crookes (1997a, 1997b) believes that the general working
conditions of many second and foreign language teachers
are unsatisfactory, with the consequence that the
relationship between teaching and research is almost non-
existent, and “there are grounds for grave concern when
we consider the factors influencing second and foreign
language teachers and teaching in many parts of the
world”. These include long classroom hours, lack of
preparation time, lack of funds for materials and
equipment, and limited time for reading, writing, or
reflection. He concludes that “the work conditions of
second and foreign language teachers, the conception of
a teacher’s responsibilities, and the conception of
schools’ responsibilities in sustaining professional
16. The “provision factors” that exercise a positive or a
negative influence on LTE.
Supportive ethos:
The factor that strongly influences LTE
is the provision of a supportive ethos
within the academic institution where
LTE is located. Where a supportive
ethos does not exist and priorities lie
elsewhere, then the quality of LTE can
be compromised. Many LTE staff.
17. Ideology and Process
Freeman’s (2002) excellent review of teacher knowledge and teacher learning traces
the emergence of a view of teaching as “mental activity” proceeding through three
phases.
In the first phase, pre-1980, the notion of “mental activity” was absent, as the content and
the methodology of a teacher’s task existed in two totally separate and “given” domains
Then in the years 1980–90 there came a phase in which what was happening inside a
teacher’s head became worthy of research and development interest, as teachers came to be
seen as decision makers.
Finally, in the last ten years of the decade, as language teachers were understood as seeking
to bring content and methodology together and to reconcile different images which were
operating simultaneously, including not only an image of the self as a teacher at present, and
of the learners who were being taught but also as embodied in a number of former and
potential selves, for example as a trainee teacher, as a learner, as a future expert.
19. Ideology and Process
Competency-based LTE:
On this approach, competencies are specified which relate
to practice. They are not derived exclusively or even mainly
from research, but tend more often to reflect pragmatic
discussion among stakeholders, with inputs not only from
teacher educators but also teaching and management staff
in schools or other institutions, accrediting bodies, parents’
representatives, researchers, and ministry or local officials.
The competences constitute a checklist of specific
functional objectives toward which the trainee aspires.
Although in some countries they undoubtedly reflect
political and bureaucratic demands for control and
20. Ideology and Process
Reflection-based LTE
A reflective approach is a reaction against the forces of
bureaucracy, centralization, and control which have been
descending on teacher education. Teachers in fact should
not be seen simply as “deliverers” of a fixed “curriculum,”
but should be valued as reflective professionals who frame
and re-frame problems and test out their interpretations and
solutions. Underlying this view is an assumption that
teachers’ knowledge is not arrived at purely by scientific
means, but that “professionals display skills for which they
cannot state the rules and procedures”.
21. Ideology and Process
Reflection-based LTE
Van Lier (1996) has also raised a possible problem with “the
content of the reflecting,” arguing it is often impossible to
separate what goes on in class from what goes on
elsewhere in the worlds of the students and their teachers. It
may be difficult or impossible to access relevant information
of this sort so as to be able to reflect on it, and some
teachers may feel reluctant to engage fully with the policy or
administrative issues that directly or indirectly affect what
happens in class
22. Ideology and Process
Teachers’ knowledge and beliefs
LTE clearly has an important role in encouraging teachers
to explore and refine their own belief systems.
Richards and Lockhart (1994) argue that teachers’ belief
systems are derived from a number of sources: their own
experience as language learners; experience of what works best;
established practice; personality factors; educationally-based or
research-based principles (e.g., cooperative learning); principles
derived from an approach or method (e.g., communicative
language teaching). In order to make coherent sense of beliefs
emanating from sources as diverse as these, teachers need time
away from the pressures of “real-time” teaching in order to allow
the particles of belief from these sources to form a belief system
in which they can then monitor and further adapt.
23. Ideology and Process
Teachers’ knowledge and beliefs:
Freeman (1991) suggests that articulation is a process through which teachers clarify
tensions in their professional practice and he outlines three sorts of implications:
First, there is the importance of articulation in connecting personal knowledge to empirical
knowledge.
Second, articulation can help in fostering reflection which contextualizes teachers’
knowledge.
Third, articulation can support the role of emotions and moral beliefs in the sense-making
process.
- Freeman (2002) argues that is the core activity of teacher education and which cannot
thrive in a culture of prescription and transmission. For Freeman, teachers’ mental lives
represent the hidden side of teacher education, and the challenge is to create a sociocultural
environment in which these mental lives can be richly fulfilled.
24. From Novice to Expert
LTE has a central role in helping teachers learn how
to record, reflect on, and profit from their own
thoughts in relation to their practice, and to use this
for their own professional development from novice
to expert.
Antonek, McCormick, and Donato (1997) argue that
student-teacher portfolios can do more than inform
teacher educators about what student teachers have
been doing and thinking; they can also help student
teachers form a professional identity.
The characteristics of working portfolios are that they are
developed over time and allow the author to take risks.
They are also socially constructed because they derive
from the students interacting with learners, fellow
25. From Novice to Expert
In her account of 26 diary studies of novice English as a second language (ESL)
teachers in the USA, Numrich (1996) found that their early preoccupations were
with their own teaching needs, for example creating a suitable classroom
atmosphere by making the classroom a comfortable, safe environment,
establishing control when students talk, being creative and varied in their
teaching. The diaries revealed aspects which replicated their own second
language learning, such as integrating culture into the language teaching process
and giving students a need to communicate; but they also identified areas where
the novice teacher consciously departed from her own second language learning,
for example, they were less prone to correcting errors or to teaching grammar
than their own teachers had been with them.
The studies reveal important insight into what makes an expert or experienced
teachers tick. It is not the case, however, that the process of moving from
inexperienced teacher to expert is entirely one of extending and refining one’s
repertoire. Some, though not all, inexperienced teachers display a wider and
more imaginative repertoire of teaching than do their more experienced seniors.
In some senses, the experienced teachers “get by” and achieve good results not
26. LTE and Applied Linguistics
Research:
There are five roles within LTE to which applied
linguistics research might make a key contribution:
1- A “But it’s not quite like that” role. In many countries across
Europe and elsewhere there is a massive policy commitment to the early
introduction of an additional language.
2 - A “Maybe this is worth considering” role. Here, LTE staff might
draw on applied linguistics research in order to discuss with language
teachers the possibility of trying out new ideas deriving from applied
linguistics research.
3 - A “How might we evaluate/analyze/measure/better
understand our practice?” role. A major example of large-scale
teacher participation in action research, with clear benefits to LTE, is
given by Burton (1997).
27. LTE and Applied Linguistics
Research:
4- A “Can we analyze what we really think about/mean by
this?” role. This is an area in which LTE staff have a vital role
to play in helping teachers and other stakeholders explore,
interrogate, and refine their own knowledge, learning, and
beliefs. In this, they may act as a link between the different
discourses of applied linguistics and of common-sense
language pedagogy.
5 - A “But haven’t we been here before, so what are we going
to do about it this time?” role. During the 1960s and 1970s,
there were several attempts at introducing modern foreign
languages in primary (elementary) school education