1) The document discusses two contrasting approaches to teaching foreign languages - a comprehensible input approach that focuses on meaningful input and minimizes explicit grammar instruction, and a skill-acquisition approach that emphasizes explicit grammar explanation and structured practice.
2) It explores the debate around whether consciously learned language can become subconsciously acquired and debates the relative merits of implicit versus explicit instruction.
3) The key message is that there is no consensus on the best approach and teachers need to select an eclectic approach that suits their context and beliefs while aiming to maximize meaningful input and opportunities for oral practice.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
Listen - The Gist is in the Detail IH WebinarChris Ożóg
Have you ever had a learner who has been taking classes for a while and yet still bemoans the fact that English speakers eat their words or that listening is too difficult? This is quite a common complaint and can lead to frustration for learners of even higher levels. But what can we, as teachers, do about it? How can we try to help them? We have listening in our lessons and the learners seem to get the majority of the questions right each time, so surely they are ok at listening, right? This webinar looks at why this might not actually be the case and what might be causing the learners' problems in the first place. We'll look at some aspects of listening that are often neglected in class, such as the importance of pronunciation and priming, before I suggest some activities and approaches to teaching listening that aim to help the learners develop their skills, rather than simply practice them.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
Listen - The Gist is in the Detail IH WebinarChris Ożóg
Have you ever had a learner who has been taking classes for a while and yet still bemoans the fact that English speakers eat their words or that listening is too difficult? This is quite a common complaint and can lead to frustration for learners of even higher levels. But what can we, as teachers, do about it? How can we try to help them? We have listening in our lessons and the learners seem to get the majority of the questions right each time, so surely they are ok at listening, right? This webinar looks at why this might not actually be the case and what might be causing the learners' problems in the first place. We'll look at some aspects of listening that are often neglected in class, such as the importance of pronunciation and priming, before I suggest some activities and approaches to teaching listening that aim to help the learners develop their skills, rather than simply practice them.
Education Webinar Series: Creating ACTFL-Aligned, Authentic Lessons for Highe...Transparent Language, Inc.
Transparent Language is proud to host a variety of FREE webinars aimed at educating teachers on how they can effectively teach languages with technology.
Teaching higher-level language learners requires a lot of planning time and creativity. After all, don’t all teachers want authentic, engaging lessons that continue to help their students achieve higher language skills? Text books are often antiquated and lack real-time culture. Teachers’ daily schedules are full, leaving little time to devote to creating new, quality lessons for higher-level language learners. This webinar will focus on creating real-time, engaging lessons at all levels based on the ACTFL proficiency scale.
Reading Horizons is an effective phonics method for teaching ELL students. To learn more visit www.readinghorizons.com/elevate
Ever wonder if teaching phonics to English Language Learners (ELLs) works?
Heidi Hyte, Reading Horizons ESL Director, will discuss this topic in an exclusive web presentation. You will learn:
--The relevancy of teaching phonics to ELLs.
--Specific English language skills that ELLs gain.
--Reasons for teaching phonics to ELLs of various levels.
ResearchED English & MFL, Oxford 1 April 2017 Session 2: It's Not Too LateDianne Murphy
We surveyed the extent of illiteracy at secondary school, touched on the reasons why poor reading persists over five years of secondary education, and demonstrated through research and case studies that it is not too late to effect remarkable change for all students.
Education Webinar Series: Creating ACTFL-Aligned, Authentic Lessons for Highe...Transparent Language, Inc.
Transparent Language is proud to host a variety of FREE webinars aimed at educating teachers on how they can effectively teach languages with technology.
Teaching higher-level language learners requires a lot of planning time and creativity. After all, don’t all teachers want authentic, engaging lessons that continue to help their students achieve higher language skills? Text books are often antiquated and lack real-time culture. Teachers’ daily schedules are full, leaving little time to devote to creating new, quality lessons for higher-level language learners. This webinar will focus on creating real-time, engaging lessons at all levels based on the ACTFL proficiency scale.
Reading Horizons is an effective phonics method for teaching ELL students. To learn more visit www.readinghorizons.com/elevate
Ever wonder if teaching phonics to English Language Learners (ELLs) works?
Heidi Hyte, Reading Horizons ESL Director, will discuss this topic in an exclusive web presentation. You will learn:
--The relevancy of teaching phonics to ELLs.
--Specific English language skills that ELLs gain.
--Reasons for teaching phonics to ELLs of various levels.
ResearchED English & MFL, Oxford 1 April 2017 Session 2: It's Not Too LateDianne Murphy
We surveyed the extent of illiteracy at secondary school, touched on the reasons why poor reading persists over five years of secondary education, and demonstrated through research and case studies that it is not too late to effect remarkable change for all students.
SlideShare now has a player specifically designed for infographics. Upload your infographics now and see them take off! Need advice on creating infographics? This presentation includes tips for producing stand-out infographics. Read more about the new SlideShare infographics player here: http://wp.me/p24NNG-2ay
This infographic was designed by Column Five: http://columnfivemedia.com/
No need to wonder how the best on SlideShare do it. The Masters of SlideShare provides storytelling, design, customization and promotion tips from 13 experts of the form. Learn what it takes to master this type of content marketing yourself.
10 Ways to Win at SlideShare SEO & Presentation OptimizationOneupweb
Thank you, SlideShare, for teaching us that PowerPoint presentations don't have to be a total bore. But in order to tap SlideShare's 60 million global users, you must optimize. Here are 10 quick tips to make your next presentation highly engaging, shareable and well worth the effort.
For more content marketing tips: http://www.oneupweb.com/blog/
Are you new to SlideShare? Are you looking to fine tune your channel plan? Are you using SlideShare but are looking for ways to enhance what you're doing? How can you use SlideShare for content marketing tactics such as lead generation, calls-to-action to other pieces of your content, or thought leadership? Read more from the CMI team in their latest SlideShare presentation on SlideShare.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
ResearchEd Oxford
1. It’s not what you do, it’s the way that you do it.
Steve Smith
ResearchEd English and MFL, Oxford 1.4.17
2. THE NEXT BIG THING?
• Grammar-translation
• Direct methods
• Audio-lingualism
• Natural acquisition
• Communicative Language Teaching
• Post-methods era? Hybrid approaches?
• L.G. Kelly (1969) 25 centuries of language teaching (online)
3. PRINCIPLED ECLECTICISM? (1)
• Make sure students receive as much meaningful, stimulating L2
input as possible. Lightbown and Spada (2013): “Comprehension
of meaningful language is the foundation of language
acquisition.”
• Lots of opportunities to practise orally, both in a tightly structured
fashion led by the teacher and through communication with other
students. Recycle language as much as possible.
• Use a balanced mixture of the four skills of listening, speaking,
reading and writing.
4. PRINCIPLED ECLECTICISM (2)
• Select and sequence the vocabulary and grammar you expose
students to. Do not overload them with too much new language at
once. Focus on high frequency language.
• Explain rules, but don’t spend too much time on this. Students need
to use the language, not talk about it. Research provides some
support for the explicit teaching and practice of rules.
• Aim to enhance proficiency – the ability to independently use the
language promptly in real situations.
• Source: The Language Teacher Toolkit (2016)
5. ARE YOU AN INPUTTER OR SKILL-
BUILDER?
Comprehensible input Skill-acquisition
Implicit Explicit
Focus on meaning Focus on form
Minimal explicit grammar explanation and
practice
More extensive explanation and structured
practice
Focus on listening and reading (input) Focus on speaking and writing (output)
Natural Classroom-based
Sub-conscious acquisition Conscious learning
Language learning unique Language learning like learning of any skill
6. TSC REPORT ON PEDAGOGY
• Favours skill-acquisition
• PPP Presentation, Practice, Production
• Present grammar, do phonics, show grammar in input, practise
towards automaticity
https://www.tscouncil.org.uk/wp-content/uploads/2016/12/MFL-
Pedagogy-Review-Report-2.pdf
Selective use of research evidence?
7. IMPLICATIONS OF YOUR MODEL? (1)
Input tasks
- Listening to recordings and doing comprehension tasks
- Listening to the teacher
- Watching and listening to a video
- Reading an article or story and doing comprehension tasks
- Doing extensive reading
- Doing a cloze task with the focus on meaning
- Playing bingo
- Doing a crossword from TL to English
- Watching a film
8. IMPLICATIONS OF YOUR MODEL? (2)
Output tasks
- Doing a grammar-translation task (e.g. translating from L1 to L2)
- Writing a composition "cold", with little help from a source text
- Doing a cloze exercise with the focus on grammatical accuracy
- Playing hangman
- Solving anagrams
- Doing a crossword from English to TL
- Creating a grammar presentation
- Designing a poster
- Creating a PowerPoint
9. IMPLICATIONS OF YOUR MODEL? (3)
Input/output tasks
- Doing an information gap task (focus on both listening and output)
- General unscripted conversation
- Teacher-led oral drills and question answer
- Playing the game Alibi
Conclusion? Balance required? Favour input tasks?
10. THE INTERFACE ISSUE
• Can consciously learned language become “internalised” (part
of your “mental representation” of the language”)? Can it cross
the conscious/sub-conscious interface?
• Most teachers assume it can
• Skill acquisition models assume it can
• Natural acquisition supporters (Krashen, VanPatten) say not
• Weak interface - Nick Ellis – compromise position
• Balance of opinion – implicit acquisition still most important
11. ARE YOU AN INPUTTER OR SKILL-
BUILDER?
Comprehensible input Skill-acquisition
Implicit Explicit
Focus on meaning Focus on form
Minimal explicit grammar explanation and
practice
More extensive explanation and structured
practice
Focus on listening and reading (input) Focus on speaking and writing (output)
Natural Classroom-based
Sub-conscious acquisition Conscious learning
Language learning unique Language learning like learning of any skill
12. TWO CONTRASTING APPROACHES
Michaela Community School, Wembley
• Literacy based, bilingual approach
• Focus on written word, accuracy and phonics
• No games, no pictures, no target language immersion
• Pre-empt error, discourage it
• Rote learn and recycle complex chunks
• Translate a lot; compare with English (“dodgy translation”)
• Read aloud a lot
• Assumption: acquisition occurs through mastery of form and total
transparency. Never leave pupils confused. “Comprehension of
meaningful language” but Learning L2 is NOT like learning L1.
13. TPRS (TEACHING PROFICIENCY THROUGH
READING AND STORYTELLING)
• Minimise grammatical explanation – “pop-ups”
• Stay in TL as much as possible
• Lots of stories,“circling” and reading
• Accept error as a natural part of acquisition
• Elements of acting out
• Avoid formal tasks such as learning conjugations and vocab
lists (“failed method”)
Assumption: acquisition occurs through meaningful
“compelling” input and not forcing output. Learning L2 is like
learning L1.
14. MESSAGES FOR TEACHERS?
• Research evidence not yet mature – skill-acquisition gaining
ground
• Teachers need a clear rationale for their approach and believe
in it
• Should we focus less on “methods”, more on delivery?
• Generic teacher skills (Lemov) perhaps trump language
teaching methodology. Whatever method you use do it well!
• You get good at what you practise
15. TWO QUOTATIONS
“The greatest impact on learning is the daily lived experiences of
students in classrooms, and that is determined much more by
how teachers teach than by what they teach.”
D. Wiliam (2011) Embedded Formative Assessment
This can include pedagogical bias, but also generic teacher skill.
16. “In education, “what works?” is not the right question because
everything works somewhere and nothing works everywhere, so
what’s interesting, what’s important in education is: “Under what
conditions does this work?”
D. Wiliam (widely quoted)
17. OFSTED 2007-2010 GOOD AND OUTSTANDING
• well-managed relationships: teachers took care to build up
students’ confidence and encourage them to take risks
• teachers’ good subject knowledge, including knowledge of the
examination syllabus
• clear objectives in lesson plans, ensuring that prior learning
was recapped, and that the lesson had a logical structure
• good demonstration of the target language by the teacher
• lively and varied lessons which students enjoyed
• effective, collaborative work in groups and on paired tasks
18. OFSTED 2007-2010 GOOD AND OUTSTANDING
• careful monitoring of students’ progress.
• planning that took students through a logical series activities
and catered for the needs of all students
• pace and challenge: students were expected to do a lot of work
in the lesson
• thorough practice of new work before students were expected
to use it
• very effective use of activities bringing the whole class together
to test learning, monitor progress and redirect the lesson if
necessary
19. FURTHER READING
• The Language Teacher Toolkit (Steve Smith and Gianfranco
Conti, 2016)
• Becoming an Outstanding Languages Teacher (Routledge,
forthcoming)
• Language Teacher Toolkit frenchteachernet.blogspot.co.uk
• The Language Gym gianfrancoconti.wordpress.com
Twitter @spsmith45 Facebook The Language Teacher Toolkit
20. OTHER REFERENCES
• Ellis, N. (2007) The weak interface, consciousness, and form-
focused instruction – in Form Focused Instruction and Teacher
Education: Studies in Honour of Rod Ellis
• Kelly, L.G. (1969) 25 Centuries of Language Teaching
• Krashen, S. Principles and Practice in Second Language
Acquisition (1982)
• Lemov, D. (2015) Teach Like a Champion 2.0
• Lightbown, P. and Spada, N. (2013) How Languages are Learned
(4th ed)