Essentials for Successful English Language Teaching

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Essentials for Teaching ESL

Brand new Book. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking skills Utilize alternative assessment, and Promote English language teachers as co-learners along with their students. Seller Inventory LHB Book Description Continnuum-3PL, Delivered from our UK warehouse in 4 to 14 business days. Book Description Continuum, Never used!

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Farrell ; George Jacobs. Publisher: Continuum , This specific ISBN edition is currently not available.

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View all copies of this ISBN edition:. About the Author : Thomas S. Review : "Written in a clear and easy-to-understand language, the book provides a great source of inspirations for language practitioners who wish to develop their professionalism and become more learner- and learning-centred in their teaching.

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Front matter

Even if we do not agree with the student suggestions and do not implement changes that our second language students suggest, the process itself provides an opportunity to dialogue with our students about why we teach the way we do. We maintain that this dialogue, apart from giving our students more practical knowledge and practice in using the second language they are learning at that time, also shows that we are listening to them.

Teaching English without Teaching English - Roberto Guzman - TEDxUPRM

The teacher gives each team member a different piece of reading material on a related topic students can choose these topics or leave it to the teacher. Such materials include those that students 23 24 Essentials for Successful English Language Teaching have made themselves, such as stories they have written, oral or written recounts of experiences they have had, as well as materials students have found and brought to class, including lyrics of songs that they enjoy.

Increasing access to the internet has greatly facilitated locating such materials. Indeed, electronic tools have also provided new opportunities for students to make their own materials, such as their own slide shows. However, student-generated can mean more than just that the materials are written by those students or found by them. If students are writing texts with which they have no felt connection or they are finding texts on topics which have no appeal to them, have we really moved forward? The teacher had been teaching a Writing class that focused on different types of letters, such as letters to make appointments or to report information.

The students had studied all this before and were just going through the motions, writing unconvincing letters full of careless errors. The teacher knew that something had to be done before everyone — students and teacher — collapsed from boredom. He read a short story to the class, and invited the class to create their own book of stories. Students enjoyed the story, and enthusiastically began writing their own, going through the writing process, caring about the quality of what they were writing.

When the course ended, this student gave the teacher a letter of thanks abridged below : Previously, my writing teachers gave me low marks. I doubted my ability. I reckoned myself as not a manager of the language. Hence, wherever I wrote, I paid little attention to it, just carried it on as a task. But you encouraged me.

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Self-confidence was part of my character again. So, when you asked us to write a short story, I decided to write my real experience, and it was a success, because I had become a manager of language. I am encouraged more than I can say. TV soaps provide such examples of authentic language that is real and has not been graded for any particular level.

No response is required. They should write these and try to draw a picture of each person. The use of TV soaps is an excellent way to promote Learner Autonomy because it can show that TV programs in English can be accessible to students of all levels of proficiency, and that English language learning can even be fun. Role of teachers When students have more explicit control over their own learning, as a true CLT approach to second language learning suggests, teachers need to be more flexible in allowing this and thus become true facilitators of learning.

This situation adds spontaneity to teaching, but it now requires us teachers to stay on our teaching toes. But this is a good thing because now we can look for learning opportunities and teachable moments that we would not normally be open to in planned lessons because we would be focused on following the plan. This also shows our students that they have certain responsibilities and roles when attempting to become autonomous learners. Role of students Sometimes the slaves become enamored of their chains and are reluctant to accept freedom. Having teachers make all the decisions can become the accepted and expected practice.

So, if the students are given more scope for self-determination, they may reject it and criticize the teachers who offer it. The opposite extreme occurs when students warmly welcome that freedom but use it for purposes other than learning.

10 Essential Elements of Language Learning

We maintain however that when we give our students the freedom to discover their own learning possibilities they will lift their perceived chains of learning past and rise to these freedoms by making wise learning choices for themselves. For example, second language students may want to take part in choosing the media see also above in which they learn, such as learning via online or print resources, and the way in which they present their idea, e.

In this way, students are exposed to a broader range of possibilities when they hear about or see what their classmates are doing or have done. Conclusion This chapter outlined the concept of Learner Autonomy where second language students begin from a dependent position learning the second language from the teacher to independence in using the second language autonomously, or from a near total dependency on the second language teacher in the beginning of the learning process to near independence as they learn how to direct their own education.

Second language students can become autonomous learners by acknowledging their preferred learning style and by monitoring their use of and exploiting their use of appropriate learning strategies. In other words, they focus on their strengths and limit their weaknesses. Of course controversies remain in this Learner Autonomy essential of the CLT paradigm such as to what extent and at what point should second language teachers intervene when students are, in our opinion, making incorrect decisions? And how much control should students have over curriculum decisions?

After all, teachers are supposed to be the second language education experts and our students come to us for direction, and we are the ones with the teaching qualifications. It is good to recognize these issues while at the same time realizing that the ultimate aim of our second language students is to become proficient in the second language so that they can become fully autonomous and successful members of our.

Reflections z z z z z z z What does Learner Autonomy mean to you?


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What does learner-centeredness mean to you? What are the differences between Learner Autonomy and learner-centeredness? Are you a learner-centered teacher? How do you know? How can teachers encourage students to learn for themselves? Do you think teachers should always choose learning materials for their students to study?

If yes, why? If no, why not? What is a situation in which you could encourage your students to bring in their own materials? How can computers and the internet help students find and share materials? Do you think John is a typical language teacher or not? Explain your answer. Did you ever have similar reflections as John? Do you have a similar maxim?

If not, what maxim or maxims would you use to explain how you interpret Learner Autonomy? David is only in his second year of language teaching, but he is a firm believer in the use of group activities, based on his own experiences as a learner and on the research and theory he read while studying for his MA TESL.

On the first day of class, David assigned students to work in groups so as to get a mix in each group based on proficiency in English and age level, as many non-traditional older students were taking the course. But David has faith that cooperative learning activities can work because they worked when he was a college student and they had worked pretty well with his ESL students last year. So, David went to the library and also talked with his more experienced colleague Melodee Metzger.

Based on what he learned from his reading and from Melodee, David plans to try two things to make group work more successful in his class. First, he has decided to do some teambuilding activities in which students tell their partners about themselves. For example, students will do the cooperative learning technique Write-Pair-Switch in which they first work alone to Write, then Pair with a partner and tell the partner what they wrote and why they wrote it, and finally Switch partners and tell their new partner what their first partner had written and the thinking behind their writing.

As discussed in the previous chapter on Learner Autonomy, this next essential element within the CLT approach to second language education emphasizes the Social Nature of Learning.

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