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Chapter 7: DESCRIBING LEARNING CONTEXT

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by

Maria A Telaina

on 21 May 2014

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Transcript of Chapter 7: DESCRIBING LEARNING CONTEXT

The place and means of instruction
Large classes:
They present challenges.

Key elements in successful large-group teaching:
be organised
establish routines
use a different pace for different activities
maximise individual work
use students
use worksheets
use pairwork and groupwork
use chorus reaction
take account of vision and acoustics
use the size of the group in your advantage.
Class size
Classes vary in size:
private lessons (teacher deals with one student at a time)
teachers deals with about 100 students.
Techniques employed will depend on how big the classes are.
Schools and language schools

In-school and in-company

Real and virtual learning environments
Teaching one-to-one:
There is only a student and a teacher ("private lessons")
It has its advantages (e.g.: give feedback) and drawbacks too (e.g.: lack of rapport).
It is important to:
make a good impression
be well-prepared
be flexible
adapt to the student
listen and watch
give explanations and guidelines
don't be afraid to say no
Managing mixed ability
It is one of the most common worry of teachers.
In private language schools and institutes, this situation is controlled.
In a differentiated classroom there are a variety of learning options designed.
Working with different context
:
Teachers can provide students with different material.
When teachers offer different content, they allow students to make choices.
Sometimes it may cause a problematic situation.
Different student actions:

Teachers can:
give students different tasks
give students different roles
reward early finishers
encourage different student responses
identify student strengths

What the teacher does

Teachers will treat different students differently:
responding to students
being inclusive
flexible groupings

Realistic mixed-ability teaching

Ideal classroom: to have time and opportunity to work with individuals-as-individuals.
As regards differentiation, teachers need to work in what is possible and what is not.


Foreign-language students and their first language

English = medium of communication in a classroom. Sometimes, students translate what they are learning in their heads.
Switching between L1 and L2 develops naturally.
Students' identity is shaped by their L1.
Students operate in the classroom in their L1 and in the language they are studying.
Monolingual, bilingual and multilingual
Useful in planning, self-evaluation and learner training.
Useful for students to notice differences between L1 and the target language.
Use of translation activities.
The benefits of using the L1 in the L2 classroom

The teacher may not share students' L1.
It restricts students' exposure to L2.
Sometimes teachers use the L1 language more than they intended.
Disadvantages of using the L1 in the L2 classroom
Taking a stand
It is important to:
acknowledge the L1.
use appropriate L1 and L2 activities.
differentiate between levels.
agree clear guidelines.
use encouragement and persuasion.
Escuela Normal Superior Nº 15“Domingo Faustino Sarmiento”
Profesorado en Inglés

Didactics II - 4th year.

Teacher: Alvarez, Maria Verónica.

Student: Telaina, Maria Anneris.
By Jeremy Harmer
THE PRACTICE OF ENGLISH LANGUAGE TEACHING
DESCRIBING LEARNING CONTEX
T
CHAPTER 7
Full transcript