ELTAD (Hall) - Exploring English Language Teaching

Generic text for the ELTAD diploma on ESL teaching in general.

The Teachers Role

• The teacher acts as a manager, organizing and facilitating classroom activities and resources.

• The teacher is a motivator, encouraging and inspiring learners to participate and persevere.

• The teacher serves as a facilitator, creating a supportive environment and guiding learners to discover and apply language independently.

Classroom Interaction Patterns

• Teacher-fronted: The teacher is at the center of the interaction, often lecturing or leading a question-and-answer session. This can be efficient for presenting new information.

• Learner-centered: Activities involve learners interacting with each other, such as in pair or group work. This promotes genuine communication and active language use.

• The Initiation-Response-Feedback (IRF) pattern is a common but sometimes limiting type of interaction where the teacher initiates a question, a student responds, and the teacher provides feedback.

The Learner’s Roles

• Learners are not passive recipients of knowledge but active participants in their own learning process.

• Learners are also collaborators, working with peers to achieve shared goals and practice language in a low-stakes environment.

• Learners are decision-makers, taking responsibility for their learning by making choices about activities, materials, and learning strategies.

The Classroom as a Social Space

• The language classroom is not just a place for learning but also a social environment where relationships and a sense of community are built.

• The classroom culture—the shared values and norms of the group—influences what kind of interactions are possible and how comfortable learners feel.

• Effective teachers understand the dynamics of the social space and actively work to create a positive and safe atmosphere where learners are not afraid to make mistakes.

Classroom Management

• Classroom management involves creating and maintaining an orderly and productive learning environment through effective organization of space, time, and resources.

• It is proactive, focusing on preventing problems before they occur by establishing clear rules and routines.

• Effective management is crucial for maximizing learning time and ensuring that all students have the opportunity to participate.

Teacher Talk

• Teacher talk, also known as TTT (Teacher Talking Time), refers to the amount and quality of the language the teacher uses in the classroom.

• It can be a valuable resource for learners, providing authentic input and models of correct language use.

• However, excessive TTT can limit opportunities for students to practice speaking, highlighting the importance of balancing teacher-led instruction with student interaction.

Providing Feedback

• Feedback is a key component of the learning process, helping students understand their strengths and weaknesses.

• It can be corrective (focused on fixing errors) or non-corrective (focused on encouragement and praise for successful communication).

• The timing and manner of feedback are critical. Immediate correction can interrupt fluency, while delayed or written feedback can encourage self-correction.

Scaffolding

• Scaffolding is a support structure provided by the teacher to help learners perform a task they could not complete on their own.

• Examples include providing vocabulary, breaking a task into smaller steps, or asking guiding questions.

• The goal of scaffolding is to enable the learner to eventually perform the task independently, with the support gradually being removed as they become more proficient.

Wait Time

• Wait time is the pause a teacher takes after asking a question before accepting a student's answer.

• Increasing wait time, even by just a few seconds, can lead to more complex and thoughtful student responses.

• It also provides an opportunity for all students to formulate their thoughts, rather than just the quickest ones.

The Classroom as a “Third Space”

• The classroom is a unique social space that is neither the students' home nor a public space. It can be seen as a 'third place' where new identities and roles are negotiated.

• This environment allows learners to experiment with language in a relatively safe, low-stakes context without the social pressures of the outside world.

• This 'third place' is a culturally rich site where the different social norms, expectations, and communication styles of the participants intersect.

Classroom Research

• Classroom research is a method for teachers to systematically investigate their own teaching practices and their effects on learning.

• It is a way for teachers to bridge the gap between abstract educational theory and the practical realities of their own classrooms.

• This research is 'local' in nature, as it focuses on understanding and improving the specific dynamics of a single classroom context.

The Role Of Teacher Beliefs

• A teacher's beliefs about language and learning are not just abstract ideas; they are active forces that shape their moment-to-moment decisions and behaviors in the classroom.

• For example, a teacher who believes language is a social tool will likely prioritize group work and communicative tasks.

• These beliefs are often influenced by the teacher's own experiences as a language learner and their training, and they act as a hidden curriculum that guides classroom practice.

The Classroom As A Site of Negotiation

• The classroom is a dynamic space where the teacher's planned lesson interacts with the students' reactions, motivations, and unexpected questions.

• This means that the learning that actually takes place is a negotiated outcome of these interactions, not just a simple delivery of the curriculum.

• The teacher's role is to be responsive and flexible, adapting their plan in real time to the specific needs and interests of the learners.

The Concept Of “Method”

• A Method is a set of principles and procedures for language teaching that are based on a specific theory of language and learning. It offers a blueprint for how a language should be taught.

• Early methods, such as the Grammar-Translation Method and the Direct Method, were often seen as rigid, 'one-size-fits-all' solutions to teaching.

• The search for the "best method" dominated language teaching for a long time, but it proved to be a flawed pursuit as no single method works for all learners in all contexts.

Key Dilemmas of Early Methods

• Form vs. Meaning: A central dilemma is whether to focus on the linguistic form (grammar rules and vocabulary lists) or on the meaning and function of the language in communication.

• Practice vs. Use: Another tension is between providing learners with structured practice drills to build accuracy and giving them opportunities for free use of the language to build fluency.

• Accuracy vs. Fluency: A method that heavily prioritizes accuracy might lead to students who are correct but hesitant to speak, while a focus on fluency might result in students who are fluent but make many errors.

The Language of “Method”

• The language used to talk about methods, such as "Communicative Language Teaching" or "Task-Based Learning," often oversimplifies the complexity of real classroom practice.

• In reality, teachers rarely use one single method. They typically draw on a range of ideas and techniques from different methods to suit their specific learners and context.

• This highlights the difference between an abstract theoretical method and the actual, practical methodology used in the classroom.

The Communicative Approach

• The Communicative Approach focuses on teaching learners how to use language for authentic communication in real-world situations.

• It prioritizes fluency and meaningful interaction over grammatical accuracy, encouraging learners to take risks and experiment with language.

• Activities in this approach often involve information gaps, role-plays, and problem-solving tasks that require learners to use language to complete a goal.

The Post-Communicative Era

• The Post-Communicative Era is a response to the limitations of the communicative approach, acknowledging that it did not always provide enough explicit instruction in grammar and vocabulary.

• It has led to a re-emphasis on the importance of form, but in a more integrated and contextualized way.

• This era is characterized by a more balanced approach that combines the focus on communicative fluency with explicit attention to language structures.

The Task-Based Learning (TBL) Approach

• Task-Based Learning is an approach where the lesson is structured around a central task that learners must complete using the target language.

• The task is a goal-oriented activity, such as planning a party or solving a puzzle, that requires learners to use language naturally.

• In TBL, the focus on language form (grammar and vocabulary) often comes after the task, in a review or analysis stage, rather than before.

The 'Dogme” Approach

• Dogme is an approach that advocates for teaching with minimal resources, focusing on the conversational interaction between teachers and learners.

• It is a learner-centered approach that prioritizes emergent language, which is the language that naturally arises from the conversations in the classroom.

• Dogme emphasizes the importance of the students' lives, interests, and experiences as the primary source of content for the lesson.

The Blended Approach

• Many modern classrooms use a blended approach, drawing on elements from multiple methods to create a flexible and effective curriculum.

• This approach acknowledges that no single method is perfect for all situations and that a teacher's methodology is more important than a rigid adherence to a single method.

• This eclecticism allows teachers to adapt their teaching to the specific needs of their learners, the classroom context, and the learning objectives.

The Postmethod Era

• The Postmethod Era is a shift away from the search for a single, perfect method. Instead, it recognizes that language teaching is a complex, context-specific activity.

• It is a period of eclecticism, where teachers draw on a wide range of principles and practices from different methods to create their own unique methodology.

• This era emphasizes the importance of the teacher's professional knowledge, decision-making, and critical reflection, rather than simply following a prescribed set of rules.

Three Macrostrategies of Postmethod Pedagogy

• Learning Opportunities: The teacher's role is to create a rich classroom environment where learners have many opportunities to use the language in meaningful ways.

• Learner Autonomy: Teachers should empower learners to take control of their own learning by teaching them learning strategies and encouraging them to make their own choices.

• Socio-cultural Consciousness: Teachers should be aware of the social and cultural context in which language is being learned and taught, and how this influences the learning process.

The Teacher's Role in a Postmethod Era

• The teacher is a critical researcher, constantly observing and analyzing their own practice to see what works best in their specific classroom.

• The teacher is an informed practitioner, someone who understands the theories behind different methods and can make reasoned decisions about which practices to use.

• The teacher is a designer of learning opportunities, creating a curriculum that is responsive to the learners' needs and the specific context of the classroom.

The Importance Of Context

• In the Postmethod Era, context is king. There is no universal best practice; what works in one classroom may not work in another.

• A teacher's methodology must be tailored to the specific learners, institution, and social environment.

• This is a fundamental departure from the idea of "method," which often assumed that a single approach could be applied universally regardless of the context.

Individual Learner Differences

• Learners are not a uniform group; they bring a wide range of individual differences to the classroom that affect their learning process.

• These differences include cognitive factors (e.g., intelligence, aptitude, memory) and affective factors (e.g., motivation, attitude, anxiety).

• Acknowledging and understanding these differences is crucial for a teacher to be able to personalize instruction and make learning more effective for each student.

Motivation In Language Learning

• Motivation is the driving force behind a learner's effort and perseverance in a language course. It can be seen as the reason a person decides to learn a new language.

• It can be intrinsic, stemming from an internal desire or enjoyment of the learning process itself.

• It can be extrinsic, driven by external rewards or pressures, such as a job requirement, a grade, or the need to pass an exam.

Learner Attitudes

• Learner attitudes are the feelings and opinions a student has towards the language, the culture, the teacher, or the learning process itself.

• A positive attitude can greatly enhance a learner's motivation and willingness to engage with the material.

• A negative attitude, on the other hand, can create barriers to learning and lead to a lack of participation.

Anxiety and Inhibition

• Language anxiety is a feeling of tension or apprehension that can hinder a learner's ability to perform in the classroom, especially in speaking tasks.

• Inhibition is the feeling of being self-conscious or afraid of making mistakes, which can lead a learner to be less willing to participate.

• A teacher's role is to create a supportive and low-stress environment that helps reduce anxiety and inhibition, encouraging learners to take risks and experiment with language.

Learner Strategies

• Learner strategies are the conscious steps or actions that learners take to improve their language skills.

• Examples include using a dictionary, guessing the meaning of a word from context, or practicing a conversation with a peer.

• Teachers can help learners by explicitly teaching them a range of strategies and encouraging them to find what works best for them, fostering greater learner autonomy.

Learner Diversity

• Learner diversity refers to the wide range of differences among students, including their age, cognitive abilities, cultural backgrounds, and prior educational experiences.

• This diversity is a major factor in the language classroom and requires teachers to adopt flexible and responsive teaching practices.

• Acknowledging diversity means moving beyond a "one-size-fits-all" approach and designing learning opportunities that cater to various needs and backgrounds.

The Age and it’s Impact

• The age of a learner affects their language learning in various ways. Younger learners may have a greater capacity for acquiring a native-like accent but may have shorter attention spans.

• Older learners often possess greater cognitive maturity and a better understanding of abstract grammar concepts. They also bring a wealth of life experience to the classroom.

• A teacher's methodology and materials must be carefully selected to be appropriate for the developmental stage and life experience of their learners.

Learner Development

• Learner development is the natural progression of a learner's interlanguage—the evolving system of a language that a learner is developing.

• It is a dynamic process characterized by both progress and setbacks. Errors are a natural and necessary part of this development, as they show learners are testing hypotheses about the language.

• Teachers should focus on a learner's developmental stage rather than just their errors, providing support and input that pushes them to the next level.

Learning In Groups

• Learning does not happen in isolation. It is a highly social process influenced by the group dynamics and interactions within the classroom.

• Peer-to-peer collaboration and group work can significantly enhance learning, as it provides learners with opportunities to negotiate meaning, co-construct knowledge, and practice authentic communication.

• A teacher's role is to create a positive and supportive group dynamic that encourages all learners to participate and learn from one another.

The Social Learner

• The concept of the social learner views language learning as a fundamentally social and cultural activity.

• This perspective moves beyond the individual's cognitive processes to consider how a learner's identity, social roles, and interactions shape their language development.

• Teachers who adopt this view focus on creating opportunities for meaningful social interaction in the classroom and connect language learning to the students' real-world social lives.

Language and Identity

• Learning a new language is not just about acquiring grammar rules; it is also a process of constructing a new identity.

• Learners may have to negotiate a new sense of self as they communicate in a different language, which can be an empowering or an anxiety-inducing experience.

• A teacher's role is to be sensitive to this process and create a safe space where learners feel comfortable experimenting with and developing their new identity in the target language.

Learner as a Cultural Being

• Learners bring their own cultural background, values, and norms to the classroom, which influence how they interpret and use language.

• Language is deeply intertwined with culture, and an effective teacher understands and teaches this connection.

• This perspective recognizes that what might be considered a polite request in one culture could be seen as rude in another, and that teaching language means teaching its appropriate social and cultural use.

From Universal To Specific

• While there may be some universal principles of language acquisition, the reality of language learning is always specific to the individual, the classroom, and the context.

• This means that a teacher cannot rely on a single, universal method. Instead, they must tailor their approach to the specific needs of their unique learners.

• This idea is a core tenet of the Postmethod era, reinforcing the need for flexible, responsive, and locally-grounded teaching practices.

The Global-Local Dichotomy

• ELT is a global industry with worldwide trends, teaching standards, and popular materials. However, its practice is always local, taking place in specific classrooms with specific learners.

• This creates a dilemma for teachers who must balance global expectations with the specific needs and realities of their local context.

• Teachers must act as mediators between these global trends and the practical realities of their classrooms, adapting materials and methods to fit their students.

The Dominance of English

• The global spread of English presents both opportunities and challenges. English is often seen as a key to economic and educational advancement, which can be a powerful motivator for learners.

• However, the dominance of English can also marginalize local languages and cultures. Teachers must be mindful of this and respect their learners' native languages.

• A teacher's role is to teach English in a way that empowers learners without devaluing their cultural identity or first language.

Teaching for International Communication

• With English as a global lingua franca, teachers must prepare learners to communicate not just with native speakers, but with other non-native speakers as well.

• This means focusing on intelligibility and communicative effectiveness rather than striving for a perfect, native-like accent.

• The content of the course should reflect this reality, including topics and scenarios relevant to international and cross-cultural communication.