Copyright James Brawn © 2001-2024. All rights reserved.
Revised:
08/20/24.
This course is designed to assist you in becoming more aware of and practiced in various methods of language teaching so that you will be able to develop and reflect upon your teaching style and the teaching style of others. As you encounter, practice, and reflect upon these methods of language teaching, you will expand and hone your repertoire of teaching techniques and thus become a more effective teacher. Training and development will occur in four areas:
Knowledge: understand a variety of language teaching methods, the philosophy behind them and the techniques associated with them
Awareness: reflect upon one's beliefs in terms of eight important educational questions, evaluate the reasons behind different approaches, methods and techniques in terms of best practices (that is what helps and hinders student learning), and identify which approaches, method and techniques best fit different educational situations
Skills: put into practice different techniques from the various methods
Attitude: appreciate the underlying philosophy behind a method before judging the method so that one can see that no matter how much you dislike the method there is something in every method that could be useful in one's teaching
The goal of this course is twofold. First we will examine our beliefs and actions in a young learner context. Second, we will discuss various methods that are relevant in the young learner context. The rationale is that an understanding and awareness of theory facilitates the development of critical, reflective practice; that is, it helps you develop the ability to evaluate and improve you own teaching practices. To accomplish this you will encounter, practice, and reflect upon a variety of language teaching methods, techniques and strategies and the principles and theories that underlie them.
The text for this course will be a packet of materials that you can pick up from 참글.
Additional resources will be made available online
10% Attendance and Participation
10% Reading Homework
20% Class Description and Belief Statement
20% Method Presentation (week by week)
20% Lesson Plan (with Method Identification & Rationale) & Micro-Teaching
20% Final Learning Statement
Attendance/Participation
Attendance is mandatory: Participants who arrive to class 10 minutes or
more after class begins will be considered late. Participants who are late
3 times will receive 1 absence. Any participant who misses 1/4 of all
class meetings will receive an F. Mastery of the ideas and concepts of
this course requires engagement and discussion. If you are not in class,
you miss that opportunity to exchange ideas. Moreover, participation is
also essential. Just coming to class is not enough. I expect all
participants to be active in class discussion and lectures as well as to
complete all oral and written assignments.
Class Description & Belief Statement
Describe a lesson you have taught. Try to choose one that you have taught recently so it is fresh in your mind. Provide the context of the teaching (Time, place, age & level of students, textbook and unit being taught or language point and materials being used). Describe the intended learning objective for the lesson and the focus skill that is being taught. After Describing your class, (pdf / doc) please write a paragraph for each of the following questions:
1. What is the teacher's role in language learning? What are the students' roles?
2. What are some important characteristics/traits of the teaching / learning process?
3. Describe what the interaction patterns should look like in a lesson plan, and why?
4. How should the feelings of students be dealt with?
5. What is language and how should it be viewed?
6. What is culture and how should it be viewed?
7. What kind of evaluation/assessment should be used and why?
8. How should student errors be handled?
You will have between 12-15 minutes. In your presentation you will need to cover the following:
1. What are the main principles about language, teaching and learning that guides the techniques and strategies of the method?
2. What are some of the key techniques and strategies that the method uses to convey, practice, and assess language and language learning?
3. How might you use the method, its techniques and strategies in your own future teaching? (Describe an activity or specific learning sequence and explain how it uses the principles, techniques and strategies of the method)
Lesson Plan & Micro-Teaching
Participants will be asked to develop a 15 - 20 minute lesson that applies the theories that they have studied in the class. You will teach your lesson to the class. You will teach it like an actual lesson. DO NOT explain it, just go ahead and teach the lesson as if your classmates were your students. (Micro-Teaching Lesson Plan Template)
Final Learning Statement
Use the feedback from you belief statemne to re-answer the questions (see below). Your job is to evaluate your original answers, think about the feedback I gave on the original paper and provide better answers and reasons for your beliefs. You will need to submit BOTH your original Class Description and Belief Statement and your Final Learning Statement TOGETHER.
1. What is the teacher's role in language learning? What are the students' roles?
2. What are some important characteristics/traits of the teaching / learning process?
3. Describe what the interaction patterns should look like in a lesson plan, and why?
4. How should the feelings of students be dealt with?
5. What is language and how should it be viewed?
6. What is culture and how should it be viewed?
7. What kind of evaluation/assessment should be used and why?
8. How should student errors be handled?
Frameworks |
||
| PPP Framework | ||
| EIF - ECRIF | ||
| Method Classification |
This is a tentative schedule because I will adjust the course of study based on your needs. We may spend more time on some aspects an less time on others based on your individual stregnths and weaknesses.
| Time | Topic |
| Week 1 | Course Overview - Introduction to ELT Approaches and Methods for YL |
| Week 2 | Key Terms - Sample Presentation GTM - Class Description & Belief Statement Due |
| Week 3 | Student Presentation on DM - Discussion of Techniques/Applications - Critical Period Hypothesis & Immersion |
| Week 4 | Student Presentation on The Audio-Lingual Method - Discussion on ALM - Problems with aotomaticity (An Anecdote) |
| Week 5 | Student Presentation on Storytelling and the Natrual Approach - Discussion on Comprehensible Input |
| Week 6 | Student Presentation on TPR and TPRS - Discussion on TPR and Krashen's Theories continued |
| Week 7 | Student Presentation on Storytelling & Dialogic Reading- Discussion of Dialogic Reading |
| Week 8 | Student Presentation on Communicative Language Teaching - Discussion of CLT - Language as Functions |
| Week 9 | Student Presentation on CBI and Project Learning- Discussion of CBI- CLT strong vs. weak |
| Week 10 | Student Presentation on CBI and Language Experience Approach- Discussion on LEA - Contrast with previous methods |
| Week 11 | Student Presentation on TBL and Project Learning- Discussion on TBL - why non-linguisitic outcomes |
| Week 12 | Student Presentation on Post Method/Principles Eclecticism - Using Best Practices |
| Week 13 | Introduce Lesson Plan and Micro-Teaching Project & Review Methods |
| Week 14 | Lesson Plan & Rationale Preperation and Confernecing |
| Week 15 | Microteaching |
| Week 16 | Micro-Teaching - Class Closure (Survey) - Final Learning Statement Due |
Copyright James Brawn © 2001-2024. All rights reserved.
Revised:
08/20/24.