Learning experience for "Seminar in English Language Teaching" (First blog - Final blog)
This subject gives a lot of the knowledge about CLT, ICT ect. Today, I will conclude for content that I got from this course.
The teacher taught about What is the English as a Second Language ( ESL ) mean?, What is the English as a Foreign Language ( EFL ) mean?, What is the English as an International Language ( EIL ) mean?, The difference between ESL and EFL, What is the roles of English as a global?, What is the Lingua franca?, 21st century skills and the English language classroom and What is the Thailand 4.0?. In addition, we found a lot of text that interest about those questions which we helped to analyze and showed opinions for example "The differences between ESL and EFL are Teaching English as a Foreign Language ( EFL ) typically place in a foreign country, usually with students from the same country. In contrast, English as a Second Language ( ESL ) classes takes place in an English-speaking country, with students from all different backgrounds" etc. and then, teacher told about "Role of English mean English is use as a language for international business communication".
English is also used in :
- education
- international tourism
- air traffic control
- entertainment
- advertising
- textbooks
"What are the difference between ESL and EFL teaching"
1. Teaching English is not going to make you rich
2. But working on the side might
3. Most expats are not worth your time
4. The earlier you build an exit strategy, the better
5. Your contract is not life or death
6. Replacement ESL jobs are a dime a dozen
7. Your time abroad is going to fly right past you.
"21st century learning : Pedagogical Perspectives"
e.g. High Demand of knowledge workers knowledge workers
- Productivity
- High order thinking skills
- Innovation
- Life-long learning
- Autonomy
- Asset
- Multiple tasks
- High skills
21st century key subjects
key subject
- Government & civics
- History
- Geography
- Science
- English, reading or language arts
- Economics
- World language
- Arts
- Mathematics
21st century Themes
Themes
- Environmental literacy
- Health literacy
- Civic literacy
- Global awareness
- Financial, economic business entrepreneurial literacy
21st century skills
Learning & Innovation skills
1. Learning and Innovation Skills
4Cs - Creativity & Innovation
- Critic thinking & Problem solving
- Communication
- Collaboration = develop skills that working with others
2. Information, Media and Technology skills
- Information literacy
- Media literacy
- ICT literacy
ICT are facebook, Line, Instagram, Twitter etc.
3. Life and Career skills
- Flexibility and adaptability
- Social and cross-cultural skills
- Leadership and responsibility
- Initiative and self-direction
- Productivity and accountability
Factor Affecting Thai Students' 21st century
Learning : Pedagogical Perspectives
1. Teacher & Pedagogical practice
2. The impact of the thai culture in terms of
- Power distance
- Collectivism & individuality
- Uncertainly avoidance
3. The examination -based assessment
4. Student motivation
5. Learning environment
6. Student Low English Proficiency
The roles of English language education in Asian countries can be defined into 3 categories :
1. NNS (Non-Native speakers) interactions in communicating through English for encourage their interactions and to create the environment to activate their interactions in daily life.
2. To emphasize the bi-directionality in communicating among NS and NNS in globalized world.
3. To acknowledge the effectiveness of NNS teachers in teaching English in Asian countries and cultivate good NNESTs (Nonnative English-speaking Teachers).
2. To emphasize the bi-directionality in communicating among NS and NNS in globalized world.
3. To acknowledge the effectiveness of NNS teachers in teaching English in Asian countries and cultivate good NNESTs (Nonnative English-speaking Teachers).
"Factor that affect English Teaching" that this topic can divided : Student
- Age
- Learner differences
- Motivation
that Age topic divided into 3 kinds :
The first, Young children ( respond to meaning, learn indirectly, understanding comes from what they see, hear, or touch, need of individual attention, short attention span, keen to talk about themselves).
The second, Adolescents ( discipline problems, like challenges, less motivated, need approval, individual identity).
The third, Adult learner ( Adult have discipline and they have endurance with boredom. They can analyze every thing is good and they have easy to understand and clearly include they have goal for learning that clearly).
For learner differences topic divided into 3 kinds :
The first, Aptitude ( Intellectual ability )
The second, Good learner characteristics ( understanding, responsibility, active, well prepare, to be determined to learn, and etc. )
For the learner styles : Tony Wright, a methodologists, describes four different learner styles as follow :
1. The 'enthusiast' = goal of group
2. The 'oracular' = Personal goal
3. The 'participator = Personal that participant the activity
4. The 'rebel' = Personal that don't like rules
And Keith Willing think about learner styles as follow :
1. Convergers : independent, confident, analytic
2. Conformists : prefer to learning about language over learning to use it ; dependent on authority and happy to work in non-communicative classrooms, doing what they are told, prefers to see well-organized teachers
3. Concrete learner : though they are like conformist, they also enjoy social aspects of learning to learn from direct experience; interest in language use as communication, enjoy games and group work.
4. Communicative learners : language use oriented; interested in social interaction; confident and willing to take risks, perfectly happy to operate without the guidance of the teacher.
For language levels divided :
1. Advanced
2. Upper intermediate
3. Mid-intermediate
4. Lower-intermediate / pre-intermediate
5. Elementary
6. Beginner
And the last topic, Motivation topic are :
1. Defining motivation
- Extrinsic motivation
- Intrinsic motivation
2. Sources of motivation
For the teacher about :
1. Teacher's beliefs
2. Teacher's ability in using English
3. Teaching methods & styles
4. Teacher's use of teaching & learning materials / learning environment
After that, teacher gave a knowledge sheet that it was extra informations which we learned in the class. The teacher told us that "Neuro-linguistic programming, these systems and described in the acronym :
V : Visual
A : Auditory
K : Kinaesthetic
O : Olfactory
G : Gustatory
Problems involving Teachers, Students, Curricula and Textbooks, Assessment and other Factors.
1. Problems involving Teachers
- Writing teaching.
- Teacher don't have experience in English teaching.
- Teacher teaches by not use English in teaching.
- Listening and Speaking teaching.
- Using music that problem in students of learning e.g. more difficult.
2. Problems involving Students
- Students don't have chance to practice.
- Students use English not enough.
3. Problems involving Curricula and Textbooks
- The inappropriateness of the curricula for local conditions.
- The curricula having too much to cover.
4. Problems involving Assessment
- Assessment of listening-speaking skills, writing and listening.
5. Problems involving Other Factors
- Lack of teachers who were English native speakers.
- Limited time-allocation for English classes.
Computer Assisted Language Learning: CALL which divide into three phases of CALL:
1. Behavioristic CALL
2. Communicative CALL
3. Integration CALL
Behavioristic CALL
Inplemented in the 1960s and 70s.
- Based on Behaviorist theories of learning.
- Repetitive language drills i.e. "drill and practice" (drill&kill); computer as tutor.
Rationale:
- Repeated exposure to the same material is benefit.
Communicative CALL
Based on the Communicative Approach.
- focuses move on using forms rather than on the farms themselves.
- teachers grammar implicitly.
- allows and encourages students to generate original utterances rather than just manipulate prefabricated language.
- avoid telling students they are wrong.
- uses the target language exclusively.
- will never try to do anything that a book can do just as well.
Several types of programs were developed and used.
- Programs that provide skill practice in a non-drill format.
Three models of computer:
1. The computer remains the "knower-of-the-right-answer".
2. The computer as stimulus.
3. The computer as tool or, as sometimes called, the computer and workhorse.
Integrative CALL
Steps toward integrative CALL: multimedia
and teacher gives to watch the article "English: the language of the internet.
After that, teacher taught about "Steps toward integrative CALL: the internet
1. The world Wide Web.
2. Computer Mediated Communication (CMC).
3. Asynchronous (not simultaneous).
4. Synchronous (synchronoun, "real time").
5. One-to-one communication and one-to-many communication.
1. Behavioristic CALL
2. Communicative CALL
3. Integration CALL
Behavioristic CALL
Inplemented in the 1960s and 70s.
- Based on Behaviorist theories of learning.
- Repetitive language drills i.e. "drill and practice" (drill&kill); computer as tutor.
Rationale:
- Repeated exposure to the same material is benefit.
Communicative CALL
Based on the Communicative Approach.
- focuses move on using forms rather than on the farms themselves.
- teachers grammar implicitly.
- allows and encourages students to generate original utterances rather than just manipulate prefabricated language.
- avoid telling students they are wrong.
- uses the target language exclusively.
- will never try to do anything that a book can do just as well.
Several types of programs were developed and used.
- Programs that provide skill practice in a non-drill format.
Three models of computer:
1. The computer remains the "knower-of-the-right-answer".
2. The computer as stimulus.
3. The computer as tool or, as sometimes called, the computer and workhorse.
Integrative CALL
Steps toward integrative CALL: multimedia
and teacher gives to watch the article "English: the language of the internet.
After that, teacher taught about "Steps toward integrative CALL: the internet
1. The world Wide Web.
2. Computer Mediated Communication (CMC).
3. Asynchronous (not simultaneous).
4. Synchronous (synchronoun, "real time").
5. One-to-one communication and one-to-many communication.
"Current Trends and Issues in English Language Education in Asia"
1. Changes in perspective on ELT&learning.
2. Changes in goals of ELT&learning.
3. Changes in teaching approaches.
4. Changes in teaching content, curriculum design and assessment.
5. Expanding the dimension of communicative competence.
6. Changes in views of an effective English educator.
7. Early start in learning English.
8. Rapid development and integration of IT in ELT.
9. Changing roles&increasing responsibilities of teachers.
2. Changes in goals of ELT&learning.
3. Changes in teaching approaches.
4. Changes in teaching content, curriculum design and assessment.
5. Expanding the dimension of communicative competence.
6. Changes in views of an effective English educator.
7. Early start in learning English.
8. Rapid development and integration of IT in ELT.
9. Changing roles&increasing responsibilities of teachers.
CLT consists four things:
1. Grammatical competence
2. Sociolinguistic competence
3. Discourse competence
4. Strategic competence
Communicative approach
Communicative approach
Tanets: Primary goal to enable learner.
Four components of Communicative Competence
- Grammatical / Linguistic competence
- Discourse competence
- Sociolinguistic / pragmatic competence
- Strategic competence
Classroom activities
- Tasks that require students to share information and negotiate meaning meaning.
- Activities include problem-solving tasks, role-plays, simulations, and games (Johnson&Morrow, 1981), and usually exclude use of L1 (Larson-Freeman,2000).
Classroom activities (Continued)
- Students are expected to play active roles through negotiating for meaning ' thus, they are expected to interact primarily with each other rather than with the teacher Richards&Rodgers (2001).
- Students have opportunities to experiment with the new language.
- Pair and group work.
- Integrated skills of listening, speaking, reading and writing.
- Use of authentic tasks&'realia/anthentic materials to promote students'communication.
Teacher's Role
Been and candlin (2001) specifies a viety of roles:
- facilitator
- interdependent participant-organiser of resources, a resource, and a guide.
- researcher
Richards and Rodgers (2001) suggest other roles:
Richards and Rodgers (2001) suggest other roles:
- analyst
- counselor
- group process manager
Learner-centredness
"Learner-centredness" has four central characteristics.
1. Learner participate in the whole process of the course content and selecting learning procedures.
2. Learners participate in the design of language activities.
3. Learners are encouraged to take responsibility to a great degree of their learning.
4. Enhancing learner autonomy.
Constraints of CLT
- Focus on fluency over accuracy.
- Learner and teacher roles.
- Cultural appropriacy: ESL and EFL.
- Students'lack of target language exposure.
- Traditional teaching and learning cultures.
- Teacher expertise and student English proficiency level.
- Lack of learning resource/support.
- Class size.
Sociocultural Theory.
Sociocultural Theory
- Central to Sociocultural Theory is the view that children do not learn in isolation rather than learning occurs when a child interacts with other people invarious social and cultural environments. (Mercer, 1994)
Tenet
- Sociocultural Theory views human learning and cognitive development as socially and culturally mediated, communicative processes.
Vygosky's view
- According to Vygotsky, learning is seen as the development of cognitive or mental functions. Later, the child appropriates or takes over knowledge that she learners from experts, and becomes able to perform such tasks and other similar tasks independently. In this transition, the child and expert(s) engage in a dialogic process, where the expert directs or instructs the child how to perform a task, and the child provides feedback to the expert.
Key notions
- Zone of proximal Development (2PD)
- Scaffording
- Vygotsky defines the concept of the 'zone of proximal development' (ZPD) as follow:
ZPD: He asserted that:
What is in the Zone of proximal development today will be:
- A distinction between the child's actual and potential levels of development:
Actual development level describes a child's mental ability to perform certain tasks independently.
- The notion of ZPD, Instruction, according to Vykotsky, is only useful when it is ahead of development and encourages. (Mercer (1994)
ZPD: Zone of Prozimal Development
I will bring the knowledge to apply in daily life and develop skills in learning language and teaching language.
