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SEDU 718

SEDU 718. CLT & Syllabus Design. Prelude. What did you understand as the key components of CLT? What questions did you have? What intrigued/shocked/distressed &/or excited you most about CLT?. Dave’s Key Points. CLT. Vocabulary. Schemata Expectancies Top-down Bottom-up

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SEDU 718

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  1. SEDU 718 CLT & Syllabus Design

  2. Prelude • What did you understand as the key components of CLT? • What questions did you have? • What intrigued/shocked/distressed &/or excited you most about CLT?

  3. Dave’s Key Points CLT

  4. Vocabulary • Schemata • Expectancies • Top-down • Bottom-up • Communicative Language Teaching • CLT…

  5. Discussion Question: 1 • If you had to choose 3 adjectives to describe CLT, what would they be? • Why did you choose these?

  6. True communicative need • Collaboration • Expression • Interpretation • Negotiation • Coping Strategies • Learner’s Styles

  7. Dave’s Language Model Negotiation Production Skills Speaking, ListeningReading, Writing Pragmatics Semantics Pronunciation Syntax Vocabulary Meaning & Usage Phonetics Phonology Idioms Morphology StyleRegisterDialect Intonation Culture Reception

  8. Communicative Competence Contexts Grammatical Discourse Sociocultural Strategic • Define & discuss • each component… • How can/should eachbecome part of our language teaching?

  9. ELL Iceberg BICS • Language Process • Vocabulary • Pronunciation • Grammar • Cognitive Process • Knowledge • Comprehension • Application • Semantic meaning • Functional meaning • Analysis • Synthesis • Evaluation CALPs

  10. Discussion Question: 2 • What might be some obstacles encountered by teachers who try to implement a communicative approach to language teaching? • How would you approach the obstacles?

  11. More Vocab • Content-based Instruction • Immersion • Holistic Assessment • Portfolio Assessment

  12. Discussion Question: 3 • Of the 5 CLT components: • Language Arts • Language for a Purpose • Personal Language Use • Theater Arts • Beyond the Classroom which are you most comfortable with: • As a teacher &/or as a student • Why?

  13. Shaky Proof • That overt language instruction is helpful in an ESOL context

  14. Learner’s Motivation • Integrative • Instrumental • Also… • Learner Styles

  15. Discussion Question: 4 • With regard to your teaching, do you feel English to be a foreign, second or native language? • How might these feelings affect your teaching? • Which of the three do you think we as teachers should strive to feel about English for our students? • Why?

  16. End Goal • Up to the learner… • Book overlooks ‘purse-string’ issues…

  17. Discussion Question: 5 • Who sets the norm for English language use in your teaching situation/context? • Why? • How? • Is this good or bad? • Why?

  18. On Grammar & CLT… • Communicative purpose • Integration of • Form focused • Meaning focused • Strategy training (Dave’s addition)

  19. Discussion Questions: 6-7 • If we’ve not already covered these: • What do you like/dislike about CLT? • What do you feel the best mix of the 5 components might be for your current teaching context? • Why?

  20. Syllabus Design David Nunan

  21. Discussion • What do you see as the individual teacher’s role in syllabus design? • In reality in your situation? • In a theoretical ‘best-case’ scenario? • In a practical ‘really-ought-to work’ view?

  22. Strengths & Weaknesses Integrated Approach… • Formal Grammar • Organic Grammar • Needs Analysis • Competence-based • Standards-based • Notional-Functional • Content-based • Task-based

  23. Challenge: • Support, attack, improve or add to • Chart on page 64…

  24. Compare • Look at the ESOL text Dave supplies (and any you may have) • Decide which syllabus/method each follows • Which do you like best? • Which do you like least? • How could you use your least favorite in the most effective manner?

  25. Discussion • If you were asked to design a syllabus for a new ESOL course for your current teaching situation, what style would you choose? • Why? • What would be some key components?

  26. Wrap-up • What is 1 thing you can change about your teaching based on what we’ve read &/or discussed this week?

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