Jila Naeini (2018)

1. JilaNaeini (2018)

2. Language Teaching: Defining the Subject Widdowson (2002) Authority of teachers is based on expert knowledge No knowledge No authority No profession Subject Not language, but a language Knowing a language as a subject is not the same as knowing it as it naturally occurs in the social contexts of everyday life

3. Language Teaching: Defining the Subject What makes the language a reality for its users is its local value: The specific contextual connection and the exclusive appeal to communal cultural values and attitudes Real language is the local language • The language of normal user occurrence has to be pedagogically processed • make it appropriate for learning (learners can appropriate it for learning)

4. Language Teaching: Defining the Subject This appropriation depends on two conditions: The language Should be adjusted with the learners’ reality The language should activate learners’ learning Alanguage is madereal for its native users when that language is adjusted with the users’ socio-cultural reality For learners, the same conditions must apply

5. Language Teaching: Defining the Subject The object user language and the foreign language subject is not usually appropriately made distinct . Problem both for teacher and learners (Inadequate knowledge of teachers about the language they are to teach)

6. Teacher Training & Teacher Development Within the scope of teacher education, two broad types of goals can be identified Training Training refers to activities directly focused on a teacher’s present responsibilities and is typically aimed at short-term and immediate goal Often it is seen as preparation for induction into a first teaching position or as preparation to take on a new teaching assignment or responsibility. Training involves understanding basic concepts and principles as a prerequisite for applying them to teaching and the ability to demonstrate principles and practices in the classroom Teacher training also involves trying out new strategies in the classroom, usually with supervision, and monitoring and getting feedback from others on one’s practice

7. Examples of goals from a training perspective 1) Learning how to use effective strategies to open a lesson 2) Adapting the textbook to match the class 3) Learning how to use group activities in a lesson 4) Using effective questioning techniques 5) Using classroom aids and resources (e.g., video) 6) Techniques for giving learners feedback on performance

8. Teacher development Development generally refers to general growth not focused on a specific job. It serves a longer-term goal It seeks to facilitate growth of teachers’ understanding of teaching and of themselves as teachers It often involves examining different dimensions of a teacher’s practice as a basis for reflective review and can hence be seen as “bottom-up.” The following are examples of goals from a development perspective 1) Understanding how the process of second language development occurs 2) Understanding how our roles change according to the kind of learners we are teaching 3) Understanding the kinds of decision making that occur during lessons 4) Reviewing our own theories and principles of language teaching 5) Developing an understanding of different styles of teaching 6) Determining learners’ perceptions of classroom activities

9. Conceptualizationsof Teacher Learning Teacher learning as skill learning In this view teacher learning is seen as the development of a range of different skills or competencies, mastery of which underlies successful teaching Teaching can be broken down into discrete skills that can be mastered one at a time The skills targeted with this approach (e.g., questioning, giving explanations, presenting new language) Identified with a model of effective teaching

10. Using Effective Questioning Techniques inviting the students to think provide opportunities for pupils to share their opinion to engage the students sustain an ‘active’ style to the learning create a sense of shared learning to assess their learning to initiate individual and collaborative thinking test student memory and comprehension foster speculation, hypothesis and idea/opinion forming seek the views and opinions of students encourage creative thought and imaginative or innovative thinking

11. Using Effective Questioning Techniques The most flexible teaching strategy (mnemonic) for structuring questioning in the classroom Bounce Teacher ‘bounces’ the answers from student to student developing the ideas/encouraging all to add their views or extend the e.g. depth and breadth of answers Pounce Teacher selects who will provide and answer (no hands and not hands up) Pose Teacher poses the question as a big question for all to consider and form a response to Pause Teacher gives thinking time and possibly discussions/thinking together Classroom Talk and Questioning Designedto develop specific thinking and critical thinking skills