吴本虎学友之园:综合认知能力发展探究

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应用语言学:第03讲:Language teacher preparation

 

College of Foreign Languages, Zhejiang Normal University

MA in Linguistics and Applied Linguistics 2011-2012/2

Applied Linguistics (应用语言学)

Dr. Wu Benhu

Session 3 Language Teacher Preparation

Readings

Berns, Margie and Keith Brown. 2010. Concise Encyclopedia of Applied Linguistics. Oxford: Elsevier. Second Language Teacher Preparation by M. Schocker-v. Ditfurth and M. K. Legutke 358-366; Teacher Preparation by C. Brumfit 375-382.

Simpson, James (ed.). 2011. The Routledge Handbook of Applied Linguistics. London: Routledge. Chapter 15 Language teacher education.

 

Borg (2011: 216)

Q05 What are the main points in the new view of language teacher education (LTE)?

The analytical text

The publication this extract comes from was a landmark in the development of LTE as a field. First, it acknowledged the limited empirical basis of LTE and stressed the need to address this. Second, this text argued for a new view of the education of language teachers, which it summarized as follows:

a movement away from a ‘training’ perspective to an ‘education’ perspective and a recognition that effective teaching involves higher-level cognitive processes, which cannot be taught directly;

the need for teachers and student teachers to adopt a research orientation to their own classrooms and their own teaching;

less emphasis on prescriptions and top-down directives and more emphasis on an inquiry-based and discovery-oriented approach to learning (bottom-up);

a focus on devising experiences that require the student teacher to generate theories and hypotheses and to reflect critically on teaching;

less dependence on linguistics and language theory as a source discipline for second language teacher education, and more of an attempt to integrate sound, educationally based approaches;

use of procedures that involve teachers in gathering and analyzing data about teaching.

(Richards and Nunan 1990: xii)

Wu Benhu

There are 6 points in the new view of LTE:

1.     Teacher training Ú Teacher education

2.     Research-oriented classroom practice

3.     Inquiry-discovery approaches to learning

4.     Generating theories and hpotheses

5.     More educationally based

6.     Gathering and analyzing data about teaching

 

Borg (2011: 218-222)

Q07 How many themes are presented? What are they? Which do you want to discuss?

Current issues in LTE

I will now provide concise commentaries on six themes which currently characterize LTE.

Wu Benhu

There are 9 themes in LTE presented:

1.     Teacher cognition

2.     The knowledge base for LTE

3.     Knowledge about language

4.     Reflective practice

5.     The practicum

6.     Teacher research

7.     Teacher educator development.

8.     Novice teachers

9.     Teacher expertise

 

Berns, Margie and Keith Brown. 2010. Concise Encyclopedia of Applied Linguistics. Oxford: Elsevier.

Teacher Preparation 375-382

by C. Brumfit, University of Southampton

Brumfit (2010: 377)

Q10 What are courses offered in most English language teacher education?

The analytical text

The specific ESOL (English for Speakers of Other Languages) part of the course had broadly similar contents from course to course across continents. For example, a survey of the commonest elements in TESOL methods courses in 22 North American institutions (Long, 1983) found the following (number of courses in brackets):

1. Historical overview of teaching methods (19)

2. Teaching speaking skills (18)

3. Curriculum/syllabus design (18)

4. Teaching techniques (18)

5. Innovative/unconventional teaching methods (17)

6. Materials (17)

7. Teaching writing skills (16)

8. Teaching listening skills (15)

9. Teaching reading skills (15)

10. Teaching grammar (14)

11. Language testing (12)

12. Teaching vocabulary (11)

13. Teaching culture (10)

14. Linguistics and language teaching (10).

Wu Benhu

       From the above list, we can find some interesting points:

1.     Teaching methods are the most widely covered area of study.

2.     The second group of courses involves the subjects such as (1) teaching speaking skills, (2) curriculum/syllabus design and (3) teaching techniques.

3.     It is noticeable that innovative/unconventional teaching methods are listed by many language teacher education program.

4.     We may also consider ‘teaching culture’ as course for our program.

 

Class Discussion

What are your expectations from a course for English language teacher education?

 

Course Work

Elaborate your expectations from an English language teacher education.

(You are required to present your course work as responses to the article “应用语言学:第03讲::Language teacher preparation in the category “应用语言学课程” of 吴本虎学友之园 博客生活 http://www.cnweblog.com/wubenhu/ This course work is required to be presented by 24:00, 7 March 2012.)

 

General Questions for Session 4

1.     What is essential for an effective bilingual education program?

2.     What are limitations of bilingual education?

3.     What are the differences between childhood bilingualism and adult bilingualism?

posted on 2012-03-01 11:32 吴本虎 阅读(89) 评论(9)  编辑  收藏 所属分类: 应用语言学课程

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# three expectations from English language teacher education 2012-03-07 12:32 贾艳

There are mainly three things that I expect from a course for English language teacher education:1.General teaching skills
I want to know the teaching skills we need in order to be a good teacher.
English teaching skills
After I come to know the teaching skills a good teacher needs, I want to know in particular the teaching methods in the teaching of English.
Teaching culture
Dewey (1897) said that "It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument."
I agree with Dewey that language is logical as well as social. Thus, I want to know the teaching of culture.  回复  更多评论   

# re: 应用语言学:第03讲:Language teacher preparation 2012-03-08 13:29 陈洁坊

Sincerely thank you for considering our expectation from this class and my expectations are as follows:
(1) Firstly, as English language teacher education amis to cutivate future teachers so as to accelerate teacher development and enhance educational quality, the basic teaching techniques and teaching methods are fundamentall important, which is my primary expectation.
(2) Secondly, curriculum and syllabus design is not limited to macro level, namely the national level, but it also covers the micro level, giving teachers autonomy in designing his/her own curriculum to fit specific students'needs. Therefore, I think how to design curriculum and syllabus is also an very important aspect in teacher education which I expected.
(3) Thirdly, teaching aims not noly to teach students language knowlege, but also teach students to think and understand sociocultural pehnomena with language. I'd like to learn some skills in how to teach language within cultures.
That is just my main expectation from English teacher education, the other aspects of this program, such as teaching listening, teaching writing are necessarily equal important.
  回复  更多评论   

# re: 应用语言学:第03讲:Language teacher preparation 2012-03-12 05:35 吴本虎

@贾艳
I appreciate your expectations for knowing more in various areas of English language teaching. However, a wider vision must be perceived for you to learn more effectively. You need to remember that it is far from enough for you to know what you want to know. Learning to use what you know is much more important than learning to know it.  回复  更多评论   

# re: 应用语言学:第03讲:Language teacher preparation 2012-03-13 09:17 吴本虎

@陈洁坊
When your expectations of our English language teacher education are clear, we need to work together to turn these expectations into action. For example, if we want to achieve our successful curriculum and syllabus design, we need to make the students’ implicit and unspecified needs explicit and specified for our curriculum and syllabus design.  回复  更多评论   


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  语言是认知的源泉。
  语言不仅是交际工具,而且是认识世界、改造世界和创造世界的源泉。
  语言始终在人类认识世界、改造世界和创造世界的过程中发展与丰富本身。
  所以,英语教学的目标不能长期局限于“培养交际能力”,而应当将“发展包括语言能力、思维能力、感知能力、记忆能力等在内的综合认知能力”作为新的目标。--吴本虎

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