As a famous saying around the world claims, “Nothing is written in stone” which means that everything in the world tends to change and renew; education is not an exception. Famous TESOL (Teaching English to Speakers of Other Languages) frameworks used as templates to design lessons are also changing; evolving and also new frameworks are being designed. In this context, for a long period of time, most English teachers have used the famous PPP (presentation, practice, and production) outline to work on their lessons; nevertheless, now that a new framework called ECRIF (Encounter, clarify, remember, internalize and fluent use) has made its apparition; we as English teachers need to considerate whether this new framework has more benefits to put …show more content…
If we take the example of the grammar class presented in the paragraph above to clarify this idea; we have as a result using PPP, the same grammar teacher presenting and explaining the grammar focus to the students. While using ECRIF in the same class; we have the students encountering and clarifying their doubts by their own (of course with the teacher’s help at hand). By having students think by themselves, and asking their own questions to clarify any doubt, the class becomes student-centered and the role of the teacher is that of a facilitator. Thus, the example provided above just shows how PPP is not student-centered while ECRIF is a more student-centered …show more content…
When using PPP, it seems as if the learning must follow exactly the three stages this framework proposes in the order they are already established. However, since ECRIF provides an insight of what is going on in the students’ brain when being exposed to the target language, students can perfectly go backward and forward whenever is necessary. Let’s use the grammar lesson presented above one more time. While students are encountering the target language and asking their own questions to clarify any doubt, they might be already internalizing the target language, and once they get into the internalization phase; they may not need too many activities since they have already internalized this target language under consideration, or the same encountering activity can work to clarify any doubt and no clarification stage might be needed. On the contrary, if the same class is taught with PPP; students can difficulty go backward and forward since the teacher is not conscious of the learning stage in which the students are, but on the teaching stage in which he/she is, and will be forced to followed his/her teaching stages, proving in this way how ECRIF provides a freer learning environment than the one PPP offers and that learning does not always follow a fashion
The four effective practices are interdependent to one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning along with listening to the teacher can help with learning,
ESP stands for English for Specific Purposes and was founded in late 1960s. It is defined as a form of language that primarily deals with language that is used as a designed course for reader’s requirement. It emerged from several trends that came together. ESP arises from learning principles for English used by readers for the first time and can be approached through language centered method to analyze its nature.It understands approach is derived from its development and design through different methods, models and theories involved in trying to explain their existence.
In conclusion, instruction lesson takes time and planning to meet the needs of English language learners. The effectiveness of the strategies used in the classroom can make a difference in meeting the challenge of teaching the ELLs.
The four effective practices are interdependent of one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning, or using sentence frames that will allow English Learners to be able to participate in oral
If a survey was carried out among teachers of English for Academic Purposes (EAP) and Teachers of English as a Second Language (TESOL), a finding would be that a major concern for teachers is the inability to find appropriate material or the perfect text for their lesson. This is the basis for the article by Swale. Swale in his investigation puts forward two different options to overcome this problem. At this stage the author notes that no matter what approach is taken, the teacher needs to double as an editor or in some cases a material developer/writer.
Of the SEI strategies and ELL teaching strategies researched this lesson plan addresses the following. First, it states the language objective clearly states what the students will be to do during the lesson. Secondly, it states, on the left hand side of the lesson plan ways to incorporate students’ background knowledge, and one the many ELL
Essentially, the older models of teaching are becoming blatantly outdated and ineffective at really introducing students to the myriad of complexities within the subject as a whole. Previous generations had focused on more narrow models of teaching English that focus more on the outcome rather than the process. Many corporate models of public education focus more on standardized testing than actually getting the students engaged with the literature they are being exposed to. Essentially "teachers are forced into shifting their primary focus of attention from teaching literacy to teaching students how to handle tests," (Thompson 2009 p 5). This model has proven incredibly bland, and therefore ineffective in the changing educational environment. There were increasingly limited models of teaching based on the hegemony within the Anglophone world (Green & Cormack 2008). This attests to the idea that the name English restricts the learning processes that go on within this particular subject (Kress 2006).
To conclude, in relation with the findings made and my own experience on my practicum in a public school, I can realize that my beliefs were similar to the students who participate in the research. Nevertheless, the only difference is that I do not agree with the memorization of the rules instead, with the internalization by connections with their mother tongue. Also, I believe that in our practicum, we tend to copy the strategies that our mentor teachers use, which are the mechanic activities, paper sheets or drills, and so forth, letting our belief that English is acquired through
Every few years new foreign language teaching methods arrive on the scene. New textbooks appear far more frequently. New methods and textbooks may reflect current developments in linguistic/applied linguistic theory or recent pedagogical trends. Sometimes they are said to be based on recent developments in language learning theory and research. For example, one approach to teaching may emphasize the value of having students to imitate and practice a set of correct sentences
However in the teacher centered approaches do not give much attention to the learners needs. The teacher carries out the lesson as a lecture and there is not much interaction between the two parties and the students remain as passive recipients of the knowledge (Kavanoz,
The teacher is the source of information and authority and the linear learning that takes place in the program will be regulated by exam results that test on factual accumulation and skill mastery (Bonstingl). There is a set program in which decisions have been administratively made and there is little room to question or ponder the reasons why you are doing something because all that is necessary is memory and eventual recitation. Success in this type of style is determined through attaining higher scores than one’s peers through achieving the most correct answers on a given assessment. This type of approach does a great deal in terms of aiding the growth of the student’s crystallized intelligence, specifically with regards to their linguistic and logical-mathematical capabilities (Coe, Higgins, Aloisi, & Elliot). It is rooted in old studies that have found that learning is aided the most by asking questions over and over and spacing out practice to simultaneously prepare a student for an upcoming exam. The goal of traditional style of teaching is not necessarily to teach and train multiple types of intelligence but rather to indirectly guide the student and have them obtain by-products while studying for academic mastery (Cothran).
Understanding the cognitive learning process is something teachers should all know. You are teaching children with the goal for them to remember it and be able to apply it in the future so grasping the concept of how they do this should be important for all educators. In my education courses now I can say that we do often discuss how children learn, what works best and how to cause a better chance for them to remember. For the process to run smoothly and successfully the child has to have information to build off of. Learning is an extending process of what we already know says the book. We can’t introduce a topic that is irrelevant and anything and everything previously done in the class. They can’t make it to the attention and perception stage without common ground. Like you mentioned in the lector students with attention issues can have more trouble. ELL students might have trouble in the process due to lack of english language skills. Knowing the process of cognitive learning allows the teacher to be more aware of the teachings she provides to students. Its the teachers job to be aware of the students skills and knowledge and give them lessons that will feed the cognitive process not hinder it.
Linking current learning to English language learners in a personal way will be important to increase their learning of content and of the English language. By using the PLS strategies it will be easier for the English language learner to make those important connections to content and increase their learning of the English language. The three strategies that made this connection most possible were creating cognate word studies for students, reading the same literature to them in their language, and pairing a new English language
It is teachers’ beliefs rather than their knowledge that have a greater influence on their instruction (William & Burden, 2000). Meighan suggests seven kinks of teachers’ beliefs about learners: resisters, receptacles, raw materials, clients, partners, individual explorers and democratic explorers. Unlike the first three concepts which focus on teachers, the last four require learners’ active involvement (as cited in William & Burden, 2000). In Miss Wong’s teaching approach, a PPP model (i.e., Presentation, Practice and Production) is generally adopted. She firstly presents target grammatical structure of passive voice. Then students do some exercises along with teacher’s answer checking. However, it seems the final production step is omitted, resulting in students’ lacking opportunities to apply the knowledge into other contexts. From her instruction, we can see Miss Wong tends to regard her students as receptacles that are required to absorb the items she transmits. What the instruction concerns is whether students can transform sentences from active to passive or vice verse from a structural level, which is a typical example of a
It is no doubt that most people are afraid to change. However, they said “the only thing unchanged is change itself,” which I find quite true. People need to adjust themselves and try to adopt new things, no matter they want or not. It is the same when talking about teaching English to speakers of other languages. Students are different nowadays. They are greatly exposed to new inventions and technologies. Therefore, if teachers stick to the traditional ways of teaching and do not change at all, soon or later they will be eliminated, if not completely, at least to a certain degree.