Introduction Approaches to teaching English language for foreign speakers have undergone drastic changes through the last fifty years. There has been a transition from traditional methods such as grammar translation method to audio-lingual and more recently to communicative approach and eclectic method. In modern approaches to teaching English as a second language (ESL) the emphasis is on cooperation and collaboration of language learners through the process of language acquisition. Language materials are designed in a way to facilitate and encourage active participation of the learners and in fact they call for cooperation and collaboration between teachers and students. This new approach demands the teachers to adopt new strategies which are more collaborative in nature. Therefore, the traditional practice of learning to teach in isolation may no longer serve as the best vehicle for providing an effective environment in which all participants of the activity can engage in productive practices. An alternative approach could be the development of team-teaching model in which two teachers work collaboratively side by side in the same classroom and try to assist students along the process of language learning by establishing a model of close partnership. This will in turn encourage students to form their own partners and groups and engage actively in meaningful practices. Team-teaching also provides an invaluable opportunity for teachers to develop their own professional capabilities, since they are in constant position of observing and learning from each other. These ideas motivated me to put this model in actual practice and analyze the outcomes to see if I can apply this model in my own language institute. Therefore, the purpo... ... middle of paper ... ...ical aspects of the research, because over the years I have been able to earn the trust of my colleagues by establishing a collegial environment within the institute. Therefore, I assume I can easily reach out to all the teachers and have their cooperation secured for the purpose of this research. Conclusion Through this research I try to explore the effect of this model of teaching on teachers’ professional development. Therefore, I will consider team-teaching from qualitative perspective using the analysis of the data collected through the observations, interviews, and etc. Finally I hope that through implication of this research we can find a better way of delivering our language teaching service in a more effective way and at the same time I hope that we can provide our teachers with an opportunity to enhance their professional development within our institute.
These discussions need to be meaningful and have purpose to create a higher chance of student engagement and participation. The article states, “cooperative learning is a natural way to provide opportunities across the curriculum” (Wright, 2016, p. 28-29). The smaller the group, the more likely the ELL student is to add to the conversation, as native English speakers typically dominant whole group discussions. It is important that every student in the small group contributes so the ELL student can hear and practice their own oral language. There are many activities that could be used to ensure this engagement, such as think-pair-share, that requires students to work together and actually get information from each other. Activities that cannot be completed alone and require the thinking of another student would be best for this
Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly implemented to meet those needs. Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program.
For instance, in the collaborative coaching experience, I learned to respect my colleague opinions and shared new ways on how to promote learning (Laureate Education, 2010b). Collaborative professional development helps teachers acquire new skills where they establish positive relationships with other educators. It is very critical for all schools to implement collaborative professional developments because teachers learn to respect each other’s ideas, work collaborative, and learn new skills that will definitely make a difference in student learning. Implementing collaborative professional development in schools is very important and beneficial for teachers because it affects student learning in many positive ways. One way is that teachers experience working collaborative with other educators and acquire new skills that they will model later for their students in the classroom. If teachers get to practice collaborative professional development, they become better educators, better listeners, and better communicators. For this reason, students develop better listening and communication skills because the teacher modeled these skills that he or she learned in these collaborative professional
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
Meanwhile, according to Schon (1987) and Zeichner (1994), through reflective practice, there has been general shift of idea in teacher’s education from the beliefs of the teacher as technician to that of the teacher as reflective practitioner since the late eighties. As a matter of fact, Prahbu (1990) mentioned that teachers in second language teaching begin to realize the pointless of the continual search for the best teaching method and turn their attention to teachers' professional development.
8). In this regard, instructors can either be independent researchers or work in collaboration with educators who deal with theoretical aspects of SLA. Ellis proposes principles of effective teaching in the SLA context that, to the scholar’s mind, should be made part of the Teaching English to Speakers of Other Languages (TESOL) program. The aim of these principles may be summarized as follows: people who are trained to become foreign language instructors should be assisted in developing their theory of teaching L2; and teacher training college students should not be given models of teaching but rather offered ideas that they may find useful. At the same time, having a specially designed course of SLA pedagogy means that future foreign language educators will benefit from the experience of their colleagues and will have more insight into the practical results of the studies conducted so far. One of such aspects is referred to by Ellis (2010) who speaks about the importance of corrective feedback role in a language classroom and suggests that teachers-to-be have to be offered some tasks where they would have to evaluate a specific educational situation, listen to, or read, a student-teacher interaction in class, and decide, either independently or in groups, whether any feedback is necessary and, if yes, how it should be introduced (the subsequent section will dwell more on the nature of the corrective feedback). Such research-oriented teaching may also contribute to establishing the most essential attributes of effective teaching, which are still lacking. On this note, Bell (2005) analyzes the outcomes of the questionnaire mailed to and filled out by 1000 foreign language teachers (dealing with French, Spanish and German) to claim that over 50% or nine categories of foreign language teaching are seen as important by all the instructors.
It is also enhanced with illustrations, reflection and action parts which give an idea to the readers and offers a variety of perspectives on language teaching and learning process. The first section, the “Exploring skills” begins with the concept of language teaching methodology followed by chapters on listening, speaking, reading and writing. The second section “Exploring language” deals with four different features of language the sound system, vocabulary system, grammatical system and the discourse system which enriches the ideas and techniques and helps the learners to master these language items. The third section “Supporting the learning process” looks at the ways in which the learning process can be supported through strategies with the effective use of commercial course books, computer assisted language learning, learner autonomy, content based instruction and classroom based
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
The article Principles of Instructed Second Language Acquisition focuses on how instruction can facilitate language learning with teacher’s guidance in improving the instructed language acquisitions. The author exemplifies in his text ten specific principles that will guide a teacher in assisting students how to learn English as their second language. These principles are defined to assist the teacher in attaining information, not to directly advise teachers to follow these principles. Ellis (2008) states, the principles described in this digest, therefore, are intended to provide teachers with a basis for reflection and not as a set of prescriptions or proscriptions about how to teach (p. 1). The articles entails that learning a second language requires various concepts, so in order to make learning effective, but simple first ensure instruction develops a rich-repertoire of formulaic expressions, se...
Another factor considered in this study is the professional development of teachers. Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally.
In the Learning Forward article, Hirsch agrees with me on this point. In the foreword she states, “The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success.” One of the strategies our district used this year in order to support this idea was Teacher Based Teams (TBTs). Groups of no more than 6 teachers formed teams around a specific academic area of need for their students. These teams meet at least twice a month for 45-60 minutes. The TBTs followed the 5 step process that had them create and administer a formative assessment piece, score on a common rubric, analyze results with their team members, plan and deliver instruction and then reassess
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.