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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Guest Post: Ljiljana Havran Reflects on Learning English as an L2

A few days ago, in reply to a comment by Aleksandray Grabowska, I invited bloggers for whom English is an L2 to tell us how they learned English. Today, I’m delighted to introduce Ljiljana Ha…
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Nice examples of implicit and explicit teaching (or intentional versus incidental learning) in different EFL contexts
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Why practice makes perfect sense: Anderson, 2016

Among the many lesson planning paradigms used in English language teacher education over the last 40 years, PPP has proven to be one of the most popular and most durable (see Figure 1) despite regular criticism in literature emanating from the Anglophone centre of ELT theory. After presenting a brief history of the paradigm and outlining the main criticisms directed at PPP, especially in the 1990s, I discuss some important research findings from SLA studies since the turn of the century that lend support to PPP-type lesson structures. I briefly analyse parallels between PPP and other teaching paradigms deriving from skill learning theory, linking these paradigms to the expectations of many learners worldwide, and the organisation of content in many mainstream ELT coursebooks. I identify three potential contexts for using PPP, including that of primary and secondary teachers working in low- and middle-income countries, and describe a PPP lesson structure from my own work as a teacher and teacher trainer compatible with best Jason Anderson practice in mainstream teaching. While I caution that PPP cannot and should not be used to structure every lesson, I argue that it can be an appropriate and effective vehicle for the teaching of grammar, functional language and lexis, especially at lower levels of proficiency (up to B2), where the majority of ELT around the world happens, and is likely to happen for the foreseeable future (Graddol 2014).
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In defence of PPP.
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In defence of PPP: Chris Jones

In defence of PPP: Chris Jones | TELT | Scoop.it

Chris Jones: "practice is often seen as part of Present Practice Produce (PPP) and this way of teaching is itself poorly explained in a lot of the literature. At times this may be deliberate in order to build a case against the use of PPP."

 

Summary of arguments against PPP in five points with references.

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Researching ELT blog for "discussing and disseminating ELT research"

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PPP or TBLT?

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Another go at the long-running discussion on teaching methods and second language acquisition/learning
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Ms. Potts Presents the Present Perfect

Ms. Potts Presents the Present Perfect | TELT | Scoop.it
Here's an hour and a half in the life of Ms. Potts the English teacher. The question is: Does she use the time well? Just a bit of background information for you. Ms. Potts teaches in a private lan...
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For or against PPP and the grammar syllabus?  Cast your vote.

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