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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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The Negotiated Syllabus

The Negotiated Syllabus | TELT | Scoop.it
I suggested in my last post that a real paradigm shift in ELT would involve throwing out the coursebook and standardised tests and replacing them with a process-driven approach which concentrates on the “how” more than the “what” of teaching.
Shona Whyte's insight:

Geoff Jordan comes back to the question of learner needs and objectives in the language classroom, linking this to task-based language teaching in what looks like will be a series of posts.

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Reconceptualising interactional groups: Rance-Roney 2010

Shona Whyte:

 

Here's a very practical discussion of group formation for second language interaction by Judith Rance-Roney in the English Teaching Forum 2010.  It begins with some second language research supporting the importance of interaction for language acquisition, then looks at a variety of ways of grouping students to maximise their learning opportunities.  It's based on ESL for higher education in the US, but applicable to foreign language contexts also for the most part.

 

I've picked out some do's and don'ts which I think are valuable:

 

DO
- consider fixed groups, saving planning time and allowing learners to get to know each other

- also consider a roster of groupings, to make different groups for different tasks/topics

- group students by proficiency; keep a class list ordered by language level for quick reference

- assign roles to group members: leader, scribe, reporter, vocabulary monitor, time monitor

- allow 5 minutes' study time for learners to absorb new language or instructions before group work begins

 

DON'T
- feel bound to make groups of equal numbers: put 3 quiet students together so that they have to participate, but 6 louder students so they have to take turns

- consistently mix high and low proficiency learners: the stronger students will dominate

- always group by affiliation: learners who do not know each other well accomplish more on-task learning

- always avoid grouping same-L1 learners together: L1 discussion can be helpful and code-switching can lead to greater analytic depth

Shona Whyte's insight:

I scooped this a while back and when I went back to find it, discovered the document had disappeared.  But this is another link to the same document.

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Top Tips for New Teachers #7 – Laura Ironside

Top Tips for New Teachers #7 – Laura Ironside | TELT | Scoop.it
Fresh from teaching English to learners of all levels in Spain, Laura Ironside joins us for our Top Tips for New Teachers series, to share the key bits of teaching advice she has learnt along the way.
Shona Whyte's insight:

Nothing much to argue with here.

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