PPG 215

TEACHING OF ENGLISH
TO SPEAKERS OF
OTHER LANGUAGES
TESOL in Malaysia
A Brief Description
- A high percentage of Malaysian students fail to
achieve an acceptable level of English
competency.
- Lack of good models of English inside and
outside the classroom
- Majority of teachers are second language users
- Limited exposure to English in the daily lives
- Low motivation, esp in rural areas
- aware of meaning and relationships
- realising what is happening rather than just
rote memorisation
- teacher needs to focus on understanding so
the lesson will be meaningful
- teacher assists students in finding new
meanings and relationships in the knowledge
3 phases of language acquisition
Understanding
PRIMARY GUIDELINES
PRIMARY GUIDELINES
- able to manipulate structures
consciously rather than just responding
automatically
- knowing when to use what appropriately
Production & manipulation of structures
and patterns
- liberated expression, control of language, variation
and free manipulation, real language, skill-using
- practising stage using the appropriate sounds,
vocabulary, structures and expression to
communicate ones thoughts
- to express owns ideas
- turning competence into performance skills
- being able to read, write, speak & listen fluently
Communication
PRIMARY GUIDELINES
Consider the whole person
- Guide each student to be a satisfied,
successful and motivated learner. Take into
account individual differences
- Have each students interest in mind
- Be in touch of their feelings and thought
through before, during and after class
observation
- Always ask for suggestions, ideas and
thoughts.
Maintain Students Involvement
Involve as many students as possible
Each student should have equal
opportunity of participating in class.
Vary the classroom activities group work
offers high opportunities for students to
interact actively
Be aware of introverts and dominators.
Rapport and Motivation
Rapport is NOT being liked by students.
Establishing a learning atmosphere which
is stimulating and motivating
Working relationship between the teacher and
the students as well as the motivation entailing
students incentive to learn
Good rapport = good teaching and learning
Rapport and Motivation
Successful learner depends on:
Well presented sequence of language
structure and concepts.
Ability of the teacher to help students
internalize the structures of the language
without a sophisticated grammar analysis
Motivation and wants of the learners.
Analyzing The Learning Task
In approaching a new task, a teacher needs to ask
these questions:
What do the students already know (prior
knowledge)?
What do the students need to know in order to
understand the concepts involved?
How should the teacher structure the learning
situation so the students are able to grasp the
concepts?
Inform the Objectives to the Students
Students are disinterested because they
do not know what they are doing
Students should be aware of the learning
objectives and how they fit into the course
as a whole
A goal directed activity will enhance the
learning and drive the students to focus on
what they have to do.
Learning should be goal-oriented and more
than just passing the exams
Students Learn What They Do
No direct transfer from one language
skill to another
The more practice they have, the
better language acquisition for the
students
Practice the skills in the environment
they are used
Teach All The Language Skills
Concepts learned in the receptive skills can be
reinforced by working with them in the other or
by practising them in productive performance
skills.
Competence is introduced by means of the
receptive skills & strengthened through feedback
from performance skills
A learner who has a poor ear for language may
not be able not grasp the concept when it is
presented orally but may understand it through
reading or writing the forms.
Provide opportunities for training in all the skills,
combining them whenever necessary.
Sequence the learning following the order of
difficulty
Teach for transfer of learning
Provide a variety of activities
Teach All The Language Skills
Do not be eager to correct every mistake
Secondary Guideline
Have something to give to the class.
Assume the responsibilities
Provide students the feeling of confidence &
success
Insist students share the learning load
Encourage & motivate the students
Secondary Guideline
Call on the students
Do not do in class what the students can
manage at home
Hold the students responsible for the
material
Teach for respect
Do not teach all you know
Do not expect mastery in a single day
Secondary Guideline
Recognize individual differences
Use visual aids & ICT
Maintain high standards
1. Motivate students extrinsic & intrinsic
2. Provide sufficient input good models, real life
situations
3. Create a communicative purpose
4. Provide sufficient opportunities to practise and
use the language
5. Choose activities suitable for students levels
6. Use a variety of strategies and techniques
eclectic approach, multiple intelligences
Summary of guidelines
What is self-evaluation?
- be aware of what is happening in ones own
classroom
- reflecting on own teaching
- to improve ones skills as a teacher
Self Evaluation
Cannot be taught but developed within time
Observing oneself to look at:
1. Proper planning & careful reflection after
lesson
2. Observe other teachers and compare to
own
3. Ask others to observe and discuss after
the lesson
Self Evaluation
Write 5 characteristics of good teaching
Good and Bad Teaching
Write 5 characteristics of bad teaching
Rank and compare them with your friend.
Teaching procedure
Observing a Lesson
Use of teaching aids
Class management
Teachers personality
Command of English
Category Importance
1. Is the aim of the lesson clear?
2. Is the writing on the board clear?
3. Are the students actively participating?
4. Is there a variety of activities?
5. Are the stages of the lesson clear?
6. Does the teacher have a clear
pronunciation?
7. Does the teacher smile often ?
8. Does the teacher use visual
appropriately?
9. Does the teacher speak naturally?
10. Does the teacher encourage the
students to ask questions?
11. Does the teacher encourage real
language use?