TEFL I

TEACHING ACROSS AGE LEVEL

S, TEACHING ACROSS PROFICIE
NCY, TEACHING ACROSS SOCI
OPOLITICAL AND INSTITUTION
AL CONTEXT
TEACHING ACRO
SS AGE LEVELS
Popular tradition would ha
A. TEACHING C
HILDREN ve you believe that children
are effortless second langu
age learners and far superio
r to adults in their eventual
success. On both count, so
Add an image

1. INTELECTUAL DEVELOPME
2
NT
Here the some rules of thumb for the cla
ssroom :
Don’t explain grammar using terms like “present
01 progressive” or “relative clause.”

Rules stated in abstract terms should be avoide

02 d.

Some grammatical concepts, especially at the up

per levels of childhood, can be called to learner
03 s’ attention by showing them certain patterns an
d examples.

Certain more difficult concepts or patterns requi

04 re more repetition than adults need.
 3

2. ATTENTION SPAN
How do you that :
a. Because children are focused on the immediate here and now,
activities should be designed to capture their immediate interest.
b. A lesson needs a variety of activities to keep interest and attenti
on alive.
c. A teacher needs to be animated, lively, and enthusiastic about t
he subject matter.
d. A sense of humor will go a long way to keep children laughing a
nd learning.
e. Children have a lot of natural curiosity.
Add an image

4
3. SENSORY INPUT

Pepper your lessons with physical activity or do Tota

01 l Physical Response activities.

Projects and other bands-on activities go a long way

toward helping children, are excellent ways to get th
02 em to learn words and structures and to practice me
aningful language.

Sensory aids here and there help children to internal

03 ize concepts.

Remember that your own nonverbal language is imp

04 ortant because children will indeed attend very sens
itively to your facial features, gestures, and touching.
 4. AFFECTIVES FACTOR 5
Teachers need to help them to overcome such potential barriers to learning

Help your students to laugh with each other at various mistakes that
they all make.
Be patient and supportive to build self-esteem, yet at the same time
be firm in your expectations of students.
Elicit as much oral participation as possible from students, especially t
he quieter ones, to give them plenty of opportunities for trying things o
ut.
5. AUTHENTIC, MEANINGFUL LANGUAG
6
E

Children are good at sensing language that is not authentic; therefore

“canned” or stilted language will likely be rejected.
Language needs to be firmly context embedded. Unconnected sentenc
es will be much less readily tolerated by children’s minds.
A whole language approach is essential. If language is broken into too many bits a
nd pieces, students won’t see the relationship to the whole. And stress the interrel
ationships among the various skills or they won’t see important connections.
B. TEACHING A
a. Adults are more able to handle abstract rules and con
DULTS cepts.
b. Adults have longer attention spans for material that
may not be intrinsically interesting to them.
c. Sensory input need not always be quite as varied with
adults, but one of the secrets of lively adult classes in th
eir appeal to multiple sense.
d. Adults often bring a modicum of general self-confiden
ce (global self-esteem) into a classroom.
e. Adults, with their more developed abstract thinking ab
ility, are better able to understand a context-reduced seg
ment of language.
C. TEACHING TEENS 8

1 Intellectual capacity adds abstract operational thought around the age of twelve.

Attention spans are lengthening as a result of intellectual maturation, but once ag

2 ain, with many diversions present in a teenager’s life, those potential attention spa
ns can easily be shortened.

3 Varieties of sensory input are still important, but, again, increasing capacities for a
bstraction lessen the essential nature of appealing to all five senses.

4 Factors surrounding ego, self-image, and self-esteem are at their pinnacle.

Secondary school students are of course becoming increasingly adult like in their
5 ability to make those occasional diversions from the “here and now” nature of im
mediate communicative contexts to dwell on a grammar point or vocabulary item.
Add an image Add an image
TEACHING ACR
OSS PROFICIEN
CY LEVELS
A. DEFINING PROFI
CIENCY LEVELS

Add an image Add an image

Levels can be defined in three such as b
eginning, intermediate, and advanced. N
ow, teachers have some guidelines, whi
ch are useful to develop the topics and t
he tasks for every level because teacher
s have to organized what they are going
to teach and evaluate. Teachers cannot
teach beginners something that is for in
termediate level because students are n
ot going to understand the topic.
Add an image

B. TEACHING BEGINNING LEVEL

S
Teaching beginners is considered by ma
ny to be the most challenging level of lan
guage instruction.
There will be a lot of repetition of a limit
1 ed number of words, phrases, and sente
nces.

2 A lot of controlled language forms used.

Short, simple techniques must be used s

3 uch as pair and group work.
Add an image

1
1

Fluency is only expected within limited s

4
tructure/forms.

Teacher should talk with clear pronuncia

5
tion.

Most of the time teacher will be the cent

6
er of the classroom activities.
Add an image

1
2

Listening and speaking : meaningful and

7 authentic communication tasks.

Reading and writing : brief and real-life

8 materials consider their literacy in their
own native language.
Grammar : very simple verb forms, peson
9 al pronouns, definite & indefinite article
s, singular and plural nouns, simple sent
ences.
A. STUDENTS’ COGNITIVE LEARNI
NG PROSESS

B. THE ROLE OF TEACHE

R

When you teaching beginning levels, you should know

C. TEACHER TALK something that you must manage in class.

D. FLUENCY AND ACCUR

ACY

E. TECHNIQUE
 1
4

C. TEACHING IN Intermediate level, students have developed som

e of their abilities of learning the target language,

TERMEDIATE LE so the teacher has to apply different teaching me

thods in the class. Teacher has to dare students

VELS ask questions; make comments during the class t

o their own learning. The teacher is able to use m
ore advanced word according to the level. studen
ts have progressed beyond novice stages to an a
bility to sustain basic communicative tasks, to es
tablish some minimal fluency, to deal with a few
unrehearsed situations, to self-correct on occasio
n, to use a few compensatory strategies, and gen
erally to “get along” in the language beyond mere
survival. The picture changes somewhat. Your rol
e and the students’ capacities change.
 1
5

Some automatic process has taken hold : complex techniqu

More

3
es can be used.

Teacher should not occup

y the major proportion of

2 a class hour.

Learner-centered wor

1 k is possible.
A. STUDENTS’ COGNITIVE LEARNI
NG PROSESS

B. THE ROLE OF TEACHE

R

Same as when you teaching begininning levels, you sh

C. TEACHER TALK ould know this too, to manage your class.

D. FLUENCY AND ACCUR

ACY

E. TECHNIQUE
 1
Students have developed not only their reading and lis 7
tening comprehension but also their fluency in speaki
ng. Techniques can be like group debates and argume
ntation, complex role-plays, scanning and skimming re
ading material. At this level, students normally have sp
ecific purpose for which they are planning to use Engli
sh. As students move up the developmental ladder, ge

D. TEACHING AD tting closer and closer to their goals, developing fluen

cy along with a greater degree of accuracy, able to han

VANCED LEVELS dle virtually any situation in which target language use
is demanded, they become “advanced” students. At th
e very top of this ladder is what the ACTEFL Proficienc
y Guidelines describe as the “superior” level, compara
ble in most aspect to an educated, so in order to be m
ore in keeping with reality, we will simply focus on wha
t the Guidelines describe as the “advanced Students“ h
ave mastered larger chunks of languages.

Automatic mode that should appear in this level :
Natural language at nat
1 ural speed is a must at t
his level.
Speaking and listening : stu
dents can focus more caref
4 ully on all the sociolinguisti
c nuances of language, pra
gmatic constrain sometime
s occur.
1
8
Techniques are more compl
Learner-centered.
2 ex covering the sociolinguis
tics and pragmatics compet
3
encies.
Reading and writing : progre Grammar : metafunction
ss to native speaker compe al grammar level.
5 tence à critical reading, inte 6
rpretation, etc.
A. STUDENTS’ COGNITIVE LEARNI
NG PROSESS

B. THE ROLE OF TEACHE

R

Same as when you teaching begininning and intermedi

C. TEACHER TALK ated levels, you should know this too, to manage your
class.

D. FLUENCY AND ACCUR

ACY

E. TECHNIQUE
TEACHING ACROSS SOCIOPOLITICAL AND INSTITUTIONAL C2
ONTEXT 0

A. Sociopolitical Context

The importance of the sociopolitical context in terms of language cannot be released in linguisti
c teaching. This can be seen by the dominant social role in knowledge learning. When we consider t
he important roles of language in social contexts and extend them into communities, regions nation
s and continents, then the political side of language becomes visible. Social and political issues are
correctness and appropriateness, styles, acceptable forms of speech within communities, regional
and national standards, national language policy, and international varieties of English.
 2
Correctness and appropri 1
01
ateness.

02 Registers and styles.

Among some of p 03
Acceptable speech varieti
es in a community.

olitical and issues 04

Regional & national stand
ards of language.
are :
05 National language policy.

International varieties of
06
English.
 2
2

B. SECOND AND FOREIGN LANGU

AGE
Second language learning contexts are those in which the classroom target lan
guage is readily available out there. Foreign language contexts are those in which
the student does not have that context, that ability to hear and speak outside the c
lassroom, albeit through books, magazines, and other foreign language speakers,
they can find comadrie. ESL context vary from region to region. Look at the countr
y and see if English holds any official status, whether it is recognized by a govern
ment or institution, and whether or not resources for learning are readily available,
and notice that learning English in Britain, Canada, and America all vary by dialect
and more. In many countries such as Japan or India, there are venues for authent
ic use of language, such as movies, clubs, and media, such as the world wide we
b.
 2
Culture Context : 3

Language is part of culture-culture is not a mere tool but a super ordinate c

1 oncept.

2 Language and cultural identity go together.

3 Cultural connotations & nuances.

4 No high or low culture-different cultural schemata.

5 Diversity and multicultural education.

Add an image

2
1. EFL Context 4

Compensation for the lack of ready communicative situations.

A

Use class time for optimal authentic language input and i

B nteraction.

Don’t waste class time on work that can be done as homework.

C

Provide regular motivation-stimulating activities.

D
Add an image

Encourage the use of learning strategies outside class.

E

Form a language club and schedule regular activities.

F

Maximize learning through using multimedia & by forming online

G /virtual communities.
Add an image

2
2. ESL Context 6

Give homework that involves a specific speaking task with a per

A son outside the classroom.

Encourage students to seek out opportunities for practice.

B

Encourage students to seek corrective feedback from others.

C

Have students keep a log or diary of their extra-class learning.

D
Add an image

2
7

Plan and carry out field trips.

E

Arrange a social “mixer” with NSEs.

F

Invite speakers into your classroom.

G
C. English as an International Languag 2
e 8
The growth of a nativized varie

ty of English :
Most English teachers in the world today are non- 1. Most English language teachers acros
native English speakers, so the norm is bilingualis
s the globe are nonnative English speaker
m. Rather than teaching English as a tool for unde
s and bi- or multi-lingual.
rstanding American and British culture, it is more
often seen as a tool for international business, co 2. A tool for international communication
mmerce, tourism, and research. Students will be m in transportation, commerce, banking, tou
ost interested in the practical applications of spea rism, technology, diplomacy, and scientifi
king English. English Plus is an idea that English is c research.
a compliment to the learners native language and i
s appropriate for both languages to be used in tea
ching, particuarly in public school settings. Policy
and climate dictate status accorded to native and
secondary languages.
 2
D. Language Policy Issue 9

English Only – subtractive. English Plus – additive. Cummins-pass beyond

1 2 3 threshold levels ;
a. BICS (basic interpersonal com
munication skills)

b. CALP (cognitive academic lang

uage proficiency)

A student’s “proficiency” by Sts’ proficiency related mor Always try to keep your stu
4 a grueling computer-scorabl
e standardized multiple-cho
5 e to the ability to cram for a
standardized test.
6 dents’ vision fixed on usefu
l, practical, reachable goals
ice examination. for the communicative use
of English.
 3
E. INSTITUTIONAL CONTEXT 0

In an institutional context, submersion is a way of treating second language learners. In this way
students are submerged into regular content-area classes with no special attention to foreign langu
age instruction, a Darwinian approach. With immersion program students share the same mother to
ngue. In most immersion programs, students are in a EFL setting and learning the second language
is a compliment to the subject area. Sheltered English is a popular form of immersion programs, in t
hat students come from varying backgrounds, and the teacher is trained in subject-area and ESL me
thods. There is EAP (English for Academic Purposes) courses, ESP (English for Special Purposes), s
uch as an English for Business course, and there are Vocational Technical (Voc/Tech) designed for
those learning trades and other occupations not commonly taught at universities. literacy courses a
re designed to teach reading and writing skills to students whose native language skills are either n
on-existant or very poor.
 3
1. Elementary and Secondary School 1

A. Submersion : B. Immersion :
“Sink or Swim.” Bilingual in content courses.

C. Sheltered English : D. Mainstreaming :

Multilingual students, Ts are content t Exiting after ESL programs.
eachers with ESL training .

E. Transitional bilingual progra
m:
Using native language for c
ontent areas while ESL cour
ses are provided separately.
F. Maintenance bilingual progr
am:
Continuous learning of subj
ect matter content in native
language, high cost for staff
& maintenance, not masteri
ng TL.
3
2
G. Enrichment bilingual progra
m:
Choice of subjects in FL whi
le most learning done in nat
ive language, enrich linguisti
c or cultural horizons.
Add an image
2. Post Secondary and Adult
Education

A Survival/social curriculum.

B Literacy programs.

C Vocational ESL.

D Workplace ESL.
 3
4

F. Institutions of Higher Education

1. Intensive English Programs (IEPs): mostly pre-academic/preparatory courses.

2. EAP (English for Academic Purposes)
3. ESP (English for Special Purposes)
Other factors to consider; institutional regulations, budgetary and bureaucratic c
onstraints, administrators or supervisor’s hegemony, textbooks, colleague suppo
rt or pressure, teaching hours & dedication, sts’ level of motivation.
THANKS FOR WATCHING!
ANY QUESTIONS?

Created by :
Sari & Septi