Paper : 12 (
English LanguageTeaching-1)
M.A Semester : 3
Roll No : 20
Topic:Second
Language Teacher Education
Email : marujanak17@gmail.com
Submitted To : Smt. S.B Gardi Department of English
Maharaja
Krishnakumarsinhji
Bhavnagar University
Introduction of Donald freeman :
-Donald freeman was
dean of the department of language teacher Education and director of the centar
for teacher education, training, and research, at the graduate school for
international training in vermont.
- his research interests focus on teach learning Donald
freeman n his article second language teacher education differantly and easily
understand to teaching method.
- he studiesthe place of language as data in these learning
processes, and how it can be used to trace influences across the interrelated
domains of teacher education, classroom practices, and student learning.
-he is past president of TESOL and member of the university
of cambridge ESOL adviser council.
Introduction of second language teacher Education :
Ø English language skills are vital for any country that wants
to be an active participant in hee global economy and has access to information
or knowledge pertaining to social and economic development.
Ø the shifting ground of terminology has plagued L2 teacher
education for at least the 30 years.
Ø the relative emphasis has shifted, the focus among these four
words has migrated from the content, the 'second language ', to the person of
the 'teacher', to the process of learning or 'education', thus capturing the
evolution in the concept of L2 teacher education in the field.
The field
of teacher education is a relatively underexplored one in both second and
foreign language teaching. The literature on teacher education in language
teaching is slight compared with the literature on issues such as methods and
techniques for classroom teaching. (
Richards and Nunan )
v knowledge of subject matter:
what is knowledge of subject matter?
-
teachers need to know about their subject the specialized concept, theories and
disciplinary knowledge that constitute the theoretical basis.
1.
Phonetics
and phonology
2.
english
syntax
3.
second
language acquisition
4.
curriculum
and syllabus design
5.
discourse
analysis
6.
sociaolinguistics
7.
analysis
of method
8.
testing
and evaluation
-
so this type of subject matter knowledge theoretical basis.
-
there are many reason for this gap between teacher education and teacher
learning.
-
some have to do with the research paradigms and method that have been valued
raise questions about how teaching is defined education lands to the study of
teacher.
The profession of English teaching:
-
SLTE has been evolving and changing by exploiting its own knowledge base. Short
in present of the teacher own knowledge in classroom.
Contextual factors:
1. Language policies
2. Language teaching policies
3. Community factor
4. Sociocultural factor
5.Type of school
6. Administrative services
7. School culture
8.School program
9. Level of class
10. Age of the learner
11. Learning factor
12. Teaching resources
13. Testing factors
The
Role of input : ' Teacher Education strategies'
-
as mentioned in the first section, confusing nomenclature has been the achilles
heel of L2 teacher education. The clearest instance is the co-mingline of the
terms teacher training, teacher development and teacher education.
-
in the case of L2 teacher education, content and process combine to create two
broad strategies for input: teacher training and teacher development(see
freeman 1989). In teacher training the content is generally and transmitted to
the teacher-learner through various processes.
-
the content may be present through conventional processes- such as lectures,
readings and the like- or through more participant-oriented processes-such as
project work, case studies and so on.
-
the emphasis, however, is on how teacher -learners on the value to
teacher-learners of the development activity.
-In
development, the information is often externalised from the teacher-learners
experience through collaborative work, reflective processes and so on. A second
misconception is that training and development are often couched in sequential
terms.
The
role of prior knowledge : befor formal teacher education begins
the
research section , teacher education has conventionally been framed as a
behavioural undertaking in which teacher-learners ae to master the new
knowledge and skills to which they have been introduction, usually through
training trategies .
-
the complicated task of describing what teacher-learners prior knowledge is and
the forms it may take. Knowledge is
internal, there can be no definitive way of labelling it, thus
competingconstructs will continue to exist.
Teacher education is struggling to reconceive
its educational processes so that they ecompass and draw on what
teacher-learners may already know about teaching( johnson 1999).
Dialogic teaching & Teacher education through technology:
This theme centres around conversations
with other teachers and collaborative planning and explores the role of
collaboration, team mentoring, supervision problem solving and decision making.
·Advancement in technology has created
possibilities for distance teaching through online learning and internet based
resources.
·Dialogic teaching makes it possible for
globalized teaching communities to come together with their own cultural,
social, professional, and personal outlooks.
Critical Language Teacher Education:
·Through this theme the authors talk
about raising awareness about how power relations are constructed and how they
function in a society.
·Teachers are encouraged to engage in
critical self reflection about their own identities and positioning in
society and among their students.
Need For Account Ability:
· Since English teaching has become a
worldwide phenomenon now, there is a greater need for accountability in SLTE
practices and assessment.
· To ensure quality there has to be a
central control on competencies of teachers and components and contents of
curriculum.
· Internationally recognized standards
and specifications need to be developed to ensure accountability, validity and
reliability, hence a need for a central body that can monitor all aspects.
Conclusion:
· It is an informative book that has put forth some important
issues and debates in the field of second language teaching effectively.
· However, some information about the
professional background of the chapter authors would have been beneficial to
readers.
· The book makes a vital contribution of
our understanding about how this field has expanded considerably since its
initiation in the 1960s and has redefined its scope goals curriculum, teaching
approaches and methods
· The book should benefit scholars of
language education and applied linguistics and prove very useful to the
teaching fraternity and master’s and doctoral students in these field.
vCited:
Ø https://www.sites.google.com/site/exmaenglish/m-a-part-2/course-no-12-a-english-language-teaching-1
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