Free DELTA Webinar 18/09/2011

LANGUAGE DEVELOPMENT FOR TEACHERS LDT

PRESENTER: MARISA CONSTANTINIDES, CELT ATHENS

Language Needs

1Preparation 2Instruction 3Feedback

What

Lesson Preparation & Materials Design

Evaluate, Select, Adapt, Design, Create, Supplement, Research

1

NoteA NEST non-teacher may have an intuition about 1-4 but not about 5 or 6

1. Is the language accurate?2. Is the language appropriate for

the context?3. Does it sound like natural

spoken or written English 4. Are the contexts real to life?5. Is it right for the level of

instruction?6. Do the activities promote natural

language in context?

Selecting Adapting Creating

2 Classroom Instruction

Instruct, Initiate, Elicit, Comment, Model, Evaluate, Correct, Nominate, Accept

Example of analysing Teacher TalkA lesson can be said to constitute a hierarchy of discourse events, a kind of system of ranks:

LESSON

Transaction

Transaction

Transaction

Exchange

Exchange

Exchange

Exchange

Exchange

Exchange

Exchange

Exchange

move

move

move

move

move

move

move

move

move

move

move

move

actact

actact

actact

actact

actact

actact

actact

actact

actact

actact

actact

actact

actact

act

actact

From Sinclair, J. M. and R. M. Coulthard (1975). Towards an Analysis of Discourse: The English used by teachers and pupils. London, OUP.

Classroom Discourse Task 1Look at the transcript of a transaction on the next page [from Papaefthymiou-Lytra S (1990), Explorations in Foreign Language Classroom Discourse] and decide how you would divide it into exchanges, moves, and acts. T: Can you guess/think of one reason why doesn’t he like city-life?L: Because the city is with many θορύβουςT: There is too much noise or too many noise?Ls: Much noise.T: Much noise.L: City have a lot of buildings.T: Cities have a lot of buildings.

Big buildings.L: There are much cars/many cars.

They are ugly.T: There are many cars.L: And they must work.T: They must work.

People in villages work even more.L: All the city people are in a hurry.T: Yes.

Classroom Discourse Task 2Look at the definitions below [from Sinclair and Coulthard (1975), Towards an Analysis of Discourse] and label the transcript in the previous task accordingly. A transaction typically consists of an initial boundary exchange followed by a series of teaching exchanges.A boundary exchange consists of a move which marks a boundary between larger stages in the discourse (frame) and a move which indicates which direction the lesson is likely to proceed in (focus).A teaching exchange characteristically consists of an initiating move followed by a responding move or moves. the typical teaching exchange consists of Initiation (by the teacher), Response (by the learner) and Feedback (by the teacher). More specifically, teaching exchanges may belong to one of the following categories: teacher elicit [IRF], teacher direct [IR(F), where R is a nonverbal action], teacher inform [I(R)], checking [IR(F), where I represents a genuine teacher question, ie, one to which the teacher does not know the answer], pupil elicit [IR, where I is performed by the pupil] and pupil inform [IF, where I is performed by the pupil]

3 Feedback Correction

Identify Errors, Indicate, Recast, Explain, Present. Check Understanding

Error GravityStudents’ sentences Corrected

version (if wrong)

Mark Type of error?

Only one woman’s arms was broken He was driving with a high speed The people are too many and so the cars are too many Dizzys from the wine we decided to go home. The people who were in the taxi were seriously injured Neither of us feels quite happy. There are many accidents because we haven’t brought roads.

The ambulance left to go the injured to hospital. All the people in the bus began to calling for help. One children was slowly crossing the street.

Selection from T.Hughes & C.Laskaratou research reported in ELTJ

Grammatical Accuracy only?

pronunciation Functional appropriacy Tenor

Use Concepts Collocation

Connotation Idiomaticity Sociolinguistic Appropriacy

What language structures & functions needed for each act?

What level of Competence is required?

PSATSA

Assessment?

• Validity • Reliability• Clarity• Practicality• Discrimination

By using an exam from an official examining body?

By creating your own test?

By recording a T during a lesson?

All this will depend on your TSA and what level the Ts are required to reach.

How can you assess Language Teachers?

Develop Professionally

What

4Research 5Connect

6Develop

Sample ActivitiesChoosing Content & Methodology for your Course

List of Items a box of flash cardsa box of coloured board markersa world atlasa cassette player a box of old glossy magazines in Englisha laptopa box of transparencies20 overhead transparencies a box of coloured markers a notebook20 metres of white metre papera box of coloured chalka box of toys10 student books of the same levela set of colour crayonsa book of photocopiable communication gamesa grammar booka dictionarya box of blank cassettesa set of class readersa box of blue ball point pensa video cameraa television seta video player

Desert Island Type activities

SPEAKING

-----Original Message-----From: Khalid Shammad [mailto:kshammad@hotmail.com]Sent: Thursday, May 17, 2001 11:08 PMTo: celt@celt.edu.grSubject: drama disertations

I'm interested in applying dramatic techniques in teaching English in my country, so I want you to provide me with some abstracts of studies related to this subject in order to conduct a study about using drama inour schools. Thank You

WRITING

I did not reply to this letter as I felt it was too demanding/aggressive. Can you rewrite it so it becomes more likely the writer will get a response?

I Read /listen to the original one... - My wife's gone to the West Indies - Jamaica? - No, she went of her own accord. Where is the misunderstanding? What is funny about it?

PRONUNCIATION – HUMOUR – PLAYING WITH LANGUAGE

Write some punch lines on the next page

1. My wife's gone to St Petersburg. - Is she Russian? - No, she's ____________.

2. My wife's had an accident on a volcano

- ___________? - No. She broke her leg.

3. My wife's gone to Malawi - Lilongwe? - Yes, ___________.

PRONUNCIATION

PRONUNCIATION - CHUNKING

Task 2: Read these sentences in two different ways so as to make two different interpretations possible. I'm eating Mummy We stopped wondering where to go As a matter of fact she said I was too tall for my age

Teachers need to read aloud to their students a lot

PRONUNCIATIONThere was a man in the shop. He was a dirty man in an oldcoat with a cigarette in his mouth. “What do you want?” he asked.“I’d like to see the Elephant Man, please,” I said.The man looked at me carefully. Then he took the cigarette outof his mouth and smiled with his yellow teeth.“All right, sir,” he said. “Give me two pence then.”I gave him the money and he opened a door at the backof the shop. We went into a little room. The room was coldand dark, and there was a horrible smell in it.A creature sat on a chair behind a table. I say a creature,because it was not a man or a woman, like you or me.The creature did not move or look at us. It sat very quietly onthe chair in the cold, dark, dirty room. On the table in front of it,there was a dead flower.

Read this text aloud and record yourself – send me the recording

LANGUAGE VARIATION

TASK A:Which of these statements is: a) formal, b) casual, c) impersonal, d) informal. All candidates shall proceed to the examination room. Those taking part should go to the examination room. Could you please go to the exam room? Go to the exam room.

LANGUAGE VARIATION

When his dad died, Jack had to find another apartment.

Father was somewhat fatigued after his lengthy journey

Translate ‘up’ and ‘down’ as on previous page

EOP & EAPAn LD for Teachers is a Combination of

English for Occupational Purposes & English for Academic Purposes

Course & Syllabus Design should follow similar steps

.

EXAMPLES YOU CAN USE IN MODULE 3

Use the CELT Athens English for Teachers Course webpage to explore syllabus elements you could include on such a course for your Module 3 Assignment. Look for Syllabus ideas on the Cambridge ESOL website and especially the language awareness elements in ICELT & TKT KAL

That’s all good folks!

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Marisa Constantinides @Marisa_C @info@celt.edu.gr

CELT ATHENS http://www.celt.edu.gr/

TEFL MATTERS BLOG marisaconstantinides.edublogs.org/

CELT SN

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