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Welcome Everyone
Jayati Rudreshkumar ThakarRoll. No. 30Batch 2015-2017M.A. Semester: 3Paper No. 12 English Language Teaching (ELT)Email Id: [email protected]
UNIT: 4 ROLE OF A TEACHER IN ‘SECOND LANGUAGE TEACHER EDUCATION’ (SLTE)
SECOND LANGUAGE TEACHER EDUCATION Second Language (L2) teacher education
describes the field of professional activity through which individual learn to teach L2.
In terms commonly used in the field, these formal activities are generally referred to as teacher training.
Like B.Ed and PTC courses The term ‘teacher education’ refers to the sum of
experiences and activities through which individuals learn to be Language teachers. They are referred as a ‘Teacher Learners’.
Historically, the education of teachers has involved theoretical readings, university-based lectures, and/or professional development workshops which often take place outside the walls of the classroom.
This design of teacher education has its roots in the process-product paradigm that anchored research and knowledge production in education beginning in the 1950’s.
THE ROLE OF A LANGUAGE TEACHER The role of Language Teachers is undeniably crucial in
bringing success to language teaching environments. American Council on the Teaching of Foreign Languages
(ACTFL) stressed the importance of this role in its position statement related with the Role of Technology in Language Learning as “While technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment.”
To put it another way, “…the key to successful use of technology in language teaching lies not in hardware or software but in “human ware” – our human capacity as teachers to plan, design and implement effective educational activity.”
The importance of teacher educators’ role in shaping the way students teachers teach in their own teaching environments is clear. Generally, student teachers complain about the gap between the theory and practice, especially when they become real teachers after their graduation.
Teacher educators’ role in here is seeking ways to bride the gap between theory and practice. Unless they implement what they are recommending to the student teacher, they contribute to the quality of future teachers less.
Lortie’s (1975) concept of the ‘apprenticeship of observation’ which describes how teachers’ socialization as students throughout their school careers has a major influence on their teaching.
Participation links the teacher and students in the activity of teaching and learning.
CONCLUSION When viewed from a socially-situated
perspective, we see becoming a language teacher as a complex, socially constructed, developmental process in which formal professional education plays only one small part.
Teachers come to teacher education programs with prior knowledge and experiences that shapes what they learn.
Thank You for Paying Your Attention
Submitted to:Smt. S.B.Gardi Department of English,Maharaja Krishnakumarsinhji Bhavnagar University,Bhavnagar, Gujarat,India.
