A CENTAURY OF LANGUAGE TEACHING PREPARED BY : ARIK SUSANTI
TABLE OF CONTENS Module 2 : Task 1 - Reading General Approach .................................................2 Module 2 : Task 2 - Checking your understanding.........................................13 Module 2 : Task 3 - Reading Specific Approach ..............................................13 Module 2 : Task 4 - Checking your Understanding........................................20 Module 2 : Task 5 - Discussion.......................................................................................21 Module 2 : Task 6 - Group Work-Case Study ....................................................23 Module 2 : Task 7 - Reflection Activity.....................................................................24 Module 2 : Task 8 - Glossary..........................................................................................25
The module should take 6-8 hours to complete. Do the following tasks in this order by the end of the week: Task 1: Read Module 2: Reading - Reading General Approach (1 hour) Task 2: Take Module 2: Checking Your Understanding (Graded) (30 minutes) Task 3: Read Module 2: Reading - Reading Specific Approach 1 hour) Task 4: Take Module 2: Checking Your Understanding (Graded) (30 minutes) Task 5 : Discussion (1 hour) Task 6: Group Work Case Study (2 hous) Task 7 : Reflection Activity - Reflecting on Experiences with A century of Language Teaching (30 minutes) Task 8 : Glossary Explore concept of general approach in teaching English Explore concept of specific approach in teaching English Analyze both of the concepts using case study Objectives : By the end of the module, you will have: 1 MODULE 2 : OVER VIEW MODULE 2 TASK LIST OUR BEST CLIENTS
This condition is sometimes referred to as the "post-method" era, in which English instruction emphasizes authentic language and real-world situations (Brown & Lee, 2015). It is also predicated on the notion that students learn best when exposed to language in a context that is relevant to them. The purpose of teaching English is to provide students with a more natural and authentic learning experience through the use of authentic situations and language. Students can make connections between the language they are studying and their own experiences and needs. 2 MODULE 2 : TASK 1 READING - READING GENERAL APPROACH (1 HOUR) By the mid-1980s, the previous chapter's history of language teaching, marked by a series of methodological milestones, had changed course. Ironically, the methods that had been such strong markers of a century's history were no longer the benchmarks that they had once been. The profession had learned some important lessons from its previous experiences. It is realized the critical importance of including a communicative component in language courses. Thus, we have not overlooked the significance of tailoring language instruction to the country, institution, socioeconomic level, political motivation, and socialpsychological variables at work in the teaching-learning dialogue. In this module, we will provide a variety of methodological options within the framework of communicative approaches to address much of the contextualization of language teaching.
3 Students are able to make the learning process more engaging and effective because they can see the relevance of the language to their own lives. It also encourages students to take an active role in their own learning, which can boost their motivation and classroom engagement (Hughes & Morrison, 2020). There are two contextual learning approaches: the general and the specific (Brown & Lee, 2015). The general approaches to teaching English is one that emphasizes general language skills such as listening, speaking, reading, and writing. They are used in a wide range of contexts, countries, institutions, ages, and proficiency levels. General approaches are used in a wide range of contexts, countries, institutions, ages, and proficiency levels, so students can learn a wide range of language skills through enjoyable activities. In English teaching and learning process, teachers focus on students’ centered instruction (approach) (Larsen-Freeman & Marti, 2012). Teachers provides opportunities for students to try out target language. Teachers are not asked to relinquish all control in learner-centered classrooms. Students are allowed to improve their innovation, creativity, and, eventually, autonomy. All of these efforts contribute to students' sense of agency and identity. Students can learn a wide range of language skills through enjoyable activities. Meanwhile, for specific approaches that are identifiable contextual factors to be useful in language programs, they must be present. As a result, workplace L2 instruction is clearly limited to a specific audience and purpose (Brown & Lee, 2015). General Approaches Focus on learners’ needs and goals Understanding individual differences among learners in a classroom Gauging the curriculum to learners’ styles and preferences Creating a supportive, nonfearful, nondefensive atmosphere The characteristics of students-centered approach are:
4 Tasks encourage students to use language creatively and spontaneously beyond the form of language alone to real world context Tasks focus to the communication goals of students The conveyance of some sort of meaning is central to this method; Assessment is primarily based on task outcome; and TBLT is student-centered or tasks engage learners TBLT has the following characteristics (Moore, 2018): Offering students choices in the types and content of activities Giving some control to the student (e.g., group work) (Brown & Lee, 2015). Task-Based Language Teaching (TBLT) Task-Based Language Teaching (TBLT) emphasizes the use of authentic language in meaningful contexts because the goal of TBLT is to aid students' language learning by involving them in a variety of tasks with clear outcomes (Larsen-Freeman & Marti, 2012). It also promotes students’ centered approach since it has meaningful communication. The teacher's role in implementing TBLT is to select tasks that are appropriate to the level of the students and to create pre-task and task follow-up phases that are in line with the students' abilities and needs (Murad & Language, 2009). Following are some examples of English teaching methods that can support a student-centered approach: Task-Based Language Teaching (TBLT), theme-based instruction, experiential or project-based instruction, strategy-based instruction, and collaborative methods.
5 The language instructor whose goal is to apply task-based language instruction in the foreign language classroom must fulfill three primary roles: (1) selection and sequencer of tasks; (2) preparing learners for tasks; and (3) consciousness-raising. In the selection and sequencer, the language teacher has an active role in selecting, adapting, and designing tasks, and then constructing these tasks in accordance with the needs, expectations, interests, and language proficiency levels of the students. Then, in preparing learner fo the tasks, the English teacher provides pre-task training language learners. It is essential since Tasks refer to a variety of work plans with the overall goal of facilitating language learning, ranging from simple and brief exercises to more complex and lengthy activities such as group problem solving or simulations and decision-making .For example, the teacher gives tasks including things like drawing a map while listening to a tape, listening to an instruction, and carrying out a command. In these tasks, learners require process language pragmatically to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. Leaners should pay close attention to meaning and use their linguistic resources, even though the task design may predispose them to select specific forms. A task, like other language activities, can engage productive or receptive, oral or written skills, as well as various cognitive processes A task typically requires the teacher to specify what constitutes successful completion of the task. The use of a variety of different types of tasks in language teaching is said to make language teaching more communicative because it provides a purpose for a classroom activity that goes beyond language practice for the sake of language practice. Thus, task-based instruction views the learning process as a set of communicative tasks that are directly linked to the curricular goals and purposes of beyond the practice of language. these training exercises may involve introducing the topic, elaborating on task instructions, supporting students in learning or retaining words and phrases that facilitate task completion, and displaying a portion of the task process.
The last step is consciousness-raising that may be stressed that the instructor employs a combination of form-focusing strategies, such as attention-focusing pre-task activities, text analysis, guided exposure to related tasks, and application of highlighted material (Richards and Rogers, 2001). The language should play three key roles: (1) group member, (2) monitor, and (3) risk-taker and innovator. It can be stated that the students complete a variety of tasks in pairs or small groups. For students who are more accustomed to whole-class activities and/or independent work, pair or group work may require some adaption. The second step is monitor that emphasizes on task-based learning. Tasks are used as a tool to facilitate the learning process. Learners should have the opportunity to examine how language is deployed in conversation through classroom activities. 6 Learners must "attend" to both the message in task work and the way in which such communications are often packaged. The last step is risk-taker learners will be required to develop and elaborate on messages for which they lack the necessary linguistic resources and prior experience. In actuality, this is the purpose of such assignments. The skills of guessing based on linguistic and contextual cues, requesting clarification, and consulting with other learners may require improvement (Richards and Rogers, 2001) In conclusion, Task-based approach is a contemporary concept in language education that aims not only to aid students in achieving predetermined objectives, but also to offer the context and conditions for language acquisition. Teachers serve as instructors to those who build the study environment, as well as assistants, advisers, and advocates for learning activities. Learners play a crucial role in the learning process. They are no longer empty vessels to be filled by the teachers, but rather torches to be kindled by providing suitable learning environments and assignments. The task-based method facilitates the internalization of language skills in a natural manner and teaches students how to solve real-world situations. Language teachers should use task-based approach into their language classrooms since it is effectives during the implementation of teaching and learning. Teachers and students should be aware of the objective and reasoning behind completing tasks and involved in the development of the task materials
7 Stimulating awareness within learners of preferred styles Linking style to strategy with “strategic” techniques Providing extra-class assistance for learners The effective implementation of SBI in language classrooms involves several steps and considerations (Brown & Lee, 2015): Strategies based instruction (SBI) is called learning strategies training. Learning strategies are strategies that contribute to the development of the language system that the learner constructs and have a direct impact on learning. Freeman, D.L. and Anderson, M. (2011) explain language learning strategies as behaviors or actions that learners use to make language learning more successful and enjoyable. Implementing SBI can make learners to become self-driven independent learners beyond the classroom, since they must be fully aware of their own strengths, weaknesses, preferences, and styles, and be able to capitalize on that metacognition through the use of appropriate action in the form of strategic options. When learners are aware of their own capacities and limitations, they can efficiently adopt pathways to success that capitalize on strengths and compensate for weaknesses. Strategies Based Instruction Stimulating Awareness L2 learners should be aware of their own styles, preferences, and ways to learn and improve their target language. However, most of students do not have any awareness about their preferences when they are learning target language.
8 Logical/mathematical - the ability to use numbers effectively, to see abstractt patterns, and to reason well Visual/spatial- the ability to orient oneself in the environment, to create mental images, and a sensitivity to shape, size, color Body/kinesthetic- the ability to use one’s body to express oneself and to solve problem Musical/rhythmic- an ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody Interpersonal- the ability to understand another person’s moods, feelings, motivations, and intentions . Intrapersonal-the ability to understand oneself and to practice selfdiscipline Verbal/linguistic- the ability to use language effectively and creatively. Naturalist- the ability to relate to nature and to classify what is observed Thus, the teacher should give attention to the multiple intelligence in L2 learning. Gardner has theorized that individuals have at least eight distinct intelligences that can be developed over a lifetime (Timmins, 1996). The eight are: Therefore, teachers have to recognize their students’ intelligences and give opportunities to develop the multiplicity of intelligences. For example, a learner with high interpersonal intelligence, may thrive in the context of group work and interaction, whereas a student with high spatial intelligence will perform well with plenty of charts, diagrams, and other visuals.
9 If all English teachers use a variety of activities and techniques to appeal learners’ engagement in teaching and learning, it can develop their language proficiency Style and learning strategies has linked in classroom activities. There are three categories of learning strategies, such as metacognitive, cognitive, and social/affective strategies (Larsen-Freeman & Marti, 2012). Metacognitive strategies include learning planning, thinking about the learning process as it occurs, monitoring one's production or comprehension, and evaluating learning after an activity is completed (Zhang, 2010). It plays a significant role in helping students to achieve learning success. Students’ metacognition is closely related to selfregulated learning that motivate students how to read and write English as foreign language. Linking style and Strategy in the Classroom Providing Extra Class Assistance To increase students' strategic awareness can be carried out outside of the classroom. Teachers can issue challenges to students to implement specific classroom strategies and bring back reports of their successes to share with classmates. Next, cognitive strategies involve learners interacting with and manipulating what is to be learned. Outlining and summarizing what has been learned from reading or listening are examples of these strategies. Students learn foreign language using keywords, repeating, translating, grouping, and transferring to comprehend target language. Social/affective strategies address interaction with other learners and native speakers, as well as the management of affective demands imposed by language learning, such as cooperation, clarification questions, and self-talks.
10 Several other pedagogical approaches that support the 21st centuryskills were featured by collaboration, interaction, and cooperation between students in class. Cooperative learning, as opposed to individual learning, is focused on student-centered learning that is an effective teaching strategy in which small groups of students of varying abilities. Each team member is responsible not only for learning what is taught, but also for assisting teammates in learning. Students work through the assignment until all group members understand and complete it successfully. English teacher can implement social media to help students practice their language outside the language classroom. It is known that social media provides excellent opportunities for authentic communication, such as tweeter, blogging, and Facebook. It will assist learners in successfully applying strategies outside of the language classroom. Next, teacher can use self-help study that guides students how understand chapters that contain information, anecdotes, tips and exercises. Students will write short summary to understand that information, so it will help them in applying strategies outside of the language classroom. Collaborative Approaches
11 Cooperative-learning groups are relatively small consisting of four to five students, with different level of ability and different ethnic backgrounds (Haynes, 2019). Students are expected to learn cooperatively to increase their motivation, self-esteem and attitudes among group members. They can also perform better on achievement, problem-solving, develop students’ social skills and assist students in developing oral communication skills in their small group Students in a cooperative learning setting collaborate in small groups to achieve a common goal or complete a task. The interactions among group members are critical to the success of this type of learning. Interactions can include both verbal and nonverbal communication, as well as the exchange of ideas and resources. Effective interaction in a small group setting can result in increased material understanding, improved problem-solving skills, and increased motivation among group members. When learners interact with each other through oral and written communication, their communicative abilities are enhanced. It almost goes without saying that communicative classrooms are interactive. In cooperative learning, students apply collaborative efforts to solve problems or make decision to achieve desired outcome. Those are interactive activities that can foster communication, team work and creativity among team members. Overall, interactive group team activities are an important component of effective team management. and are critical for achieving desired team outcomes. Interaction in cooperative learning small groups refers to the process of communication and collaboration among group members (Brown & Lee, 2015). Therefore, collaboration is required in language education, which emphasized the interconnections between oral and written language. It is known that language is integrative four skills ( listening, speaking reading and writing)and a system of social practice that can both limit and liberate. Language is not the sum of its many discrete parts, so learning and teaching language needs collaboration. Collaborative activities can be viewed as a strategy in an educational setting where two or more students collaborate to learn something, solve a problem, finish a task, or produce a product. Students in small group discuss each other to achieve a common objective
Cooperative learning, group projects, and other peer collaboration techniques are examples of distinct educational methodologies in which students collaborate. Collaboration is generally believed to be a generic notion. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Haynes, J. (2019). Cooperative Learning Strategies to Enhance Writing Skills Among Second Language Learners. International Journal of Instruction, 12(Januari 2019), 1399–1412. Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5(July), 1–17. https://doi.org/10.3389/feduc.2020.00089 Lai, C., Huang, Y. X., & Lam, T. (2020). Teachers’ socio-spatial practice in innovative learning environments. Cambridge Journal of Education, 50(4), 521–538. https://doi.org/10.1080/0305764X.2020.1736003 Moore, P. J. (2018). Task-Based Language Teaching (TBLT). The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0175 Murad, T. M., & Language, F. (2009). The Effect of Task-Based Language Teaching on Developing Speaking Skills among the Palestinian Secondary EFL Students in Israel and Their Attitudes towards English Supervisor Major: Curricula and Methods of Teaching English as a Foreign Language Departme. Asian Efl Journal.Com. http://asian-efljournal.com/Thesis/Thesis-Murad.pdf Stoller, F. L. (2002). Language Teaching or a Framework for Strategic Language. Tesol 2002, 16, 2006. https://carla.umn.edu/cobaltt/modules/strategies/stoller2002/stoller.pdf Timmins, A. C. B. (1996). Multiple intelligences: Gardner’s theory. Practical Assessment, Research, and Evaluation, 5(10), 1–3. Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320–353. https://doi.org/10.5054/tq.2010.223352 Richards, Jack C., — Theodore S. Rodgers. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. 12 References
13 MODULE 2: TASK 2- CHECKING YOUR UNDERSTANDING This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The “Designer Methods” Era. All of the aforementioned general approaches can be implemented to a large extent in any language course, regardless of context. In parts, we will concentrate on models with restricted applicability and practicability. >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here! MODULE 2: TASK 3- READING SPECIFIC APPROACH Specific Approach
14 Certain conditions must be met for them to be applicable and viable. Some contextual constraints are determined by age or institution, others by course objectives or proficiency, and still others by sociopolitical and sociocultural factors. Those approaches covers Content Based Language Teaching, Language for Specific Purposes and Work Place and Vocational L2 instruction. Content-based approaches claim that optimal conditions for learning a second or foreign language exist when both the target language and meaningful content are integrated into the classroom, with the language functioning as both an immediate object of study and a conduit for learning a specific subject (Brown & Lee, 2015). In content-based language instruction, teachers employ subject topics as the instructional framework rather than grammar rules, vocabulary domains, operative functions, or contextual situations. Stoller (2002) states that content-based instruction is an instructional strategy in which language competency is accomplished by transferring the focus of the course from the learning of language in and of itself to the learning of content. Content Based Language Teaching It means that language teachers employ content themes as the instructional framework, rather than grammar rules or vocabulary lists in content based approach. CBI is commonly viewed as a flexible operational framework for language instruction, with a variety of prototype models and application options available for different contexts and pedagogical needs or it can not be conceptualized as a fixed, immovable method.
15 CBI is a really comprehensive approach to foreign language teaching that may be simultaneously a philosophical viewpoint, a methodological system, a syllabus design for a single course, and a framework for an entire program of instruction. Thus, CBI projects must meet four fundamental criteria (Stoller, 2002): Subject matter core -the fundamental organization of the curriculum should be derived from the subject matter, rather than from forms, functions, or situations; Use authentic texts -the core materials (texts, video tapes, audio recordings, visual aids, etc.) should be selected primarily (but not exclusively) from those produced for native speakers of the language; Learning new information -students should use the second/foreign language to learn new information; The subjects, content, resources, and learning activities should correspond to the cognitive and affective demands of the students and the skill level of the class. Thus, through content-based instruction, learners strengthen language abilities and become more aware global citizens. CBLT involves integrating the simultaneous acquisition of language and content. It means that CBLT focuses not only on the language itself, but also language becomes the medium through which something new is learned. When teachers use CBLT, they want students to master both language and content. Many things can be considered content that is important for being taught or discussed through the language. Aspects of the curriculum, discussions about current events and world cultures, math, science/social studies or even general topics of interest are all valid ‘content’ options. In CBLT, language is utilized as the medium for teaching subject content. The language learning objectives are achieved through content learning since the syllabi in most CBLT courses are derived from content areasCBLT has three different models that can be applied in second/foreign language classroom. First, Theme based model that is usually found in EFL contexts and taught by an EFL teacher or team with a content specialist. The teacher(s) can create a course based on students' interests and be chosen from an enormous number of diverse topics. The example of theme based model is when students in State University of Surabaya learn about The History of Indonesian,
This kind of team teaching requires teachers to work closely together to plan and evaluate classes. This kind of team teaching requires teachers to work closely together to plan and evaluate classes. so the topics include Struggle of independent, geography, demography, heroism, and Indonesia culture. The materials used in this class were authentic materials that the teacher adapted to the learners’ language levels and interests and they were designed for external language teaching purpose.Furthermore, it is adjunct model (AL) that aims at connecting a specially designed language course with a regular academic course. AL courses are taught to students who are simultaneously enrolled in the regular content course, but who lack the necessary competence to follow the course successfully unless some additional aid is provided. Both the regular discipline and the adjunct course share a common content based, but differ in the focus of instruction: whereas the content instructor focuses on academic concepts, the language teacher emphasizes language skills using the academic content as a background for contextualizing the language learning process. This model requires a willing interaction and coordination among teachers in different disciplines and across academic units and, for thatreason, may be administratively difficult to arrange. Sheltered model is model that learners are given special assistance to help them understand regular classes. Two teachers can work together to give instruction in a specific subject. One of the teachers is a content specialist and the other is an ESL specialist. They may teach the class together or the class time may be divided between the two of them. For example, the content specialist will give a short lecture and then the English teacher will check that the students have understood the important words by reviewing them later. 16 Immersion and Sheltered Education Immersion models of language education first appeared in Canada and the United States over a half-century ago with programs aimed at providing more rigorous training in French and Spanish for native-English-speaking children in primary school (Brown & Lee, 2015). Immersion models often deliver the majority of subject-matter knowledge via the L2, hence the name "immersion". Immersion education is a type of instruction in which pupils spend a major amount of the day immersed in a foreign language or culture.
17 All courses, including math, physics, and social studies, are taught in the target language in immersion programs. Thus, immersion education aims to promote fluency and competency in the target language, as well as cultural understanding and awareness. The goal of immersion programs is to build fluency and competency in a foreign language. In contrast, sheltered education is a program meant to support English language learners (ELLs) by providing them with culturally and linguistically accessible instructional content. Teachers employ visual aids, gestures, and graphic organizers to help ELLs understand the curriculum in sheltered education programs. Techniques that have been demonstrated to be beneficial include pre-teaching difficult vocabulary, suggesting reading comprehension strategies, explaining key grammatical structures, and providing form-focused feedback Teachers provide possibilities for L2 students whose language skill is insufficient to manage subject-matter information in the L1 of the educational system to master content requirements with additional language help. The purpose of sheltered education is to assist ELLs in developing their English language abilities and academic understanding, as well as their self-confidence and motivation to succeed in school. the objective of sheltered education programs is to assist English language learners with their academic material. Bilingual Education Bilingual education is the use of two or more languages to educate students’ academic content. Brown & Lee (2015) mention bilingual education is an approach in which two languages are used as media of classroom instruction for the same group of students so that students receive some of their instruction in one language and some in the other, with the proportion of each language varying according to program type, instructional goals, and various contextual influences.The purpose of bilingual education is to help language minority that learners keep their home language and culture while they are also learning the skills needed to succeed in the mainstream language.
This can be accomplished through a variety of instructional methods, including as immersion, dual language, and transitional bilingual education programs. Bilingual education has assumed different forms in elementary, secondary, and higher education, as well as in the setting of languagemajority and language-minority students. At the primary level, for example, options range from early-exit, or transitional programs (children are placed in a bilingual classroom for a limited number of years until they are mainstreamed), to developmental, or maintenance programs (the child's L1 is maintained throughout the program). Language for specific purposes and content-based immersion programs can be considered as category of bilingual education at the higher education level. In an immersion program, for example, the majority of instruction is in a non-native language, with the goal of building fluency in that language. It can be said that bilingual education implementation might vary based on the unique curriculum and the needs of the students. Work Place and Vocational L2 instruction 18 Language for Specific Purposes Languages for specific purposes (LSP) refers to the development of language skills that are tailored to the particular needs and requirements of specific academic or professional fields. Typically, these specialized languages include specialized vocabulary, grammar rules, and discourse patterns to facilitate communication and comprehension within a specific context. Workplace and vocational approaches to L2 instruction are examples of languages for specific purposes (LSP) or English for specific purposes (ESP). This genre of L2 instruction is typically associated with higher education and has offshoots in English for academic purposes (EAP), and specialized English courses in, for example, the fields of science and technology (EST), business and economics (EBE), and medicine (EMP) for international students studying in English-speaking countries.
LSP is implemented through specialized training and education programs that target specific language user groups, such as business professionals, scientists, and medical professionals. In LSP, the authentic world must be brought to the students, and they must learn to interact with the language as it is spoken or written in target situations (Brown & Lee, 2015). LSPs are designed for use in a specific context, so communication is accelerated and made more efficient. It is also easier to comprehend the meaning of the words and sentences employed that helps to reduce confusion and miscommunication. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Haynes, J. (2019). Cooperative Learning Strategies to Enhance Writing Skills Among Second Language Learners. International Journal of Instruction, 12(Januari 2019), 1399–1412. Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5(July), 1–17. https://doi.org/10.3389/feduc.2020.00089 Lai, C., Huang, Y. X., & Lam, T. (2020). Teachers’ socio-spatial practice in innovative learning environments. Cambridge Journal of Education, 50(4), 521–538. https://doi.org/10.1080/0305764X.2020.1736003 19 Since LSPs are intended for use by subject matter experts, the language employed is extremely accurate and precise. For example, the use of specialized terminology and vocabulary eliminates any potential misunderstandings that could arise from the use of everyday language. It can also help to eliminate communication errors and reduce the likelihood of misunderstandings. A training program for medical professionals that aims to improve their language skills in the context of medical communication is an example of LSP. The program may include modules on medical terminology, anatomy, pharmacology, and medical procedures, as well as training in writing medical reports, patient case studies, and medical presentations. This specialized training would equip medical professionals with the necessary linguistic skills for effective communication in the workplace. References
20 Moore, P. J. (2018). Task-Based Language Teaching (TBLT). The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0175 Murad, T. M., & Language, F. (2009). The Effect of Task-Based Language Teaching on Developing Speaking Skills among the Palestinian Secondary EFL Students in Israel and Their Attitudes towards English Supervisor Major: Curricula and Methods of Teaching English as a Foreign Language Departme. Asian Efl Journal.Com. http://asian-efljournal.com/Thesis/Thesis-Murad.pdf Stoller, F. L. (2002). Language Teaching or a Framework for Strategic Language. Tesol 2002, 16, 2006. https://carla.umn.edu/cobaltt/modules/strategies/stoller2002/stoller.pdf Timmins, A. C. B. (1996). Multiple intelligences: Gardner’s theory. Practical Assessment, Research, and Evaluation, 5(10), 1–3. Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320–353. https://doi.org/10.5054/tq.2010.223352 MODULE 2: TASK 4- CHECKING YOUR UNDERSTANDING This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The “Dawning” Years. Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<<
MODULE 2: TASK 5-DISCUSSION - CONTEXTUALIZING COMMUNICATIVE APPROACH In this module, it has been outlined several types of Contextualizing Communicative Approach. Now express your opinion about comparing the General Approach to the English for Specific Purposes Approach: Strengths and Weaknesses in Teaching and Learning English. In this discussion part, share your opinion. The following example is provided to offer guidance. Please use your own words and do not copy and paste from the examples. >>>> Please note that this discussion can only be completed in VINESA <<<< Hello all, Both the General Approach and Specific Approach have advantages and disadvantages, and the choice of which approach to employ depends on the specific needs and objectives of the students and the teacher. In my opinion, the strengths of general approach are to offer an adaptable curriculum that can be modified to meet the needs of a wide variety of students and to teach a variety of skills, including reading, writing, speaking, and listening, and it can be implemented in a variety of settings, including schools, colleges, and adult education programs. However, the weakness of general approach may not be appropriate for students with specific language requirements, such as those who need to use English for academic or professional purposes to prepare of their careers or academic programs since these approaches do not place sufficient emphasis on the specific language requirements of students, such as pronunciation, vocabulary, or grammar. However, ESP is used to meet the specific linguistic needs of students and is relevant to their academic or professional goals. The teacher focuses on the strategies to achieve the students’ objectives such asacademic writing, business communication, and medical terminology. ESP is frequently more effective in preparing students for the specific language requirements of their chosen careers or academic programs. On the other hand, ESP has some weakness such as, ESP is limited to specific language needs and may not be appropriate for students with more general language objectives. ESP also requires specialized materials and highly qualified instructors because ESP programs can be more expensive than general approach program. Best Regards Diana 21
After you share your opinion now, you can reply from a former participant. Here is the example 22 Dear Diana, I would say that I agree with your opinion. As we know that general English approaches are used with variety of students and to teach variety of English. However, ESP approaches are used to teach students based on their needs and objectives, such as English for secretary, in order to improve their career or professional. Best, Nana. You will be assessed based on this Discussion Board Participation Rubric
MODULE 2: TASK 6 – CASE STUDY (GROUP WORK): CONTEXTUALIZING COMMUNICATIVE APPROACH Ms. Johnson is an experienced English instructor who has taught English as a second language for more than ten years. Recently, she began instructing a class of ten secretaries at a huge firm. The employer has requested that the class concentrate on enhancing students' businessrelated English communication abilities. Ms. Johnson encountered various obstacles while teaching English to secretaries. Different English skill levels among the students made it difficult to construct a lesson plan that met everyone's demands. In addition, the lesson had limited time, so Ms. Johnson had to emphasize the most important English language abilities for secretaries. 23 Case study What advice would you give to the teacher to help them engage students and increase motivation in English learning? What specific strategies or methods does Miss Risa select in teaching reading to motivate students? Why should she apply that strategy? What steps can be taken to ensure that students have a positive and motivated learning experience in English classes? How are the teacher’ roles to promote students’ participation? How are the learners’ role to improve their reading competence? Now that you have assumed the role of Ms. Johnson, please determine what strategy she uses to teach English to secretaries, so they can learn well. Clarify your response and your reasons. Please, give alternative solutions by answering the questions: The assignment provides you with an opportunity to solve the problem based on the case provided. You can give your soltion using Google Docs, Microsoft Word, PDF, or a similar software. The lesson plan can cover one or more class periods, depending on your students' learning needs. Please read the instructions carefully before you start.
NO Aspect of reflection Answer a Facts Tell us about your experience when you learn Contextualizing Communicative Approach using LMS VINESAand e-module. What things did you experience in the learning process? You can also tell us about the obstacles/difficulties when learn Contextualizing Communicative Approach? b Feeling How did you feel when you learn Contextualizing Communicative Approach? Are you happy, excited or difficult to understand materials? Tell me things that make you have these feelings c Finding What lessons did I get from the process? What new things did I learn about myself after the process? d Future What could I do better if I did something similar in learning this materials? What actions or alternative solutions will I take after learning about Contextualizing Communicative Approach? MODULE 2: TASK 7- REFLECTION ACTIVITY This activity allows you to think about A century of Language Teaching. Please reflect on the ways in which you understand the concept of a century of Language Teaching. Before moving on to the next part, please reflect on the following questions: Directions: 24
Bilingual education classroom instruction in two languages for the same group of students; students receive some of their instruction in one language and some in the other, in varying proportions according to program type, instructional goals, and contextual influences Bilingualism ability in two or more languages Content-based language teaching (CBLT) an umbrella term for a multifaceted approach to L2 language teaching that integrates language teaching aims with content instruction Cooperative learning model of education in which students work together in pairs and groups, share information, and come to each other’s aid, as opposed to teacher-centered instruction Foreign language (context) the target language is not readily accessible outside the classroom; for example, German (as the L2) in Australia Postmethod a concept that arose around the turn of the twenty-first century that described the need to put to rest the limited concept of method as it was used in the previous century Situation analysis a study of information about the target educational setting, characteristics of class, faculty, and students, governance of course content and materials, and assessment methods Strategies-based instruction (SBI) teaching learners with an emphasis on the strategic options that are available for learning; usually implying the teacher’s facilitating awareness of those options in the learner and encouraging strategi action Strategy a specific method or technique for approaching a problem or task; a mode of operation for achieving a particular end; a planned design for controlling and manipulating certain information Styles consistent and enduring tendencies or preferences within an individual; general characteristics of intellectual and emotional functioning that differentiate one person from another Task a classroom activity in which meaning is primary, there is a problem to solve, a relationship to real-world activities, and an objective that can be assessed in terms of an outcome Task-Based Language Teaching (TBLT) an approach to language instruction that focuses on tasks (see task) Teacher-centered instruction the teacher controls everything; students speak only MODULE 1: TASK 8- GLOSSARY 25
when asked to; the teacher is an authority who is not to be questioned Vocational L2 instruction part of an adult education program that provides preemployment language training, typically including basic academic language skills along with specialized occupational contexts workplace L2 instruction tailoring language to the specific linguistic needs of carrying out one’s duties “on the job” 26