A FRAMEWORK FOR INFORMED ELT PRACTICE

Julian Edge and Sue Garton ‘From Experience to Knowledge in

ELT’ OUP

Their position:• Good practice is central• Practice can always be improved• The most likely way for teachers to improve

practice is to understand their experience of it• To talk about practice, they need to learn

relevant concepts and terminology• As they talk about practice in new terms,

teachers build their practical knowledge out of their experience

Learning and teaching processesThe learner’s taskLearning to juggle demands placed on their attention in terms of • Accuracy – conforming to the language system

• Fluency – operating the language system quickly

• Appropriacy – using the language successfully in different situations and with different people

• Flexibility – not being put off by difficulties in any of the above, whether their own or other people’s.

The teacher’s task To facilitate this learning

What do we know about language learning

Our brain works at 3 levels: the subconscious, conscious and metaconscious• In the context of language learning this means:• ‘Picking language up in meaningful social

interaction’- FLUENCY / APPROPRIACY• Through formal study usually following a syllabus -

ACCURACY /KNOWLEDGE OF WHAT IS CORRECT• Analytical skills to think about learning / monitor

progress / guide actionsMotivation – Learners learn a language for different reasons

Language Teaching

2 broad approaches: Moving from communication to language / meaning to form e.g. TBL (task-based learning)From subconscious to conscious learningMoving from language to communication / from form to meaning e.g. PPP (Presentation Practice ProductionAs a person you might prefer one, as a teacher you need to make sure you combine both to be fair to the preferences of different students

5 basic Elements of ELTCommunication is at the centre of ELTCommunication is the goal of language learningCommunication is part of the learning process

FeelingsLearner motivation, attitude, confidence, security and willingness to take risks

RulesTo describe the way English actually is

PracticeControlled practice, freer practice

StrategiesCommunication, learning, teaching

To summarise…

2 A’s and 2 F’s3 ……..2 ……..5 ……..