Download - Tuesday, July 19, 10:00 am -1:00pm
![Page 1: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/1.jpg)
Tuesday, July 19, 10:00 am -1:00pm
Agenda
1. Discussion of “CLT Today” pp. 1-5, 23-27, and 45-46
2. Articulating an approach
3. An “eclectic, enlightened approach”
4. Incorporating an approach into curriculum and
syllabus design
![Page 2: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/2.jpg)
Discussion:
“Communicative language teaching today” by Jack C. Richards
![Page 3: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/3.jpg)
Articulating an approach to language and learning:
Approach Method Technique
![Page 4: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/4.jpg)
Approach:
Theoretical positions and beliefs about the nature of language, language learning, and how they can be applied in pedagogical settings.
![Page 5: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/5.jpg)
Method:
• A general set of classroom specifications and linguistic objectives.
• Primarily concerned with:- teacher and student roles/behaviors- learning objectives- sequencing- materials
![Page 6: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/6.jpg)
Technique:
Exercises, activities, and tasks used to achieve lesson objectives
(AKA: Classroom practices, tasks)
![Page 7: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/7.jpg)
Activity: Choices about teaching
Directions:1. Complete the survey2. Discuss your answers with a small group
![Page 8: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/8.jpg)
Activity: Choices about teaching
Continued:
3. For each question, try to think of situations in which your honest answer begins with”“It depends…” or “Both…”
![Page 9: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/9.jpg)
An “Enlightened approach”
• Draws on different methodologies for different contexts
• Includes basic principles of teaching and learning
• Informed by current SLA theory• Not static
![Page 10: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/10.jpg)
An “Enlightened approach”
The interaction between your approach and your classroom experience is what makes you a dynamic teacher. It continues throughout your career.
![Page 11: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/11.jpg)
The key:
Your personal approach should inform everything you do as a teacher.
![Page 12: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/12.jpg)
“Whatever you do, always have a reason for doing it.”
![Page 13: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/13.jpg)
-- BREAK –10 minutes
![Page 14: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/14.jpg)
Incorporating an approach into curriculum and syllabus design:
Curriculum v. Syllabus
![Page 15: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/15.jpg)
Curriculum :
• Contains broad descriptions of general goals• Indicates:
• educational-cultural philosophy• theoretical orientation to language • theoretical orientation to language learning
• Reflects national and political trends
[from: Dubin, F. & Olshtain, E. (1982) Course design: Developing programs and materials for language learning. Cambridge: Cambridge. p. 34-
35.]
![Page 16: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/16.jpg)
Syllabus :
The application of a curriculum to a particular course, level, or set of related courses. Includes:
• Detailed operational statement• Translates curriculum into a series of planned steps• Leads to more narrowly defined objectives at each level
[from: Dubin, F. & Olshtain, E. (1982) Course design: Developing programs and materials for language learning. Cambridge: Cambridge. p. 34-35.]
![Page 17: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/17.jpg)
Activity: Examining a curriculum
Small groups:1. Examine Statement of Purpose” and
“Methodology” in the ALI Curricular Overview2. Identify:
- broad goals- overall educational-cultural philosophy- theoretical orientation to language and
learning3. Report to class group
![Page 18: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/18.jpg)
Key question:
“How can I adapt my own approach to a given curriculum?”
![Page 19: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/19.jpg)
Activity: Adapting a curriculum
The situation: Your group is the curriculum committee for the SINAV
language program. You have been asked to examine curricula from other programs for ideas.
What (if anything!) would you recommend adapting from the ALI curricular overview?
![Page 20: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/20.jpg)
Activity: Adapting a curriculum
Look at the ALI Statement of Purpose and Approach: Methodology and identify any of the following you might include in the SINAV curriculum: 1. Broad Goals2. Overall educational-cultural philosophy3. Theoretical orientation to language and learning
![Page 21: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/21.jpg)
Activity: Adapting a curriculum
Directions: 1. Choose a group secretary to write up your
recommendation to the SINAV administration as a Word document. Explain why you have made your recommendations.
2. List all group members' names at the end of your assignment.
3. Upload your assignment to the "DISCUSSIONS" section of this site -- Follow directions on the "Posting Assignments" page.
![Page 22: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/22.jpg)
Curriculum assignment: Posting to the course site
![Page 23: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/23.jpg)
Curriculum assignment: Posting to the course site
![Page 24: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/24.jpg)
Subject: “Curriculum Assignment”
![Page 25: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/25.jpg)
Message: Copy and paste your assignment here, then click “Post”
![Page 26: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/26.jpg)
Lunch
![Page 27: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/27.jpg)
Tuesday, July 19, 1:00 -4:00 pm
Agenda1. Characteristics of a syllabus2. Types of language syllabuses3. Translating a program syllabus into an
individual course syllabus4. Activity: Working with a syllabus template5. Reflection
![Page 28: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/28.jpg)
Characteristics of a syllabus
1. A comprehensive list of:- content items (words, structures, topics)- process items (tasks, methods)
2. Has explicit objectives3. Is a public document4. May indicate a time schedule5. May indicate a preferred methodology or approach6. May recommend materials
[from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 177]
![Page 29: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/29.jpg)
Activity: Examining a syllabus
Small groups:1. Examine one level description in the ALI Curricular
Overview2. Compare with characteristics on Ur’s list3. Q: What do you find? What is missing?4. Report to class group
![Page 30: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/30.jpg)
Most common types of language syllabuses
1. Grammatical2. Lexical3. Notional4. Functional5. Situational6. Mixed, or ‘multi-strand’
![Page 31: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/31.jpg)
Grammatical syllabus
• a list of grammatical structures• usually graded according to difficulty or
importance
[from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]
![Page 32: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/32.jpg)
Lexical syllabus
• a list of lexical (vocabulary) items• includes collocations, idioms• usually divided into graded sections
[from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]
![Page 33: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/33.jpg)
Notional syllabus
General notions:‘number’“time”“place”
Specific notions:“man”“woman”“afternoon”
[from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]
![Page 34: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/34.jpg)
Functional syllabus
• organized around language functions:“identifying”“promising”“greeting”
• usually combined with notions for a “Functional-notional syllabus”
[from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]
![Page 35: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/35.jpg)
Situational syllabus
• organized around real-life situations:“eating a meal”“in the street”“buying a car”
• usually include clear set of vocabulary items
[from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]
![Page 36: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/36.jpg)
Activity: Sample syllabuses
Small groups:1. Examine the sample syllabuses distributed in class2. What types of syllabuses are they? 3. Discuss
![Page 37: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/37.jpg)
Activity: Working with a syllabus template
1. Download the ALI Syllabus template from the “Syllabus Assignment” page on our course website
2. Examine the ALI syllabus template3. Using this template, create either:
• A syllabus for a course you have taught or will be teaching
• A course for an ALI level
4. Upload to the “Syllabus Assignment” page on the course website
![Page 38: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/38.jpg)
ALI Syllabus template
![Page 39: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/39.jpg)
Syllabus assignment: Post to the course site
![Page 40: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/40.jpg)
Suggestions for reflection #2:
How would you describe your personal approach to language learning and language teaching at this point in your career? How did you arrive at this position?
Or:
How do you feel about working with a prescribed curriculum or syllabus? Why?
![Page 41: Tuesday, July 19, 10:00 am -1:00pm](https://reader035.vdocuments.us/reader035/viewer/2022062315/56816245550346895dd28315/html5/thumbnails/41.jpg)
Homework
• Read “Language Learning Styles and Strategies: An Overview” By Rebecca L. Oxford and prepare comments/questions
• Write a comment about at least three of your group members’ reflections.