learner centred instruction and the role of instructors for elt class-rooms tulika chandra

Dr. Tulika Chandra, Shiv Nadar University, India 1

“Learner-centred Instruction and the role of Instructors for ELT class-rooms”

By Dr. Tulika Chandra, Shiv Nadar University, Greater NoidaIndia


•Ojective:• To look into the number of questions that arise when we

start observing ‘Learners’ in ELT classrooms and the role played by instructors in these classrooms.


• Isn’t the knowledge of using and applying on the tools & technology essential? • Is an instructor’s role simply to teach, or to deliver

effective learning strategies to make learners more responsible for their own learning?


• Nunan (1988) suggests that in a learner centered philosophy it is simply impossible to teach learners everything they need to know in class due to the given constrains, therefore the time that is utilized for teaching should be used effectively. He suggests a few aims while teaching language skills. 'These are:• - To provide learners with efficient learning strategies.• - To assist learners identify their own preferred ways of learning.• - To develop skills needed to negotiate the curriculum• - To encourage learners set their own objectives• - To encourage learners to adopt realistic goals and time frames.• - To develop learners' skills in self-evaluation', (Nunan, 1988, 03)


•A gradual shift is seen in the language teaching from 1970s which is still going on. • Stern (1983) expresses his views on language teaching by

saying, 'formal instruction or methods of training are included; but so is the individualized instruction, self-study, computer assisted instruction and the use of media, such as radio or television'. (Stern, 1983; 21) •He defines Language Teaching as 'the activities which are

intended to bring about language learning', (Stern, 1983; 21)


•Munby ‘Communicative Syllabus Design’ (1978), the emphasis on language needs analyses gained prominence. The concept of language specific programmes also got a prime place in language teaching. •These two factors, that is, •A) language Needs Analysis and •B) language specific programmes, aim to specify the objectives and content of language.


As an instructor, the challenge is to develop new skills in facilitation, which asks for taking up the responsibility to be able to lead and prepare the learner.


• The central idea is to concentrate on 'how' a learner will learn than on 'what' a learner will learn (Hutchinson and Waters, 1987). • The focus on the learners' needs became dominant and the

methods employed to spread linguistic knowledge equally became prominent. • Designing specific courses to meet these individual needs was an

outcome of this opinion. • Since then the concepts in ESL circles revolve around learner-

centered or learning-centered.


• The challenge is to make use of the technology which is being used by the students in classroom.•We need to develop new skills in facilitation, which asks

for taking up the responsibility to be able to lead and prepare the learner. • The challenge is also to facilitate the learner without

interfering or influencing student choices or work. •Major responsibility is to facilitate the growth and

progress of learners so that they are able to contribute remarkably and definitively to their own learning.


• Be it an urban classroom, or a rural classroom in one way or the other, we are using various technologies in our classrooms now. Learners, in the urban areas especially are using technology almost all of the time, be it Whatsapp, text messaging, social networking websites, iPods and more.• So, are WE, as instructors, well informed about these gadgets?• Can’t we make optimum use of these gadgets?• It becomes almost compelling that instructors also have the knowledge of the tools these

learners are using and find a way to engage these learners on the same technology level. • Diamanduros et al. (2008) have noted that ‘never before, in the history of education, have

more learners had access to so many resources’ (p.693) and most of these resources derive from new electronic communication technologies that continue to evolve ever more rapidly. • Belsey (2008) states that, instant messaging is growing at a rate 30% faster than email did

at its inception. As instructors, we have to acknowledge that the astonishing range of new technologies can offer mammoth educational possibilities for both instructors and learners


As instructors, we have to acknowledge that the astonishing range of new technologies can offer mammoth educational possibilities for both instructors and learners


As we know, that Registers are a careful study of the different varieties of language that enables the researcher to establish the linguistic features of that particular variety.


•Another aspect that needs to be focus in a learner-centered classroom is: Error Analysis. • Errors should be documented for the ELT programmes

seriously. • The classification and the analysis of the errors show that if

the errors are put into consideration before designing a specific language program for the ELT courses, they can be a major source for deciding about the topics that have to be taken care of as well as that have to be focused upon.


• The content we teach needs to be offered in such a way that the student can relate the information to previous experiences and understanding. Thus, the student builds rapport, synthesis, and a multidimensional learning experience. • The instructor is to facilitate the learning and guide. As instructors,

we are imparting certain ideas or to form certain habits in the learner.•We, as instructors are in the classroom with active learners and not

making the learner become passive learners by stay at the front of the room passing out fragments of information. • Thus, by observing our learners, we become a partner in the

learning process.


As mentioned earlier, as instructors, we have to acknowledge that the astonishing range of new technologies can offer mammoth educational possibilities for both instructors and learners.


So, simply put in – do we, as instructors walk-in our classrooms as Authoritarians or we simply be Authoritative and facilitate our learners with learning:The choice is ours… - Thank you

learner centred instruction and the role of instructors for elt class-rooms tulika chandra

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