Testing for Language Teachers Cambridge Handbooks for Language Teachers
LANGUAGE DEVELOPMENT FOR TEACHERS (LDT)
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Transcript of LANGUAGE DEVELOPMENT FOR TEACHERS (LDT)
Free DELTA Webinar 18/09/2011
LANGUAGE DEVELOPMENT FOR TEACHERS LDT
PRESENTER: MARISA CONSTANTINIDES, CELT ATHENS
Language Needs
1Preparation 2Instruction 3Feedback
What
Lesson Preparation & Materials Design
Evaluate, Select, Adapt, Design, Create, Supplement, Research
1
NoteA NEST non-teacher may have an intuition about 1-4 but not about 5 or 6
1. Is the language accurate?2. Is the language appropriate for
the context?3. Does it sound like natural
spoken or written English 4. Are the contexts real to life?5. Is it right for the level of
instruction?6. Do the activities promote natural
language in context?
Selecting Adapting Creating
2 Classroom Instruction
Instruct, Initiate, Elicit, Comment, Model, Evaluate, Correct, Nominate, Accept
Example of analysing Teacher TalkA lesson can be said to constitute a hierarchy of discourse events, a kind of system of ranks:
LESSON
Transaction
Transaction
Transaction
Exchange
Exchange
Exchange
Exchange
Exchange
Exchange
Exchange
Exchange
move
move
move
move
move
move
move
move
move
move
move
move
actact
actact
actact
actact
actact
actact
actact
actact
actact
actact
actact
actact
actact
act
actact
From Sinclair, J. M. and R. M. Coulthard (1975). Towards an Analysis of Discourse: The English used by teachers and pupils. London, OUP.
Classroom Discourse Task 1Look at the transcript of a transaction on the next page [from Papaefthymiou-Lytra S (1990), Explorations in Foreign Language Classroom Discourse] and decide how you would divide it into exchanges, moves, and acts. T: Can you guess/think of one reason why doesn’t he like city-life?L: Because the city is with many θορύβουςT: There is too much noise or too many noise?Ls: Much noise.T: Much noise.L: City have a lot of buildings.T: Cities have a lot of buildings.
Big buildings.L: There are much cars/many cars.
They are ugly.T: There are many cars.L: And they must work.T: They must work.
People in villages work even more.L: All the city people are in a hurry.T: Yes.
Classroom Discourse Task 2Look at the definitions below [from Sinclair and Coulthard (1975), Towards an Analysis of Discourse] and label the transcript in the previous task accordingly. A transaction typically consists of an initial boundary exchange followed by a series of teaching exchanges.A boundary exchange consists of a move which marks a boundary between larger stages in the discourse (frame) and a move which indicates which direction the lesson is likely to proceed in (focus).A teaching exchange characteristically consists of an initiating move followed by a responding move or moves. the typical teaching exchange consists of Initiation (by the teacher), Response (by the learner) and Feedback (by the teacher). More specifically, teaching exchanges may belong to one of the following categories: teacher elicit [IRF], teacher direct [IR(F), where R is a nonverbal action], teacher inform [I(R)], checking [IR(F), where I represents a genuine teacher question, ie, one to which the teacher does not know the answer], pupil elicit [IR, where I is performed by the pupil] and pupil inform [IF, where I is performed by the pupil]
3 Feedback Correction
Identify Errors, Indicate, Recast, Explain, Present. Check Understanding
Error GravityStudents’ sentences Corrected
version (if wrong)
Mark Type of error?
Only one woman’s arms was broken He was driving with a high speed The people are too many and so the cars are too many Dizzys from the wine we decided to go home. The people who were in the taxi were seriously injured Neither of us feels quite happy. There are many accidents because we haven’t brought roads.
The ambulance left to go the injured to hospital. All the people in the bus began to calling for help. One children was slowly crossing the street.
Selection from T.Hughes & C.Laskaratou research reported in ELTJ
Grammatical Accuracy only?
pronunciation Functional appropriacy Tenor
Use Concepts Collocation
Connotation Idiomaticity Sociolinguistic Appropriacy
What language structures & functions needed for each act?
What level of Competence is required?
PSATSA
Assessment?
• Validity • Reliability• Clarity• Practicality• Discrimination
By using an exam from an official examining body?
By creating your own test?
By recording a T during a lesson?
All this will depend on your TSA and what level the Ts are required to reach.
How can you assess Language Teachers?
Develop Professionally
What
4Research 5Connect
6Develop
Sample ActivitiesChoosing Content & Methodology for your Course
List of Items a box of flash cardsa box of coloured board markersa world atlasa cassette player a box of old glossy magazines in Englisha laptopa box of transparencies20 overhead transparencies a box of coloured markers a notebook20 metres of white metre papera box of coloured chalka box of toys10 student books of the same levela set of colour crayonsa book of photocopiable communication gamesa grammar booka dictionarya box of blank cassettesa set of class readersa box of blue ball point pensa video cameraa television seta video player
Desert Island Type activities
SPEAKING
-----Original Message-----From: Khalid Shammad [mailto:[email protected]]Sent: Thursday, May 17, 2001 11:08 PMTo: [email protected]: drama disertations
I'm interested in applying dramatic techniques in teaching English in my country, so I want you to provide me with some abstracts of studies related to this subject in order to conduct a study about using drama inour schools. Thank You
WRITING
I did not reply to this letter as I felt it was too demanding/aggressive. Can you rewrite it so it becomes more likely the writer will get a response?
I Read /listen to the original one... - My wife's gone to the West Indies - Jamaica? - No, she went of her own accord. Where is the misunderstanding? What is funny about it?
PRONUNCIATION – HUMOUR – PLAYING WITH LANGUAGE
Write some punch lines on the next page
1. My wife's gone to St Petersburg. - Is she Russian? - No, she's ____________.
2. My wife's had an accident on a volcano
- ___________? - No. She broke her leg.
3. My wife's gone to Malawi - Lilongwe? - Yes, ___________.
PRONUNCIATION
PRONUNCIATION - CHUNKING
Task 2: Read these sentences in two different ways so as to make two different interpretations possible. I'm eating Mummy We stopped wondering where to go As a matter of fact she said I was too tall for my age
Teachers need to read aloud to their students a lot
PRONUNCIATIONThere was a man in the shop. He was a dirty man in an oldcoat with a cigarette in his mouth. “What do you want?” he asked.“I’d like to see the Elephant Man, please,” I said.The man looked at me carefully. Then he took the cigarette outof his mouth and smiled with his yellow teeth.“All right, sir,” he said. “Give me two pence then.”I gave him the money and he opened a door at the backof the shop. We went into a little room. The room was coldand dark, and there was a horrible smell in it.A creature sat on a chair behind a table. I say a creature,because it was not a man or a woman, like you or me.The creature did not move or look at us. It sat very quietly onthe chair in the cold, dark, dirty room. On the table in front of it,there was a dead flower.
Read this text aloud and record yourself – send me the recording
LANGUAGE VARIATION
TASK A:Which of these statements is: a) formal, b) casual, c) impersonal, d) informal. All candidates shall proceed to the examination room. Those taking part should go to the examination room. Could you please go to the exam room? Go to the exam room.
LANGUAGE VARIATION
When his dad died, Jack had to find another apartment.
Father was somewhat fatigued after his lengthy journey
Translate ‘up’ and ‘down’ as on previous page
EOP & EAPAn LD for Teachers is a Combination of
English for Occupational Purposes & English for Academic Purposes
Course & Syllabus Design should follow similar steps
.
EXAMPLES YOU CAN USE IN MODULE 3
Use the CELT Athens English for Teachers Course webpage to explore syllabus elements you could include on such a course for your Module 3 Assignment. Look for Syllabus ideas on the Cambridge ESOL website and especially the language awareness elements in ICELT & TKT KAL
That’s all good folks!
Spread the Message!
What’s Your Message?
Marisa Constantinides @Marisa_C @[email protected]
CELT ATHENS http://www.celt.edu.gr/
TEFL MATTERS BLOG marisaconstantinides.edublogs.org/
CELT SN
http://celt-athens.grou.ps/home