Foundations of English Language Teaching
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The document outlines the foundational principles of English language teaching, focusing on how learners acquire language and the factors influencing this process. Key topics include the nature of learning, motivation, developmental differences, social influences, standards and assessment, and effective teaching strategies. It emphasizes the importance of learner-centered approaches, contextualization, and integrated skills development in enhancing language education.
![1. American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for
preK–12 teaching and learning. Retrieved from http:// www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
2. Australian Curriculum, Assessment and Reporting Authority. (2010). The Shape of the Australian Curriculum: Version 2.0. ACARA.
3. Curriculum Planning & Development Division. (2010). English language syllabus, 2010: Primary & secondary (express/normal
[academic]).
4. Flint, A. S., Kitson, L., Lowe, K., Shaw, K., Feez, S., Humphrey, S., & Vicars, M. (2017). Literacy in Australia: Pedagogies for
engagement. John Wiley & Sons.
5. Hunkins, F. P., & Ornstein, A. C. (2016). Curriculum: Foundations, principles, and issues. Pearson Education.
6. Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4Cs “super skills” for the 21st century through Bruner’s
5E lenses of knowledge construction to improve pedagogies of the new learning paradigm. Creative Education, 6(02), 224.
7. Lesaux, N. K., Koda, K. C., Siegel, L. C., & Shanahan, T. C. (2006). Development of Literacy.
8. Ollerhead, S. (2018). Pedagogical language knowledge: preparing Australian pre-service teachers to support English language
learners. Asia-Pacific Journal of Teacher Education, 46(3), 256-266.](https://image.slidesharecdn.com/teachingenglish-foundations-180903181233/85/Foundations-of-English-Language-Teaching-37-320.jpg)
Foundations of English Language Teaching
- 1. Foundations of English Language Teaching Imed Ben Abdallah Sdiri Expert in Curriculum Development and Language Planning www.facebook.com/imed.benabdallah.sdiri www.linkedin.com/in/imed-sdiri imedsdiri@yahoo.fr
- 2. In this presentation you will learn about the Foundations of English Language Teaching. You will gain a deep understanding of the following: 1. General Learning Principles 2. Foundations of English Language Learning 3. Language Teaching Principles
- 4. 1- How do learners learn? 2- Which factors help learners to learn?
- 5. 1. Nature of the learning process: • Learning is an intentional process of constructing meaning from information and experience. • Educators must assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests.
- 6. 2- Construction of knowledge. • The successful learner can link new information with existing knowledge in meaningful ways. • Unless new knowledge becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used most effectively in new tasks, and does not transfer readily to new situations.
- 7. 3- Context of learning. • Learning is influenced by environmental factors, including culture, technology, and instructional practices.
- 8. 4- Motivational and emotional influences on learning. • What and how much is learned is influenced by the motivation. • Factors that influence learning and performance. • Students' beliefs about themselves • Positive emotions • Intense negative emotions (e.g., anxiety, panic, rage, insecurity) and related thoughts (e.g., worrying about competence, fearing punishment, ridicule, or stigmatizing labels) generally detract from motivation, interfere with learning, and contribute to low performance.
- 9. 5- Effects of motivation on effort. • Acquisition of complex knowledge and skills requires extended: 1. learner effort 2. persistence over time 3. guided practice • Educators have to use effective strategies that include purposeful learning activities, guided by practices that enhance positive emotions and intrinsic motivation to learn, and methods that increase learners' perceptions that a task is interesting and personally relevant.
- 10. 6- Developmental influences on learning. • Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. • Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way. • Awareness and understanding of developmental differences among children with and without emotional, physical, or intellectual disabilities, can facilitate the creation of optimal learning contexts.
- 11. 7- Social influences on learning. • Learning is influenced by social interactions, interpersonal relations, and communication with others. • Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks. • Quality personal relationships that provide stability, trust, and caring can increase learners' sense of belonging, self-respect and self-acceptance, and provide a positive climate for optimal learning. • Positive learning climates help learners feel safe to share ideas, actively participate in the learning process, and create a learning community.
- 12. 8- Individual differences in learning. • Students are different by nature. • Educators need to be sensitive to individual differences, in general. • Differentiation • Personalized Learning
- 13. 9- Standards and assessment. • Setting appropriately high and challenging standards and assessing the learner as well as learning progress -- including diagnostic, process, and outcome assessment -- are integral parts of the learning process. • Assessment provides important information to both the learner and teacher at all stages of the learning process. Effective learning takes place when learners feel challenged to work towards appropriately high goals. • Ongoing assessment of the learner's understanding of the curricular material can provide valuable feedback to both learners and teachers about progress toward the learning goals.
- 16. • Who do we teach? • Why do we teach? • What do we teach?
- 17. • Who do we teach? People / Children Learners Individuals Contributors Citizens
- 18. • What do we expect from students? People / Children Learners Individuals Contributors Citizens Successful Confident Creative Responsible
- 19. • What do all teachers teach in general? Learning Knowledge Skills Compete ncies Attitudes Values
- 20. • What do all teachers teach in general? Learning Compe tencies Collabora tion Communi cationCreativity ICTCritical Thinking
- 21. • What do English language teachers teach? Learning Vocabulary Grammar Reading Listening Speaking Writing Attitudes Values
- 22. • What do English language teachers teach? Learning Vocabulary Grammar Reading Listening Speaking Writing Attitudes Values Collabora tion Communi cationCreativity ICTCritical Thinking Compete ncies
- 24. Natural Combination of Skills Pattern 1 Reading Writing Natural Combination of Skills Pattern 2 Listening Speaking
- 25. • How do we teach? • What are the teacher’s roles?
- 28. • Contextualization: • Learning tasks and activities should be designed for students to learn the language in authentic and meaningful contexts of use. • Lessons are planned around learning outcomes, a theme, or a type of text to help pupils use related language skills, grammatical items/ structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture.
- 29. • Learner-centeredness: Learners are at the centre of the teaching-learning process. Teaching should be differentiated according to pupils’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.
- 30. • Learning-focused Interaction: The teacher will provide a rich environment for communication that will explicitly foster listening and speaking skills and focus on the achievement of the Learning Outcomes. • At the same time, the teacher will actively engage pupils by encouraging participation in their learning, boosting their confidence in the use of language, and promoting collaboration among learners from different socio-cultural backgrounds.
- 31. • Integration: The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections.
- 32. • Process Orientation: The development of language skills and knowledge about language involves the teaching of processes. The teacher will model and scaffold such processes for pupils, while guiding them to put together their final spoken, written and/or multimodal products.
- 33. • Spiral Progression: Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow pupils to progress from the foundational level to higher levels of language use.
- 34. C L L I P S ontextualization earner centredness earning-focused interaction ntegration rocess orientation piral Progression
- 35. • Write your big idea from this section • How can you use this idea in your classroom?
- 37. 1. American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http:// www.apa.org/ed/schools/cpse/top-twenty-principles.pdf 2. Australian Curriculum, Assessment and Reporting Authority. (2010). The Shape of the Australian Curriculum: Version 2.0. ACARA. 3. Curriculum Planning & Development Division. (2010). English language syllabus, 2010: Primary & secondary (express/normal [academic]). 4. Flint, A. S., Kitson, L., Lowe, K., Shaw, K., Feez, S., Humphrey, S., & Vicars, M. (2017). Literacy in Australia: Pedagogies for engagement. John Wiley & Sons. 5. Hunkins, F. P., & Ornstein, A. C. (2016). Curriculum: Foundations, principles, and issues. Pearson Education. 6. Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4Cs “super skills” for the 21st century through Bruner’s 5E lenses of knowledge construction to improve pedagogies of the new learning paradigm. Creative Education, 6(02), 224. 7. Lesaux, N. K., Koda, K. C., Siegel, L. C., & Shanahan, T. C. (2006). Development of Literacy. 8. Ollerhead, S. (2018). Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners. Asia-Pacific Journal of Teacher Education, 46(3), 256-266.
- 38. Senior Specialist (Educational Consultant) Minister's Office, Ministry of Education, Kingdom of Bahrain March 2017 – Present Kingdom of Bahrain University Teacher (Part-time) University of Bahrain September 2017 – Present Curriculum Specialist Directorate of Curricula, Kingdom of Bahrain September 2011 – March 2017 Lead Writer of the National Literacy Strategy Directorate of Curricula, Kingdom of Bahrain March 2015 – March 2016 Member of the Technical Committee in Charge of Developing the National Curriculum Ministry of Education November 2011 – December 2014
- 39. Foundations of English Language Teaching Imed Ben Abdallah Sdiri Expert in Curriculum Development and Language Planning www.facebook.com/imed.benabdallah.sdiri www.linkedin.com/in/imed-sdiri imedsdiri@yahoo.fr