...Role of Teacher in Language Classroom Teacher’s Roles in a Language Classroom Md. Abdullah Al Mamun BCS-General Education Lecturer in English M Phil Fellow, IBS (RU) Guide, mentor, instructor are some of the terms which are associated with teacher. From time immemorial teacher has been the conductor and controller of the class, be it a literature class or a language one. In a language class, particularly one that we find in Bangladesh following the CLT (Communicative Language Teaching), the awareness of the roles of the teacher and the students (learners) is a must. With the passage of time concept about teacher’s role in a classroom has changed drastically. Today the most used coin for teacher is that of a ‘facilitator’ of learning that takes place in classroom. He is a helper not wholly a driver. A traditional classroom is ‘Lecture’ based while the modern classroom is interactive. There should be proper and sufficient participation of the students or participants. It should be learners-centered, never teacher-centered. Teacher should create an environment to arouse motivation within the learners towards learning. It has been a convention that the learners in a classroom are considered just as ‘empty vessels’ to fill in or ‘passive listeners’. From different...
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...Teacher’s Roles in a Language Classroom Md. Abdullah Al Mamun BCS-General Education Lecturer in English M Phil Fellow, IBS (RU) Guide, mentor, instructor are some of the terms which are associated with teacher. From time immemorial teacher has been the conductor and controller of the class, be it a literature class or a language one. In a language class, particularly one that we find in Bangladesh following the CLT (Communicative Language Teaching), the awareness of the roles of the teacher and the students (learners) is a must. With the passage of time concept about teacher’s role in a classroom has changed drastically. Today the most used coin for teacher is that of a ‘facilitator’ of learning that takes place in classroom. He is a helper not wholly a driver. A traditional classroom is ‘Lecture’ based while the modern classroom is interactive. There should be proper and sufficient participation of the students or participants. It should be learners-centered, never teacher-centered. Teacher should create an environment to arouse motivation within the learners towards learning. It has been a convention that the learners in a classroom are considered just as ‘empty vessels’ to fill in or ‘passive listeners’. From different empirical researches it is proved...
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...Qualitative Approaches A qualitative "approach" is a general way of thinking about conducting qualitative research. It describes, either explicitly or implicitly, the purpose of the qualitative research, the role of the researcher(s), the stages of research, and the method of data analysis. here, four of the major qualitative approaches are introduced. Ethnography The ethnographic approach to qualitative research comes largely from the field of anthropology. The emphasis in ethnography is on studying an entire culture. Originally, the idea of a culture was tied to the notion of ethnicity and geographic location (e.g., the culture of the Trobriand Islands), but it has been broadened to include virtually any group or organization. That is, we can study the "culture" of a business or defined group (e.g., a Rotary club). Ethnography is an extremely broad area with a great variety of practitioners and methods. However, the most common ethnographic approach is participant observation as a part of field research. The ethnographer becomes immersed in the culture as an active participant and records extensive field notes. As in grounded theory, there is no preset limiting of what will be observed and no real ending point in an ethnographic study. Phenomenology Phenomenology is sometimes considered a philosophical perspective as well as an approach to qualitative methodology. It has a long history in several social research disciplines including psychology, sociology and social work...
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...University of Saint-Louis in Madrid, Spain and International House in Bogota, Colombia. Travelled extensively through Europe, Central and South America, Mexico, India and Asia and have taught English internationally. Also undertook voluntary community aid work in Oombulgurri, East Kimberley and Varanasi, India. Throughout my tertiary studies, worked part-time and full-time as a Supervisor and Administration Officer at the Ocean Beach Hotel, Cottesloe. CAREER OBJECTIVE To secure a job as an English Teacher in Vietnam with a dynamic, reputable school and work in a challenging role that offers opportunities for knowledge acquisition, advancement, leadership and collaborative teamwork. TERTIARY QUALIFICATIONS Current Masters of Applied Linguistics. Monash University, Melbourne. Aug 2011 CELTA. (Certificate in English Language Teaching to Adults), International House, Bogota. Completed a four week course focused on teaching approaches and methodology, lesson planning, language awareness and phonology. The teaching practise component including teaching elementary and intermediate students. 2010 First Class Honours. Thesis: ‘Why strengthening the democratic process in Indonesia can curb Islamic radicalism.’ University of Notre Dame, Fremantle. 2007-2009 Bachelor of Arts. Majored in History, Politics & International Relations, University of Notre Dame, Fremantle. June 2008 Studied abroad....
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...Contemporary Online Language Education Journal, 2011, 1, 33-40. Classroom roles of English language teachers: The traditional and the innovative İngiliz dili öğretmenlerinin sınıfiçi rolleri: Geleneksel ve yenilikçi Anindya Syam Choudhury 1 Abstract This paper looks at the classroom roles of English language teachers in the second language/ foreign language context with particular reference to the Indian one. In the beginning, it considers the notion of „role‟ in English Language Teaching (ELT) and how different practitioners and methodologists have conceptualized the roles played by teachers. This is followed by an analysis of the characteristics of the traditional roles of teachers in a teacher-centred classroom in which the teacher becomes someone like the Greek Titan, Atlas, bearing the burden of the whole class on his or her shoulders. It is shown that this sort of unilateral and unidirectional pedagogy fails to nurture the resourcefulness of learners and is, in fact, detrimental to the development of his or her personality. The paper then goes on to highlight the important aspects of the alternative, innovative paradigm in which the focus is on the learner and the role of the teacher is basically that of a „facilitator‟. Keywords: English Language Teaching, role, facilitator, teacher-centred, pedagogy Özet Bu çalışmada yabancı dil bağlamında ikinci dil olarak İngilizce öğretmekte olan öğretmenlerin sınıfiçi rollerine özellikle Hindistan bağlamında bakılmaktadır....
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...Introduction: This study will take a look at the communicative language teaching approach with respect of teacher roles. The aim of this approach is to develop learner’s four basic skills in English language. I have selected the topic “Communicative Language Teaching At The S.S.C. Level: Investigating Teacher Roles” in Bangladesh as my thesis paper because at present most of the teacher of our country at the secondary level are trained through grammar translation method. Being trained through GT method, they are teaching English using communicative language teaching (CLT). So in this study the questions to be dealt with include what is CLTA is, where it came from and how teacher’s role differ from the roles they play in other teaching approaches. CLTA: Communicative language teaching approach or CLTA is a big term which includes the development of language learning or teaching from form based to a meaning based approach, the move towards an eclectic approach from a rigid method, the shift from teacher fronted to a learner centre classes . William Littlewood (1981) thinks CLTA means systematic attention to functional as well as structural aspects of language , combining these into a more fully communicative view. It is considered an approach rather than a method as its principles reflects a communicative view of language and language learning. According to Margie. S. Berns (1984,p.5)’language is interaction; it is interpersonal activity and it has a clear relationship...
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...point of being able to explain it to others, is when real learning has occurred and personal knowledge has been acquired. Nowadays is indeed true for learners in a variety of guided situations. The natural reaction of mulling over a complex problem or situation with others allows for deeper levels of reasoning, new perspectives, shared responsibilities and greater motivation to remain focused on the learning. A practical implication when conversation and interaction is encouraged rather than discouraged is more noise, less quiet; greater movement, reduced lecturing. When teachers have participated in workshops designed with this style of learning. Teachers need to recognize collaboration as a viable method of creating individual meaning, and learning courses. 2. Point of View 1. Defining of Learning 2. Defining of Teaching 3. Understanding of Language Learning 4. Elements of Language Learning CHAPTER II EXPLANATION Defining of Learning We use the term 'learning' all the time in everyday life. But within the field of educational psychology, the term learning is actually a specific term. Different people use different words to define learning within educational psychology, but in general, we're talking about a step-by-step process in which an individual experiences permanent, lasting changes in knowledge, behaviors, or ways of processing the world. Let's go through a few examples of different types of learning you might hear about...
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...Language Acquisition Principles An article from the online journal of Education.com had a great article about language acquisition principles for English Language Learners (ELL). The title of the article is “Delicate Balance: Managing the Needs of ELL students” and was written by Jon Nordmeyer. The article begins with a quote from a middle school English Language Learner (ELL) that states “it is hard to be an ESL student sometimes. Between ESL students, I could make many friends, but when I have any classes like math or science I feel an invisible space between ESL students and regular students. I envy the regular students because I was good at science in my own country, and now the only reason for my C on science was pictures in the textbook” (Nordmeyer, 2006, p. 1). ELL students represent the fastest-growing student population in United States public schools and this quote is cause for immediate reactions for modifications in classroom curriculum and lesson plans. Increasing diversity, greater accountability, and stretched school budgets are some of the greatest challenges for today’s public schools. The article states that finding a balance between language learning and content learning so schools can operate on an all-inclusive classroom program is the ideal outcome. Learning academic content in English is one of the biggest problems ELL students have. This is added to other tribulations of social adaptation and acceptance, cultural changes, and personal challenges. Research...
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...Abstract There are many aspects of classroom management that can add to the enhancement of effective learning in the English as a Foreign Language (EFL) or English as a Second Language (EFL) classroom. The school administration, the students, and the teacher all play an important role, to varying degrees, in creating an environment conducive to creating the proper atmosphere for learning to take place. Respect of the EFL/ESL teacher, by the students, fellow faculty members, and administration staff is one of those aspects. In the realm of respect of the classroom teacher, there are a number of topics that can be discussed. In this paper the discussion will be on the physical appearance of the teacher and how that can help the teacher in establishing classroom management in the English classroom. Keywords: Classroom Management, Effective Learning, English as a Foreign Language Role of Classroom Management in Enhancing Effective Learning of English as a Second or Foreign Language Introduction As a teacher, it is critical to have an appearance of a professional educator (Mikesell, 2007). In Thailand, it is common to hear stories of the Native English Speaker (NES) teacher dressing like an unkempt backpacker, having multi-colored hair, or other such unprofessional appearance. Not exactly the proper attire if the goal is to the respect of the students in the EFL classroom. To be treated like a professional, one should look like a professional. First impressions matter...
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...Heathcote highlights that the objective of integrating drama into the classroom is to bring out what students already know (Wagner, 1998). In drama-based learning context, it is achieved by having students live the experience of being somebody else and think about a problem from the perspectives of the characters they embody. During a dramatic interaction, students will also need to talk with other students to find solution to the problem staged or the questions asked by the teacher. As students think and collaborate to solve a problem, Bowell and Heap (2013) recognize that the teacher thinks as a playwright, as director, as an actor, and as the teacher at the same time. As a playwright, he thinks about helping his students to craft...
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...LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 12 : 1 January 2012 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. Jennifer Marie Bayer, Ph.D. S. M. Ravichandran, Ph.D. G. Baskaran, Ph.D. L. Ramamoorthy, Ph.D. Causes of Secondary Students’ Failure in Learning English in Bangladesh An M.A. Dissertation* by Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher The English and Foreign Languages University Hyderabad – 500605 Andhra Pradesh, India naushaadk@gmail.com *The dissertation submitted here is the slightly modified version of the dissertation that was submitted for the degree of M.A. ELT. The modifications include stylistic changes and corrections of the printing mistakes that were present in the earlier manuscript. No modification was made on theme or content or data analysis or their interpretation. Language in India www.languageinindia.com 12 : 1 January 2012 Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher Causes of Secondary Students’ Failure in Learning English - An M.A. Dissertation 1 Language in India www.languageinindia.com 12 : 1 January 2012 English Department Institute of Modern Languages University of Dhaka Causes of Secondary Students’ Failure in Learning English Mian Md. Naushaad Kabir Supervisor Professor A.M. M. Hamidur Rahman English Department ...
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...Language Acquisition Principles Patricia Hungerford Grand Canyon University: ESL 223N November 17, 2013 Language Acquisition Principles In this essay a professional journal article will be used to research language acquisition principles for ELL students. The article helps educators see how they might apply the information to their teachings in their personal situations. The author of this essay will also react and give her opinion on the articles content. The Walqui article will also be used to describe how each factor affects second language acquisition and address how educators can support the acquisition of a second language. Many things affect students learning such as factors that have to do with the individual, social and societal issues. These factors are language, language distance, native language proficiency, knowledge of the second language, dialect and register, language status, language attitudes, the learner, diverse needs, diverse goals , peer groups , role models, home support the learning process, learning styles, motivation and classroom interaction and quality of instruction(Walqui,2003). As an educator this essay writer needs to know what second language acquisition theories are important to use, knowing the previous afore mentioned theories and factors will help this writer as a teacher be able to meet the needs of my ELL students. We as educators must be able to use scaffolding, sheltered instruction, stages of language proficiency...
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... English as a Second Language June 2011—Volume 15, Number 1 Classrooms as Complex Adaptive Systems: A Relational Model Anne Burns Aston University, Birmingham, UK, and University of New South Wales, Australia John S. Knox Department of Linguistics, Macquarie University, Sydney, Australia Abstract In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing classroom action. Introduction...
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... The place of Grammar in the language teaching……………….…………...2-4 IV. Games and Grammar teaching/learning: A.Background of Grammar Games……………………………………………..…..……4 B.The function of Games………………………………………………………………4-5 C.The roles of teachers and learners………………………………….………5-6 D.Factors affecting Grammar Games: Age……………………………………………………………………..………6-7 Ability in the target language…………………………………..7 Motivation…………………………………………………………………..7-8 Size of group…………………………………………………………..8-9 Time…………………………………………………………………………....9 V. Conclusion……………………………………………………………………………...………10 VI. Appendix……………………………………………………………………………….…11-13 Introduction This paper aims at discussing the issue of teaching grammar through game activities, which derives its importance from the pursuit of excellence in language learning and teaching. At this point it is probably a good idea to start with some definitions of grammar, followed by the place of grammar in language teaching. In this context, researchers speak of the grammars of a language rather than of the grammar. Therefore, different methods of teaching a language will be presented and two of them will be discussed individually; that is to say, structural and communicative. What I would like to take into consideration here is that balance between the product and process or form and function. To take an example of how to achieve that balance in the field of language description, a proposition of...
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...Power Relationship between Teachers and Learners in a TESOL context | [Type the document subtitle] | Student 9/6/2013 | Contents Introduction 2 Literature 3 Theories 3 Identity Formation of a Teacher 3 Language and Identity 4 Poststructuralist Perspectives on Identity 5 Positioning 7 Pronunciation factor of learners 7 Culturally relevant pedagogy 9 Conclusion 10 Works Cited 11 Introduction With rise in economic globalisation and information technology, the need for a common language became a necessity for all. It wasn’t possible to trade and have subsidiaries in foreign countries without being able to converse. Now, world has become a global village and IT has further reduced the regional barriers, that is why English came up as a common language to communicate. English became a global language and it became the necessity for every country to be equipped with English performance (Khamkhien, 2010). It has been seen that with the rise of globalization of English language teaching, the total of Non Native English Speaking (NNES) in the US who are graduated in the TESOL teaching programs have increased at a massive rate (Brain, 2004). From the last decade a considerable growth has been observed in the research of NNES and their experiences in school and society. Experts gave their views related to non-native English speaking and its advantages and drawbacks in TESOL, NNESs attitude and their behaviour in classroom, challenges to credibility...
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