World En- glishes. English language teaching. Retrieved April 4, , from World Englishes Vol. Retrieved April 1. Life in language im- mersion classrooms. Retrieved gual Matters, Ltd. Review of Educational Research, 55 4 , — Routes into Languages. Retrieved 26 June Cambridge, Mass. Archived from the original ers. Theoretical and con- Second Language Learning July Re- cation pp. Clevedon, England: Multilin- trieved 26 June Lessons from U.
Swain Eds. Immersion ed- ucation: A category within bilingual education. NY: Cambridge University Press. Despite a number of criticisms, it con- [2] English.
TEFL teachers may be gained ground in recent years. Proponents believe CLT native or non-native speakers of English. Dogme[3] is a similar communicative approach that encourages teaching without published textbooks, in- stead focusing on conversational communication among the learners and the teacher.
One method for using these books is the multiple-pass technique. The The former provides pre-designed structures and tools, instructor reads the book, pausing often to explain cer- while the latter supports course-building by the language tain words and concepts. On the second pass, the instruc- school—teachers can blend existing courses with games, tor reads the book completely through without stopping.
This supports classroom, self- ries, essays, plays etc. Major pro- 2. Students can enroll into online requirement. It should be noted that there is no single over- the largest jobs markets exist in China, Korea, Taiwan arching accreditation body for TEFL.
Students take one or multiple tests per study module. Support is handled by tutors, who In Asia there has also been a tendency to hire TEFL teach- can be reached via email. Partly this is driven by com- mercial expectations in the private sector, where parents feel that paying extra fees for TEFL teacher should war- rant an American or British TEFL teacher, the schools 2.
A university degree in English language and lit- vice versa. And they might hire only teachers in a cer- erature can also be of value, as indeed can any special- tain age range; usually between 20 and 40 years of age.
For trainers wishing to 2. Where there is a high demand for teachers and tion, training, experience, seniority, and expertise. The result is that most teachers are entitled schools often do not accept brief TEFL courses as a sub- to less unemployment or sick pay than they would be en- stitute for a university degree in English education.
Similar situations increase less you go through the process of getting your foreign in countries with labor laws that may not apply to foreign teaching degree accepted in Spain and then pass the civil employees, or which may be unenforced. They also tend to ments. Some disputes arise from cross-cultural private schools have recruited Anglophone teachers there misunderstandings.
Teachers who can't adapt to living for several years. Major European cities have established language schools China on-site or operated as agencies sending teachers to var- ious locations. China, including preschool, university, private schools Employers prefer graduates with experience in teaching and institutes, companies, and tutoring. NGOs, such Business English or in teaching young learners.
The Instructors from the United Kingdom and Ireland, coun- provinces and the Ministry of Education in Beijing tightly tries within the European Union, do not need any visas govern public schools, while private schools have more to work within the EU, which reduces demand for non- freedom to set work schedules, pay, and requirements.
EU teachers. If the worker has travelled to Eu- vate sector. Following the process correctly cent years. A standard contract within the public school does not guarantee getting a visa.
Education ministries, i. Part-time and rural areas. The private sec- credited EU college or university, institute, or other ed- tor is less uniform with salaries going as high as 20, ucational program. Many English teaching institutions have since rental costs. Scheme NET scheme , which is funded by the HKSAR government and provides the ultimate career destination Public schools usually pay during vacations, but not for for an English teacher. They may employ a teacher for one Once a teacher is on the NET scheme, they can move or two classes, or a complete set of 14 to 16 hours a week.
Therefore, a teacher has a lot of op- students or just one family member. While sis with several contracts for tutoring, individual college many foreigners think coming to HK with a short online classes, and some company work. When selecting NET, schools will tutoring positions. For bigger in teaching pedagogy required between schools and cen- cities, there are large expat communities and many online tres. Before deciding whether to work with the recruitment In Japan, the JET Programme employs assistant language agency or school, ask their SAIC business license num- teachers and teaching assistants to work in Japanese high ber for Chinese schools; local business license for foreign schools and elementary schools.
The largest of a clearly stated address. Remember, legitimate employer these chains are Aeon and ECC. Never accept working on tourist or regulated. Nova, one of the largest chains with over business visa. Other teachers work in universities. Agen- Hong Kong cies are increasingly used to send English speakers into kindergartens, primary schools, and private companies Hong Kong was once a British Crown colony, and whose employees need to improve their Business English. English-language education is taken seriously there, as Agencies, known in Japan as haken, or dispatch compa- demonstrated by government-funded research.
EPIK reported that it recruited 6, foreign English language has been increasingly important in edu- teachers to work in Korean public schools. There are a cation, international trade and cooperation in Laos since number of associations for English teachers in Korea, the the s. From , the government had rent-free apartment for a one-year contract.
Most job contracts are for 1 year and include wealthy Persian Gulf states are the main locations for in- entrance and exit plane tickets. Citizens of the USA, structors to work in this region. Private academies contributions on leaving the country. The average start- and university programs are the main venues of instruc- ing pay for those with no previous teaching experience tion. Amideast and the and private language academies known in South Ko- British Council operate in a number of countries pro- rea as hagwons.
Private language academies in viding teaching opportunities in their English language there were over thirty thousand such academies teach- courses. There are numerous, usually small indepen- dent hagwons but also numerous large chains. Mongolia The Peace Corps has volunteers in Mongolia, many Taiwan of whom are English teachers[19] mostly teaching in the vast rural areas, where the population density is low.
In Taiwan, most teachers work in cram schools, known In Ulaanbaatar, a modest number of professional NETs locally as bushibans or buxibans. Some are part of chains, like Hess and Kojen. Others operate indepen- teach at private institutes, universities, and some schools. In addition to foreign instructors from the major English-dently. Also, under current law it is illegal for foreigners to teach English in pre-schools or kinder- gartens, though it is almost always overlooked by both the South Korea schools and the government, thereby making the practice common and accepted.
To teach English and live in Tai- There is great demand for native English speakers willing wan, you must be a holder of an Alien Resident Card to teach in South Korea, though it is dropping.
Thailand Thailand has a great demand for native English speakers, and has a ready-made workforce in the form of travel- ers and expatriates attracted by the local lifestyle despite relatively low salaries. Teachers can expect to earn a min- imum starting salary of around 25, Baht. There is also a growing demand for Filipino English teachers, as they are often hired for about half the salary Ecuador of a native speaker.
Chile has even made it a na- tional goal to become a bilingual nation within the com- TEFL in Africa has historically been linked to aid pro- ing years. As proof of its commitment to this goal the grams such as the US Peace Corps or the multinational Chilean Ministry of Education sponsors English Opens Voluntary Service Overseas organization, as well as other Doors, a program that recruits English speakers to work aid programs.
There has been increasing government investment in ed- ucation and a growing private sector. Teaching positions are available through provider in India. Additional English instruction takes public and private schools, language schools, universi- place at levels of public and private schools. Language schools typically hire all year round, and teachers of Busi- ness English are also in high demand. Retrieved Gregory Mavrides Social Security Agreement Peaslake: Delta.
The Guardian London. The Guardian. Cactus TEFL. There 2. London: Sage. Many editions. This method is based on the assumption that the language. State Department in No translation skills. Grammar are taught indirectly[5] i. Dictation-the teacher chooses a grade appropriate passage and reads it aloud 3. Reading aloud - the students take turn reading sec- Direct method is a method of teaching language di- tions of a passage, play or a dialogue aloud rectly establishing a direct or immediate association be- tween experience and expression,between the English 4.
Conversion practice- the students are given an op- portunity to ask their own questions to the other stu- dents or to the teacher, because, there is a teacher- 3. Direct method aims to build a direct relation be- tween experience and language, word and idea, 6. Direct method is also known as natural method, it is 1. This method ignores systematic written work and developed as a reaction to the translation and gram- reading activities mar method and it take you into the domain of En- glish in most natural manner 2.
This method may not hold well in higher classes where the translation method is found suitable 2. The main objective is to impart perfect command 3. Limited vocabulary- it restricts the scope of vocab- of foreign language, it is the crux of the problem ulary as all words cannot be directly associated with make them think in English in the same manner as their meanings in learning of his mother-tongue, in the most natural way 4.
Lack of skilled teachers- most of the teachers in In- dian schools themselves have poor command of En- glish. The time allotted to English in the school also 3. This method does not suit or satisfy the needs of in- 1. Facilitates understanding of language- it helps to dividual students in large classes understanding of language becomes easier due to the inhibition of the linguistic interferences of the 7.
This method is inconvenient in huge class mother tongue. It ignores reading and writing aspects of language helps in understanding directly what he hears and learning reads 9.
Grammar are not thought systematically 2. It is time consuming in creating real life situations tends to improve expression incomes speech and ex- pression in writing, it is the quickest way of learning Aids reading- the reading of language becomes easy 3. Classroom instructions are conducted exclusively in 4. Improves to develop language sense the target language. This method is based on full of activity so,it is very 2. Only everyday vocabulary and sentences are taught interesting, exciting during the initial phase; grammar, reading and writ- ing are introduced in intermediate phase.
It emphasize on the target language,so it helps the 3. Oral communication skills are built up in a carefully pupil to express their thoughts and feelings directly graded progression organized around question-and- by the English without the usage of mother tongue answer exchanges between teachers and students in 7. LSRW are developed small, intensive classes.
It helps in bringing the words of the passive vocab- 4. Grammar is taught inductively. New teaching points are introduced orally. It helps in proceeding the English language from 6. Concrete vocabulary is taught through demonstra- particular to general,it bridges the gap between the tion, objects, and pictures; abstract vocabulary is practice and the theory taught by association of ideas. It makes use of audio-visual aids and also facilates 7.
Both speech and listening comprehensions are reading and writing taught. This method facilities alertness and participation of 8. Correct pronunciation and grammar are empha- students[8][9] sized. Progress, from new Element to new Element within the time during the lesson. Students are taught from inception to ask questions A. Random Sequencing: as well as answer them. After new Element X is taught and learned, go to next Element Y. After next Element Y is taught and learned, return to practice with Element X.
The key Aspects of this method are: 3. Introduction of new word, number, alphabet character, sentence or concept referred to as an Element : 4. Point to Visual Aid or Gestures for up to appropriate number of Elements may be verbs , to ensure student clearly understands as many as 20 per lesson, depending on student, what is being taught. Teacher verbally introduces Element, with care and enunciation. Student makes various attempts to 1.
Observe student carefully, to know when pronounce new Element. Teacher corrects student if neces- until another time. Student repeats each Element 5- 20 times. Review: Keep random, arbitrary sequenc- ing. If appropriate, use visuals, pointing quickly to each. Apple and Orange before Prune and Cranberry.
Observation and Notation: Teacher II. Teacher states a phrase or sentence to student; Student repeats such 5- IV. Progress, from Lesson to Lesson: 20 times. Attention List. Use random variations to practice. Use many ran- so they are not frustrated by too much review. This makes english. New York: Pantheon Books. At the Languages, New York. Chapter 4 Grammar-translation method The grammar translation method is a method of sentially copied for the modern language classroom.
In teaching foreign languages derived from the classical the United States of America, the basic foundations of sometimes called traditional method of teaching Greek this method were used in most high school and college and Latin.
In grammar-translation classes, students foreign language classrooms. Advanced students may be required to translate whole texts word-for-word.
The method has two 4. The users of foreign language wanted simply to 4. Therefore, this method focuses on reading The grammar-translation method originated from the and writing and has developed techniques which facili- practice of teaching Latin. In the early s, Latin tate more or less the learning of reading and writing only. However, during the course of the century the use of Latin dwindled, and it was gradually replaced by English, 4.
After the decline of Latin, the pur- pose of learning it in schools changed. Grammar rules are learned subject. More education system was formed primarily around a con- attention is paid to the form of the sentences being trans- cept called faculty psychology. This theory dictated that lated than to their content. When students reach more the body and mind were separate and the mind consisted advanced levels of achievement, they may translate en- of three parts: the will, emotion, and intellect.
It was tire texts from the target language. Tests often consist of believed that the intellect could be sharpened enough to the translation of classical texts. The way to do this was through learning classical literature of the Greeks There is not usually any listening or speaking practice, and Romans, as well as mathematics. Additionally, an and very little attention is placed on pronunciation or any adult with such an education was considered mentally pre- communicative aspects of the language.
The skill exer- pared for the world and its challenges. When modern languages did begin to appear in school curric- 4. NOTES 23 19th century attempted to codify the grammar of the tar- Through grammar translation, students lacked an active get language into discrete rules for students to learn and role in the classroom, often correcting their own work memorize. A chapter in a typical grammar-translation and strictly following the textbook.
My sons have bought the mirrors of the 4. The cat of my aunt is more treacherous than the dog of your uncle. The Teaching of Modern Lan- guages.
The Development of Modern commenting about writing letters or speaking he said he Language Skills: Theory to Practice. Alexander Education in a Free Soci- translation has been rejected as a legitimate language ety, 2nd. Cambridge, New York: Cambridge Uni- practiced, it has no advocates.
It is a method versity Press. Teaching Foreign Language Skills, or that attempts to relate it to issues in linguis- 2nd Edition. Chicago: University of Chicago Press, tics, psychology, or educational theory. Later, theorists such as Vietor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar translation was missing.
They supported teach- ing the language, not about the language, and teaching in the target language, emphasizing speech as well as text. It is based on behaviorist theory, which professes Drills and pattern practice are typical of the Audiolingual that certain traits of living things, and in this case humans, method. Richards, J. Rather, the teacher drilled students in the use of grammar. Student: I ate the would present the correct model of a sentence and the sandwiches.
The teacher would then Replacement: Teacher: He bought the car for half-price. In audio-lingualism, there is no Restatement: Teacher: Tell me not to smoke so often. The idea is for the students to practice the particular construct until they can use it spontaneously.
The stu- 5. Fries later The Audio-lingual method is the product of three histor- included principles for behavioural psychology, as devel- ical circumstances. For its views on language, audiolin- oped by B. Skinner, into this method. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. To browse Academia. Log in with Facebook Log in with Google. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link.
Need an account? Click here to sign up. Download Free PDF. How to teach English with technology Nicky Hockly. Gavin Dudeney. A short summary of this paper. Download Download PDF.
Translate PDF. Laborda, J. The authors, Gavin Dudeney and Nicky Hockley, are co-directors of a language consultancy Barcelona, Spain specializing in online and distance learning. The book has two main goals: introducing a wide range of teaching possibilities for those teachers who are not fully aware of computer technology and Internet, and providing ideas for classroom activities.
The book has 12 chapters plus four appendixes which first describe the theoretical background of each topic, followed by a description of the technical devices, software or hardware, used in the chapter and some suggestions for classroom activities. Each chapter concludes with a summary, and has some follow up activities in the first appendix.
The most interesting feature of this book is the possibilities of teachers who work with a variety of types of software or hardware or even who actually do not approach language teaching with technology to integrate the contents into their daily teaching plans.
Additionally, the book has a CD-Rom which contains practical demonstrations of the contents of each chapter, interviews with practitioner teachers and some related webliography. These interviews reflect the ways, constraints and ideas of novel and experienced teachers when working with technology. Introduction and justification Computers and language teaching have walked hand to hand for a long time and contributed as teaching tools in the language and second language classroom.
In fact, this is not the first book of its kind. ISSN online and print. The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page.
Abstracting with credit is permitted. Request permissions from the editors at kinshuk ieee. Computers and technology are still a source of fears and insecurity for many teachers everywhere in the world despite the latest advances applicable to language teaching such as specialized websites, blogs, wikis, language teaching methodology, journals, and so.
Most times the reasons are the lack of time for out-of- school training in combination with the natural difficulty in incorporating new working schemata within their own classrooms. Besides, institutional organizations, district and national educational boards, and even publishers are doing important institutional efforts to strengthen the presence and evolution of distance and online education. Therefore, one major concern that is commonly shown by both teachers and education boards is how to motivate and instruct teachers to integrate computers and ICT into their classes.
How to teach English with Technology, integrates theory and practice. In this sense, the authors intend to inform as well a propose ways in which to incorporate teaching tips, ideas and classroom plans as well as provide activities for self learning and evaluation.
In fact, texts are usually followed by revision and critical thinking questions that try to make the reader process and summarize what has been said in each chapter.
Chapter Summary Chapter 1, Technology in the classroom, deal with the importance of including ICT in the language curriculum. According to the authors ICT have intrinsic features that make its use a valuable source of input but, as mentioned above, sometimes teachers may distrust technology or just be reluctant to include computer activities in their classrooms.
Chapter 2, Word processors in the classroom, provides unique ideas for those teachers with limited expertise in teaching with technology so they can begin progressively to incorporate computer activities with texts and pictures but, in any case, in a productive and elaborate way.
Chapter 3, Using websites, is probably one of the most interesting chapters since the chapter gives information on how to find information for classroom activities, it makes a difference between authentic and teacher created materials, on the features to be evaluated when working with and distinguishing the best didactic websites, it also provides ideas for classroom plans and, very important, tips for disadvantaged or advanced students.
The chapter is also attractive because it gives ideas for classes with different proficiency levels. Chapter 4, Internet-based project work, addresses the issue of task based learning and cooperative language learning, two of the most significant issues in the last twenty years in language teaching.
The authors propose a scale from the easier projects like information gather to simulations and webquests. Especially significant is the authorst combination of constructivist and behaviourist ideas and function of webquests in language learning p. Communication asynchronous and synchronous are especially studied in chapters 5 and 6, How to use email and How to use chat. These two chapters have attracted a huge number of researchers in the last few years that have been able to see their importance in cross cultural communication and intercultural competence.
Thus, the first and foreign language teachers may want to read the chapters with especial attention. These chapters include features such as proposals for keypal projects, or the educational use of chat rooms either written or oral , chat lessons, and, overall, follow up activities for both types of communication activities.
Chapter 7, blogs, wikis and podcasts, deals with social software in which a variety of social actants have the opportunity to include their own contents. Among these, podcasts are significant for the language teachers because teachers find difficult to find resources for pronunciation with a variety of accents and registers to be used in the classes. Wikis and blogs incorporate a wide variety of audiovisual items that are worth incorporating in the foreign language classroom.
Chapter 9 also devotes some space to interactive whiteboards that have so successfully incorporated in countries like India or Mexico, and computer assisted language testing software and online resources. This chapter is enhanced by the following, Producing electronic materials, which is a very appealing mini-course in authoring, creating and designing one own's materials with or without authoring tools like Hot Potatoes, Clarity Software, Creative Technology or Quia.
The last two chapters are exclusively devoted to the professionals' personal development. Chapter 11, e-learning: online teaching and training, deal with the importance of online training and tutorials, discussion lists and online groups. Chapter 12, Preparing for the future, may be an interesting additional extra reading.
It reviews the current state of the art, and gives advice on how to keep up-to-date in such a changing world and foresees what things like web 2.
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