HOW PEOPLE LEARN & HOW PEOPLE LEARN LANGUAGES

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D1

 

LEARNERS’ NEEDS, GOALS AND MOTIVATION & DIFFERENCES BETWEEN LEARNING AND TEACHING

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D2

 

DEFINING A TEACHING METHODOLOGY

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D3

 

EXISTING TEACHING METHODOLOGIES AND APPROACHES

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D4

 

LEVEL CONSIDERATIONS

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D5

 

 

General objectives

 

At the end of this module trainees will:

• explain basic theories on learning in relation to different understandings of how a person learns and develops
• explain basic theories on how people learn languages: first language acquisition, second language acquisition and comparison between both
• acquire knowledge on the evolution of ESL teaching by comparing, contrasting and evaluating existing methodologies
• associate specific activities and TL practices to the teaching and learning goals ESL methodologies specify
• develop their own approach to teaching, applying knowledge on how people learn, how people learn languages and existing methodologies to justify and discuss such

• and relate theory and practice by starting their teaching practice of Oxbridge classes.

 

Content

 

Unit 1: How people learn

1. Educational psychology theories
2. How people process information
3. How people retain information
4. Affective factors

 

Unit 2: How people learn languages

1. First language acquisition
2. Second language acquisition
3. Language processing
4. Learning in a natural context versus learning in a classroom

 

Unit 3: Learners’ needs, goals and motivations

1. What are learner’s needs
2. Influence of learning styles and affective factors on learners’ needs and goals
3. Influence of age on learners’ needs and goals
4. Learners’ needs versus learners’ motivations

 

Unit 4: Differences between learning and teaching

1. How to motivate students
2. The teacher’s perspective on learners’ needs and goals

 

Unit 5: Defining a teaching methodology

1. Teaching and learning goals
2. Language skills
3. Areas of language
4. Consistency between teaching and learning goals and skills
5. Organization of the syllabus
6. Teacher’s roles
7. Student’s roles
8. Characteristics of teaching-learning process
9. Assessment tools and systems

 

Unit 6: Existing teaching methodologies and approaches

1. Differences between, approaches, methods, procedures and techniques
2. Teaching approaches and methodologies

 

Unit 7: Level considerations

1. Basic TEFL terminology
2. Teaching beginners

 

Unit 8: The future of English teaching

Assessment

 

Assessment tool	% of final grade of the module
Participation	5
Concept check questions	5
Homework activities	10
Presentations: how people learn and language acquisition	5
Presentations: teaching methodologies and approaches	10
Presentations: the future of English teaching	15
Assignment of own approach	50

 

Grading criteria

 

Participation

 

Participation is worth 5 points of the final grade. For each of the criterion below the trainee would be awarded a point or nothing:

Criterion	Mark
Interventions are informed, somehow constructed and supported by what was read the previous day (e.g. they have given things some thought and don’t only quote)	1 point
Shows interest in learning (e.g. listens and asks questions related to issues being discussed)	1 point
Shows interest in their peers’ learning experiences and opinions (e.g. asks them questions and/or gives advice)	1 point
Is alert and involved in the task at hand (e.g. does what’s asked to do, makes relevant comments, doesn’t distract others)	1 point
Shows respect to peers (e.g. is polite and acknowledges their interventions as valid)	1 point

 

Concept check questions

 

Concept check questions are worth 5 points of the final grade. They should be submitted for correction on a daily basis, after reading the online material. If they’re not completed by the last day of the module, all unanswered questions will be marked wrong. The mark will be equivalent to the percentage of questions answered correctly.

 

Homework activities

 

Homework activities are worth 10 points of the final grade, there being 2 in total. Each activity will be marked as done or not done. For every done activity the trainee will be awarded 5 points, but only if taken to class on the specified day. Anything handed in later will not be graded.

 

HW activity 1, for day 2 of the module: Using what they have read and concluded on: 1. how people learn, 2. how people learn languages, 3. learner’s needs, goals and motivations, and 4. how to motivate students, fill in a table specifying essential principles in organizing a teaching approach and how they would translate to specific and meaningful practices in class. (E.g. Principle: People learn by building on prior knowledge. Practical translation: Before every activity, knowledge should be elicited to link new content to what learners already know.)

 

HW activity 2, for day 3 of the module: List examples of teaching and learning goals for an ESL course, list language skills, list areas of language, list examples of possible syllabus organizations; highlighting which you’d choose for your approach, list examples of teachers’ roles, list examples of students’ roles, list examples of assessment tools, list options for TL practice, and list options for kinds of material to use in class; selecting the ones they’d consider for their own approach.

 

Presentations: how people learn and language acquisition

These presentations are worth 5 points of the final grade. They’ll be carried out on Day 1 of the module.

Instructions for trainees: You have 5 minutes to explain and describe theories related to: 1) Behaviorism, 2) Cognitivism, 3) Constructivism, 4) Modularity of mind and answers to ‘Where is language stored?’, 5) First language acquisition theories, or 6) Second language acquisition theories. You can use whichever way you consider appropriate (orally, graphically, musically, etc) but making sure that your peers understand the generals and specifics of it, remember the theories’ main points, and understand its practical application.

These presentations will be graded as follows, awarding a full point for each criterion if the grade is 4, three fourths of a point if the grade is 3, half a point if the grade is 2, etc:

Criterion	1= poor; 2= weak;3= decent; 4= excellent
1. Clear exposition of ideas while presenting. In case there’s use of aids, they prove to be relevant to introduce theory’s main points and practical application.	1         2         3         4       (Excellent)
2. Practical explanation of things are given (e.g. providing examples of how the theory applies to teaching ESL)	1         2         3         4       (Excellent)
The presentation shows preparation; being evident that not only basic research was done.	1         2         3         4       (Excellent)
4. The presenter answers peers’ questions appropriately, showing knowledge of the subject.	1         2         3         4       (Excellent)
5. Questions directed to their peers check for understanding of generals and specifics of that theory.	1         2         3         4       (Excellent)

 

In order to guide peers’ feedback, this checklist could be used:

Preparation
c It was evident that some research was done

Presentation
c Clear exposition of ideas
c Use of aids was appropriate for me to remember theory’s main points and practical application

Questions
c Presenter answered questions in an informed manner

Presentations: teaching methodologies and approaches

These presentations are worth 10 points of the final grade. They’ll be carried out on Day 4 of the module.

Instructions for trainees: You have 5-8 minutes to explain and describe the methodology/approach that was assigned to you in whichever way you think appropriate (orally, graphically, musically, etc). Your objectives are for your peers to: 1) understand the generals and specifics of it, including how it is carried out in practical terms and 2) remember that methodology/approach as a whole, not confusing it with others.

These presentations will be graded using the following criteria. The trainer will award 8 points and 2 points will be given by the trainees. A full point will be awarded if the grade is 4, three fourths of a point if the grade is 3, half a point if the grade is 2, etc::

Criterion	1= poor; 2= weak;3= decent; 4= excellent
1. Organized ideas while presenting.	1         2         3         4       (Excellent)
2. The presentation shows preparation; being evident that research was done.	1         2         3         4       (Excellent)
3. Information is conveyed appropriately: orally, graphically, etc. In case there’s use of aids, they prove to be relevant to clarify the method/approach.	1         2         3          4         (Excellent)
4. Both generals and specifics of the method/approach are mentioned.	1         2         3         4       (Excellent)
5. The practical side of the method/approach is clearly explained.	1         2         3          4       (Excellent)
6. Tools are used to help peers remember and distinguish that method/approach from others.	1         2         3         4       (Excellent)
The presenter answers his peers’ questions appropriately, showing knowledge of the subject.	1         2         3         4       (Excellent)
8. Questions directed to their peers check for understanding of generals and specifics of that method/approach.	1         2         3         4       (Excellent)
9. Assessment by peers	1         2         3         4       (Excellent)

 

For criterion number 9, assessment by peers, the following table would be used:

Criterion	1= poor; 2= weak;3= decent; 4= excellent
1. Clear exposition of ideas while presenting and use of aids was appropriate for me to distinguish this approach from others.	1         2         3         4       (Excellent)
2. While presenting, it was obvious that (s)he did research on the subject.	1         2         3         4       (Excellent)
3. My peers’ and my questions were answered in an informed way.	1         2         3         4       (Excellent)
4. The presenter’s questions were prepared and they checked for understanding of the method/approach.	1         2         3         4       (Excellent)

Presentations: the future of English teaching

This presentation is basically a summary of their approach to teaching, but stated as Problem-based learning, and it’s worth 15 points of the final grade. It’ll be carried out in class on Day 5 of the module. The presentations should last aprox 45 minutes in total, so we should consider the duration they should have depending on the number of trainees. If there are too many, we could consider making them work in pairs.

Instructions for trainees: A language school (that has groups of kids, teenagers and adults of all levels) is interested in changing its teaching approach. One of their main objectives is innovation, since they believe they’re not keeping up with other schools and business is going under. Up until now they’ve used textbooks and found that this is not the best way to go; most students aren’t engaged during class and they aren’t really improving their speaking skills. Aside from that, more than 25% fail their Cambridge exams. The might hire you as their director if you present a good-enough project on what they can do, pedagogically, to become a state-of-the-art language school. The requirements are:

1. Innovation
2. Show knowledge of other approaches and methods
3. Include what the approach would focus on students learning (and who would your market be)
4. What’s expected from teachers, what their roles and tasks would be
5. What’s expected from students, what their roles and tasks would be
6. Describe the approach by specifying:
7. Changes that would be made depending on age
8. Changes that would be made depending on level
9. Give arguments and justify decisions alluding to knowledge on how people learn, language acquisition, motivations, etc.

• Organization of the course

• Class structure
• Materials that would be used
• If there would be some kind of homework and which
• How assessment would be carried out
• If the use of the mother tongue would be allowed and why

These presentations will be graded through trainer and peer assessment. The trainer will award 12 points tops and fellow trainees 3 points. The teacher will grade using the following table:

Criterion	Points
1. Presentation is well thought out and shows construction on the subject	0         1
2. Show knowledge of other approaches and methods	0           1         2
Specifies learning goals	0         1
4. Specifies teacher’s and learners’ roles	0         1
5. Specifies how the course and classes would be organized	0         1
6. Describes the types of material that would be used, homework and use or prohibition of L1 in the classroom	0         1
7. Describes assessment system	0         1
8. Changes depending on age are consistent with theories on how people learn and language acquisition	0           1         2
9. Changes depending on level are consistent with theories on how people learn, developing accuracy and fluency, etc.	0           1         2
10. Assessment by peers	0           1         2         3

 

and trainees will grade using the following checklist:

Presentation
c Approach is innovative
c There was a clear exposition of ideas (including appropriate use of aids)
c Covers all essential points that describe an approach

Questions
c Presenter answered questions in an informed manner

 

Assignment on own approach to teaching

This assignment is worth 50 points of the final grade, and it must be delivered on Day 1 of the next module. If any delays were to occur, 2 points will be subtracted per day.

Instructions for trainees: For this module you must write an assignment (1500±150 words) on how you would approach teaching English. You should aim to design an approach with a personal touch always explaining why it would be the most beneficial for your students.

Points you need to cover:

c  What you want them to learn

c  How you would consider students’ needs, students’ reasons for learning, motivations and affective factors

c  Language skills and language areas you would give more importance to

c  How you would structure a course (i.e. organize the syllabus)

c  An example of a how a class would be structured:

• Brief description of activities you would do and objectives of each
• Materials you would use, including why you’d choose them
• How practice of TL would be carried out

c  Interaction conditions, including:

• the teacher’s attitude towards errors
• the teacher’s roles
• the students’ roles

c  Which would be the vehicular language of the classroom and why

c  How you would assess learning outcomes and why

c  How your approach would change considering:

• differences between teaching beginners and advanced students
• different age groups

 

Concepts you have to mention:

 

c  objectives/teaching and learning goals

c  students’ needs

c  motivation

c  affective factors

c  language skills: speaking, listening, reading and writing

c  language areas: grammar, vocabulary, pronunciation, spelling

c  syllabus

c  teacher’s roles

c  students’ roles

c  interlanguage

c  target language

c  mother tongue

c  assessment

c  graded language

 

 

 

The more personal input the better, but don’t forget that arguments based on what you have read and we have discussed are essential. We want you to show us what you have personally learnt; what your take on teaching will be, and not what you may have memorized or can quote.

 

Assignment grading criteria

REQUIREMENTS	Maximum Points per requirement
The assignment has the required length (1500±150 words)	2
Excellent spelling & correct use of grammatical structures	6
Clear and ordered ideas, easy to understand and logical exposition (including format; intro, body and conclusion)	6
Arguments are supported, by theory or general information	2
Sources are quoted and referenced (no plagiarizing of any sort)	2
Trainee shows understanding of the following concepts by using them correctly:
c  objectives/teaching and learning goals	2
c  students’ needs	2
c  motivation	2
c  affective factors	2
c  language skills: speaking, listening, reading and writing	2
c  language areas: grammar, vocabulary, pronunciation, spelling	2
c  syllabus	2
c  teacher’s roles	2
c  students’ roles	2
c  interlanguage	2
c  target language/L2	2
c  mother tongue/L1	2
c  assessment	2
c  evaluation	2
c  graded language	2
Consistency between objectives and skills	5
Students’ goals and motivations are considered when defining objectives	2
Consistency between organization of the syllabus and class structure	5
Students’ motivations are considered when choosing materials	2
Affective factors are considered when defining the teacher’s attitude towards errors	2
Consistency between teacher’s roles, objectives and interaction conditions	5
Consistency between students’ roles, objectives and interaction conditions	5
The permitted or forbidden use of L1 is theoretically justified	3
Assessment tools and techniques help identify students’ needs and give information of different abilities, being consistent with objectives	3
Arguments are given for choosing those assessment tools	2
Differences between teaching beginners and advanced students consider principles that have been discussed in class	6
Differences between teaching children, teenagers and adults consider principles that have been discussed in class	6
PERSONAL INPUT. Assignment includes a personal touch, regarding they way it reflects: their construction of knowledge, personality, preferences, informed opinions, creativity.	6
If the student hands it in late	-2 points per day of delay
Total of points	100
GRADE SCALE
FAIL	Less than 70
PASS	70-79
MERIT	80-89
DISTINCTION	90-100

Teaching Methodologies Chart