Teacher language awareness refers to pedagogical implications of teachers’ knowledge about language and can have effects on teachers’ behavior and their decision-making (Andrews, 2007). A teacher who has more knowledge about language can perform better in his/her practices. Wright and Bolitho (1993) believe that a teacher with sufficient language awareness is capable of preparing lessons and activities, assessing and evaluating learners’ performance, adapting / adopting / writing materials, and even designing the syllabus and curriculum for her/his class. A linguistically aware teacher has a powerful and safe position to fulfill different tasks (Wright & Bolitho, 1993). The manifestation of lack of teacher language awareness is obvious in different …show more content…
Different tasks are available for all of these components that help facilitate the use of language in different contexts. These components can be applied in respect to the four skills of language (speaking, listening, reading and writing).
2.3. Task-based Language Teaching and Learning Foster (2009) indicates that in the last thirty years or so, the link between task-based language teaching and learning has caused many language teaching researches and second language acquisition (SLA) studies. Ellis (2009) believes that task-based language teaching (TBLT) has drawn researchers and teacher educators’ attention since Candlin and Murphy’s (1987) seminal collection of papers. Task-based language teaching (TBLT) approach suggests that a “task” should be the main unit for both designing a language program and planning individual lessons (Ellis, 2003).
Ellis also believes that in order to consider a language-teaching activity to be a task the following criteria should be met:
1. The primary focus should be on meaning.
2. There should be a gap.
3. Learners should largely rely on their own resources in order to complete the activity.
4. There is a clearly defined outcome other than the use of
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A pedagogical task is “an activity or action which is carried out as the result of processing or understanding language” (Richards, Platt, & Weber, 1986, p.289). Different pedagogic classification of tasks can be found which are developed by different experts such as Gardner and Miller (1996) and Willis (1996). Ellis (2003) believes that the classification made by Gardner and Miller (1996) is useful for incorporating the task construct into traditional language courses. The danger of this classification is that the tasks will lose their “taskness”, which means that they will find the characteristics of exercises focusing on discrete aspects of language (Ellis,
In addition to this, if the learners needs have been identified before the beginning of the course, the teacher could design lesson plans and resources which help meet the needs of the individual
This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011). Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.
Task 3 - activity: FIND SOMEONE WHO…? What is the aim of the activity? Is there a linguistic aim as getting to know the students? (for example: assessing/reviewing a grammar topic; vocabulary; speaking, listening, reading or writing skills).
According to Ellis (2003), this classification is more centered around and allows for the theories of rhetoric that are influential in differentiating different discourse categories in terms of their structure and linguistic properties including narrative, instructions, description, reports, etc. These features often employ a linguistic (often functional) syllabus and appear to entail tasks creating chances and capacity for the free production of language that has been previously presented and practiced. As Ellis (2003) revealed, tasks of this category foster ‘task-supported’ teaching. Further, Ellis highlighted that influencing both the negotiation of meaning and the quality of learner production is one merit of applying a rhetorical classification,
These four learning objectives are consecutively in order to ensure students understand the progression of a
1. Did the material you chose help to teach the specific skill or strategy effectively? Why or why not? Did you meet the goal of your objectives? Why or why not?
By lesson 2 students are analyzing the text and what the text says explicitly as well as inferences drawn from the text and how the central ideas build on one another to provide a summary of the text. They are also creating and defending their claims. This aligns with the common core standards, as students will be citing textual evidence to support their analysis of the text and creating and defending their claims. In lesson 3, I have chosen to show how the students are able to take the feedback they are given from their performance task draft and apply it to the performance task that they will be handing in to me and also apply to their work moving forward. This lesson is a peer-editing workshop that occurs after students have drafted their formal post-assessment for the unit.
Bilingual education is an education system where students learn simultaneously in two languages and also between two different cultures. The bilingual education helps students to learn a language while they are learning basic subjects, such as math and sciences. Many people agree that this system is really helpful for students, especially students that belong to minorities like the Latino community. The state of Texas is one of the states of the country that have a big Hispanic community, bringing as a consequence the implementation of this system. Due to the amount of Spanish speaking students, the state is in the need of bilingual teachers.
It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any
2. For General Education Competencies what I demonstrated in my artifact is using Critical Thinking: Learners will demonstrate the ability to draw conclusions based
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
1.a. Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability. One student activity that will be challenging for Julie is to listen to the excerpts, participate in class, and then create a chart listing defining characteristics of life during the pre-Revolutionary War times. Since Julie has diagnosed with ADHD, she cannot concentrate on the listening of the excerpt. Also, she has difficulty to fit in the groups and get along with other students.
2. After analyzing the student’s reading assessments, list two reading skill deficits and explain why you selected these as deficits using information from the reading assessments. Be sure to include assessment data in your justification. Skill Deficit #1:
In order to make their learning and assessment ongoing and not episodic, I develop an appropriate curriculum, planning lessons to meet students' learning needs and using inferences about student progress to inform my teaching. I make lessons and assessments a linked series of activities undertaken over time, so that progress is directed towards the intended course goals and the achievement of relevant
3. No part of this assessment has been written for me/us by any other person except where such collaboration has been authorised by the lecturer/teacher concerned. 4. I/we have not previously submitted this work for this or any other course/unit. 5.