Unfortunately, teachers may only be given the textbook without any professional development or additional curriculum resources. It can be challenging, especially for newer teachers, to figure out how to use the textbook to meet the needs of culturally and linguistically diverse students who may be at different levels of English proficiency. It can also be difficult if the textbook is outdated or not well-designed in terms of instructional practice.
There are several new trends in ELT which are developing right in front of our eyes today.
Teaching is a timeless profession; the Greeks were doing it, Jesus was apt, and even Einstein wanted a piece of the action, and it’s difficult to see at first what has fundamentally changed in the way we teach since Plato was expounding his theory of Forms.
But Plato didn’t have an iPad. Or Twitter. And he didn’t have access to an online language corpora with millions examples of language to compare. So what advantage do we really have now compared to our sandaled friends?
There are four aspects to this: the school, the methods, the teacher, and the student.
The advent of digital technology has dramatically changed routines and practices in our society. Advocates of technology in education often envisage similar dramatic changes in the process of teaching and learning. It has become clear, however, that technology is changing our ways of communicating and we, teachers of English, must deal with this relevant issue which influences English language teaching overwhelmingly.
There have been numerous times teachers have been lost for words in the classroom. With lower levels, the scope for communication is limited, and perhaps even more so with A0 students, who are absolute beginners and come to class with very little or, although rarely, no English. However, the success of a teacher’s communication with A0 students depends on their perspective. It is as easy as you make it!
In this article, I will address the questions, ‘What do we need to communicate to our Literacy students?’, and ‘How do we do it?’
It is commonly claimed that teachers are born; not made, but can the same be said of a Director of Studies?
When I think back on my first year as a teacher, I still break into a cold sweat. At the time, I thought that I was doing the best I could, that is, the only teaching experience I had previously to my first position as a preschool teacher was two hours observation in a classroom down the hallway from me before being “thrown to the wolves”.
Knowing what I know now after nearly 20 years of being an “educator”, I see that I was barely surviving and had no real clue to what I was doing or maybe more importantly, why I was doing it.
Those familiar words by Sir Francis Bacon (1561-1626) have been with me all my life. Knowledge is infinite; there is never any end to our learning new things. Sure, the longer we work the more confident we become. All the answers seem to be on the tip of our tongues even before the questions are asked; all the techniques are familiar; all the coping mechanisms are in place. It is quite possible to conduct the same types of lessons year in, year out. Not only is the national curriculum rather a stable thing; the main grammar themes do not change much either.
After a quarter century of teaching I can share a secret: I have never envisioned myself as a teacher. Like many children, my first dream was that of selling ice-cream (and eating as much as I wished daily). Then I got wrapped up in the dream of making toys; I read all I could find on the subject and tried to create my own dolls with accessories. Through all the ten years of school I was first a participant and then editor of the school newspaper.
What is a teacher and, particularly a teacher of English Language Learner, supposed to do to be effective and maintain his/her sanity?
Here are four ways I try to do both: