LANGUAGE DEVELOPMENT FOR TEACHERS (LDT)

A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.

Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism

Useful, possibly to syllabus designers of such materials

Useful to teachers who are looking for ways to enhance their own language knowledge and performance

If looking for such a course, please have a look at the course at my centre:

http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.

1. Free DELTA Webinar 18/09/2011 LANGUAGE DEVELOPMENT FOR TEACHERS LDT PRESENTER: MARISA CONSTANTINIDES, CELT ATHENS

2. Language Needs 1 Preparation 2 Instruction 3 Feedback What

3. Lesson Preparation & Materials Design Evaluate, Select, Adapt, Design, Create, Supplement, Research 1

4. Note A NEST non-teacher may have an intuition about 1-4 but not about 5 or 6 Is the language accurate? Is the language appropriate for the context? Does it sound like natural spoken or written English Are the contexts real to life? Is it right for the level of instruction ? Do the activities promote natural language in context? Selecting Adapting Creating

5. 2 Classroom Instruction Instruct, Initiate, Elicit, Comment, Model, Evaluate, Correct, Nominate, Accept

6. Example of analysing Teacher Talk A lesson can be said to constitute a hierarchy of discourse events, a kind of system of ranks: From Sinclair , J. M. and R. M. Coulthard (1975). Towards an Analysis of Discourse: The English used by teachers and pupils. London, OUP.

7. Classroom Discourse Task 1 Look at the transcript of a transaction on the next page [from Papaefthymiou-Lytra S (1990), Explorations in Foreign Language Classroom Discourse ] and decide how you would divide it into exchanges, moves, and acts .   T: Can you guess/think of one reason why doesn’t he like city-life? L: Because the city is with many θορύβους T: There is too much noise or too many noise? Ls : Much noise. T: Much noise. L: City have a lot of buildings. T: Cities have a lot of buildings. Big buildings. L: There are much cars/many cars. They are ugly. T: There are many cars. L: And they must work. T: They must work. People in villages work even more. L: All the city people are in a hurry. T: Yes.  

8. Classroom Discourse Task 2 Look at the definitions below [from Sinclair and Coulthard (1975), Towards an Analysis of Discourse ] and label the transcript in the previous task accordingly.   A transaction typically consists of an initial boundary exchange followed by a series of teaching exchanges . A boundary exchange consists of a move which marks a boundary between larger stages in the discourse (frame) and a move which indicates which direction the lesson is likely to proceed in (focus). A teaching exchange characteristically consists of an initiating move followed by a responding move or moves. the typical teaching exchange consists of Initiation (by the teacher), Response (by the learner) and Feedback (by the teacher).   More specifically, teaching exchanges may belong to one of the following categories: teacher elicit [IRF], teacher direct [IR(F), where R is a nonverbal action], teacher inform [I(R)], checking [IR(F), where I represents a genuine teacher question, ie , one to which the teacher does not know the answer], pupil elicit [IR, where I is performed by the pupil] and pupil inform [IF, where I is performed by the pupil]    

9. 3 Feedback Correction Identify Errors, Indicate, Recast, Explain, Present. Check Understanding

10. Error Gravity Students’ sentences Corrected version (if wrong) Mark Type of error? Only one woman’s arms was broken       He was driving with a high speed       The people are too many and so the cars are too many       Dizzys from the wine we decided to go home.       The people who were in the taxi were seriously injured       Neither of us feels quite happy.       There are many accidents because we haven’t brought roads.       The ambulance left to go the injured to hospital.       All the people in the bus began to calling for help.       One children was slowly crossing the street.       Selection from T.Hughes & C.Laskaratou research reported in ELTJ

11. Grammatical Accuracy only?

12. What language structures & functions needed for each act? What level of Competence is required? PSA TSA

13. Assessment? Validity Reliability Clarity Practicality Discrimination

14. By using an exam from an official examining body? By creating your own test? By recording a T during a lesson? All this will depend on your TSA and what level the Ts are required to reach. How can you assess Language Teachers?

15. Develop Professionally What 4 Research 5 Connect 6 Develop

16. Sample Activities Choosing Content & Methodology for your Course

17. List of Items   a box of flash cards a box of coloured board markers a world atlas a cassette player a box of old glossy magazines in English a laptop a box of transparencies 20 overhead transparencies a box of coloured markers a notebook 20 metres of white metre paper a box of coloured chalk a box of toys 10 student books of the same level a set of colour crayons a book of photocopiable communication games a grammar book a dictionary a box of blank cassettes a set of class readers a box of blue ball point pens a video camera a television set a video player   Desert Island Type activities SPEAKING

18. -----Original Message----- From: Khalid Shammad [mailto:[email protected]] Sent: Thursday, May 17, 2001 11:08 PM To: [email protected] Subject: drama disertations I'm interested in applying dramatic techniques in teaching English in my country, so I want you to provide me with some abstracts of studies related to this subject in order to conduct a study about using drama in our schools. Thank You   WRITING I did not reply to this letter as I felt it was too demanding/aggressive. Can you rewrite it so it becomes more likely the writer will get a response?

19. I Read /listen to the original one...   - My wife's gone to the West Indies - Jamaica? - No, she went of her own accord. Where is the misunderstanding? What is funny about it?   PRONUNCIATION – HUMOUR – PLAYING WITH LANGUAGE Write some punch lines on the next page

20. 1. My wife's gone to St Petersburg. - Is she Russian? - No, she's ____________. 2. My wife's had an accident on a volcano - ___________? - No. She broke her leg. 3. My wife's gone to Malawi - Lilongwe? - Yes, ___________. PRONUNCIATION

21. PRONUNCIATION - CHUNKING Task 2: Read these sentences in two different ways so as to make two different interpretations possible.   I'm eating Mummy We stopped wondering where to go As a matter of fact she said I was too tall for my age Teachers need to read aloud to their students a lot

22. PRONUNCIATION There was a man in the shop. He was a dirty man in an old coat with a cigarette in his mouth. “What do you want?” he asked. “I’d like to see the Elephant Man, please,” I said. The man looked at me carefully. Then he took the cigarette out of his mouth and smiled with his yellow teeth. “All right, sir,” he said. “Give me two pence then.” I gave him the money and he opened a door at the back of the shop. We went into a little room. The room was cold and dark, and there was a horrible smell in it. A creature sat on a chair behind a table. I say a creature, because it was not a man or a woman, like you or me. The creature did not move or look at us. It sat very quietly on the chair in the cold, dark, dirty room. On the table in front of it, there was a dead flower . Read this text aloud and record yourself – send me the recording

23. LANGUAGE VARIATION TASK A: Which of these statements is: a) formal, b) casual, c) impersonal, d) informal.   All candidates shall proceed to the examination room.   Those taking part should go to the examination room.   Could you please go to the exam room?   Go to the exam room.

24. LANGUAGE VARIATION When his dad died, Jack had to find another apartment.     Father was somewhat fatigued after his lengthy journey     Translate ‘up’ and ‘down’ as on previous page

25. EOP & EAP An LD for Teachers is a Combination of English for Occupational Purposes & English for Academic Purposes

26. Course & Syllabus Design should follow similar steps .

27. EXAMPLES YOU CAN USE IN MODULE 3 Use the CELT Athens English for Teachers Course webpage to explore syllabus elements you could include on such a course for your Module 3 Assignment. Look for Syllabus ideas on the Cambridge ESOL website and especially the language awareness elements in ICELT & TKT KAL

28. That’s all good folks! Spread the Message!

29. What’s Your Message? Marisa Constantinides @ Marisa_C @[email protected] CELT ATHENS http://www.celt.edu.gr/ TEFL MATTERS BLOG marisaconstantinides.edublogs.org/ CELT SN http://celt-athens.grou.ps/home