GUIDELINES FOR LANGUAGE CLASSROOM INSTRUCTION

Jun 22nd, 2015
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• Teacher has a great number of decision to make at every moment of classroom instruction. Guidance from: Research findings (theories) Professional judgement- Experiences and intuition- Awareness of cultural context

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SHORT NOTES: GUIDELINES FOR LANGUAGE CLASSROOM INSTRUCTIONMain areas of classroom instructionTeacher has a great number of decision to make at every moment of classroom instructionGuidance from:Research findings (theories)Professional judgementExperiences and intuitionAwareness of cultural contextPersonal valuesWhen a second language is taught, a number of major steps must be taken:Elements of the language or its use or skills must be brought into classroom (presented/highlighted)Selected elements must be learned through activities arranged by the teacherTeacher must provide knowledge of results (correction/feedback) to the students1.LANGUAGE PRESENTATIONElements of language selected depend on the objective of the lessonTwo types of choices to be made:Those concerning physical characteristics of presentation (Modalities)Those concerning the deductive and inductive procedures that learners will be engaging in (Rule presentation and explanation)1.1MODALITIESTeacher must be aware that they are not in the classroom to fill up the time with the sound of their own voices but to arrange matters so that their students do the talking (or writing/listening)Teaching aids is the modalities to be considered:Nontechnical aidsChalkboardRealiaFlashcardsMagazine picturesChartsTechnical aidsOverhead projectorAudio/Video recordingCD-ROMInternetEvery aspect such as range of classroom, cultural context and time required to set up any materi

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