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Task-Based Instruction for Autonomy : Connections With Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies / Flávia Vieira.
// Tesol quarterly Volume 51, Issue 3 September 2017. Pages 693–715. Proposals for innovating language education at school are always affected by cultures of teaching and teacher education. This article takes an inquisitive look at task-based language teaching (TBLT) as a learner-centred approach, arguing in favour of a realistic understanding of possibilities for educational change. This entails confronting theoretical discourses with the realities of schooling and teacher education, as well as investigating TBLT in particular contexts. An interpretative study is presented, focusing on the use of TBLT by two student teachers (STs) during their English language teaching (ELT) practicum in an initial teacher education (ITE) programme where autonomy-oriented action research projects are developed. Their portfolios and reports account for the feasibility of a weak approach to TBLT that transcends current practices and whose potential for promoting autonomy derives from a professional development framework where teaching and teacher education are conceived as empowering processes. Constraints and shortcomings relate to dominant cultures of teaching, STs’ condition as learners, and the practicum model itself. Understanding how language teaching is shaped by contexts and developing empowering approaches to teacher education will help us enhance educational change as an interspace between reality and ideals, where possibilities for transformation are explored.
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When Statues Come Alive : Teaching and Learning Academic Vocabulary Through Drama in Schools / Anneliese Cannon.
// Volume 51, Issue 2 June 2017. Pages 383–407. With the high numbers of English learners (ELs) in school and rising demands for students to become proficient in academic forms of English, it is increasingly crucial for teachers to have effective, innovative tools to make content and language accessible to students. Adolescent ELs in particular are at a critical point in their educational careers, yet often underrepresented in scholarship. In this article, the author focuses on findings on academic language instruction derived from a yearlong ethnographic study of a middle school class for newcomers taught using drama-based techniques. The findings illustrate how this kind of work can engender communication and linguistic risk taking among ELs. Concepts from Bakhtin s (1981) analysis of language and power, along with the notion of embodied learning, serve as guiding ideas in examining the data. The qualitative data reveal both the problems of reductive approaches to teaching academic language and the efficacy and power of multimodal, embodied pedagogies wherein students are able to both learn critical forms of language and make them personally relevant.
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汉字教学法体系及相关问题研究 = The System of the Didactic Methods of Teaching Chinese Characters and Some Related Problems. / 李润生.
// Language teaching and linguistic studies. 2015, No. 1 (171)
// 语言教学与研究 2015, 第1卷 (171) 38-48 p. When describing and classifying the didactic methods of teaching Chinese characters,researchers tend to take one of the two angles:the distinctive features angle and the hierarchy angle.This article,from the hierarchy angle,proposes that the system of the didactic methods of teaching Chinese characters can be divided into three levels:approach,method and technique.Approaches of Chinese characters didactic methods are propositions and guidelines proposed to resolve the contradiction between studying Chinese characters and learning Chinese language.Methods,which employ the selected approach,are overall designs,procedures and plans of the orderly presentation of Chinese characters based on the formation features of characters or on Chinese language properties.Techniques are tricks,stratagems,and contrivances used to accomplish an immediate objective or some specific teaching tasks.
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