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A potted history of PPP with the help of ELT Journal / Jason Anderson.
// ELT Journal, Volume 71, Issue 2, 1 April 2017 2017.p. 218–227. This article charts the chequered history of the PPP model (Presentation, Practice, Production) in English language teaching, told partly through reference to articles in ELT Journal. As well as documenting its origins at the dawn of communicative language teaching (and not in audiolingual approaches, as some have suggested), I chart its history through the 1980s, discuss key criticisms directed at it in the 1990s, and also document its close relationship with ELT coursebook syllabi ever since its emergence. Recent evidence from second language acquisition research in support of explicit, practice-oriented instruction such as PPP is also discussed, along with other recent references to the model, suggesting not only that it can no longer be rejected as incompatible with research evidence, but that it may be enjoying a revival in its fortunes.
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Affordance, learning opportunities, and the lesson plan pro forma / Jason Anderson.
// ELT journal. 2015, Vol. 69, No. 3. 2015.p. 228-238. This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomes-based approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions to modify the pro forma and its role in lesson observation. It is argued that the suggested changes encourage teachers to plan for and respond to the learning opportunities of the lesson, thereby reflecting more closely the practice of experienced language teachers and the reality of differentiated language learning. It also makes recommendations on how such a pro forma could be used in both initial certification and in-service teacher development in a wide range of learning contexts, potentially compatible with product, process, and procedural approaches to syllabus design.
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Initial teacher training courses and non-native speaker teachers / Jason Anderson.
// ELT journal Volume 70, Issue 3 Oxford University Press, 2015.P. 261-274. This article reports on a study contrasting 41 native speakers (NSs) and 38 non-native speakers (NNSs) of English from two short initial teacher training courses, the Cambridge Certificate in English Language Teaching to Adults and the Trinity College London CertTESOL. After a brief history and literature review, I present findings on teachers’ backgrounds, reasons for participation, likely future teaching contexts, participants’ perceptions of which course components were most useful, and how well they felt their needs were met. NNSs are much more likely than NSs to have prior teaching experience and qualifications, they have very different reasons for taking such courses, they are more likely to teach in their home countries after completion, and they prioritize different components of the course. After discussing the implications of these findings, I conclude that current initial teacher training courses are not well suited to the needs of NNS participants, who may require a very different type of course to NS participants.
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Reimagining English language learners from a translingual perspective / Jason Anderson.
// ELT Journal, Volume 72, Issue 1, (16 January 2018) 72/1 2018.p. 26–37. This article explores the potential implications of theorizing in translingualism and translanguaging for foreign language teaching and learning. I discuss key terminology and introduce a translingual continuum as a potential way to understand language use practices both within and across communities. I report on an exploratory study into the self-identified future language use profiles of 116 adult EFL learners studying in the United Kingdom, the majority of whom perceive a need for translingual practices in their varied futures. I discuss the implications, both of these findings and other research for language teaching pedagogy, considering how translingual competence may differ from communicative competence, and providing practical suggestions for teachers working in different contexts. I also discuss how reimagining the language classroom as a translingual community potentially provides a way of redefining notions of authenticity and the role of the teacher as a translingual practitioner, thereby avoiding the divisive native-speaker–non-native-speaker dichotomy.
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