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  • Bài trích
  • English-for-Teaching: rethinking teacher proficiency in the classroom /
Tác giả CN Freeman, Donald.
Nhan đề English-for-Teaching: rethinking teacher proficiency in the classroom /Donald Freeman, Anne Katz, Pablo Garcia Gomez and Anne Burns.
Thông tin xuất bản 2015.
Mô tả vật lý p. 129-139.
Tùng thư Oxford University Press.
Tóm tắt The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers’ English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers ‘teach English in English’. We argue for a reconceptualization of teacher language proficiency, not as general English proficiency but as a specialized subset of language skills required to prepare and teach lessons. This concept of English-for-Teaching as a bounded form of English for Specific Purposes (ESP) for the classroom builds on what teachers know about teaching, while introducing and confirming specific classroom language. This article describes how the construct was developed and then describes sample classroom tasks and the language needed to enact them in three major areas: managing the classroom, understanding and communicating lesson content, and assessing students and giving feedback.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát English for Specific Purposes
Thuật ngữ không kiểm soát English teaching
Tác giả(bs) CN Burns, Anne
Tác giả(bs) CN Garcia, Pablo
Tác giả(bs) CN Anne, Katz
Nguồn trích ELT journal.- 2015, Vol. 69, No.2
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044|aenk
1001 |aFreeman, Donald.
24510|aEnglish-for-Teaching: rethinking teacher proficiency in the classroom /|cDonald Freeman, Anne Katz, Pablo Garcia Gomez and Anne Burns.
260|c2015.
300|ap. 129-139.
3620 |aVol. 69, No. 2 (April 2015)
490|aOxford University Press.
520|aThe expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers’ English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers ‘teach English in English’. We argue for a reconceptualization of teacher language proficiency, not as general English proficiency but as a specialized subset of language skills required to prepare and teach lessons. This concept of English-for-Teaching as a bounded form of English for Specific Purposes (ESP) for the classroom builds on what teachers know about teaching, while introducing and confirming specific classroom language. This article describes how the construct was developed and then describes sample classroom tasks and the language needed to enact them in three major areas: managing the classroom, understanding and communicating lesson content, and assessing students and giving feedback.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
6530 |aEnglish for Specific Purposes
6530 |aEnglish teaching
7001 |aBurns, Anne
7001 |aGarcia, Pablo
7001 |aAnne, Katz
773|tELT journal.|g2015, Vol. 69, No.2
890|a0|b0|c0|d0

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