- Bài trích
- Nhan đề: English-for-Teaching: rethinking teacher proficiency in the classroom /
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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. | |
Thuật ngữ chủ đề
| Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN | |
Từ khóa tự do
| English for Specific Purposes | |
Từ khóa tự do
| 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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| 100 | 1 |aFreeman, Donald. |
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| 245 | 10|aEnglish-for-Teaching: rethinking teacher proficiency in the classroom /|cDonald Freeman, Anne Katz, Pablo Garcia Gomez and Anne Burns. |
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| 260 | |c2015. |
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| 300 | |ap. 129-139. |
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| 362 | 0 |aVol. 69, No. 2 (April 2015) |
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| 490 | |aOxford University Press. |
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| 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. |
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| 650 | 17|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN |
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| 653 | 0 |aEnglish for Specific Purposes |
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| 653 | 0 |aEnglish teaching |
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| 700 | 1 |aBurns, Anne |
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| 700 | 1 |aGarcia, Pablo |
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| 700 | 1 |aAnne, Katz |
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| 773 | |tELT journal.|g2015, Vol. 69, No.2 |
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