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Language acquisitionExposure to rich, meaningful & comprehensible inputCatering for feelings and thinkingNurturing positive emotionsEmploying multidimensional mental representationSelf-notice of language featuresLanguage teachingConvergence of teaching, course objectives, and learners 'needs & wantsLanguage development + language acquisitionCatering for learners individual needs & wants, and learning stylesComprehensive educational development MY INTENDED CONTEXTSTUDENTS: Adult refugeesAge: 18+ Diverse cultural & educational backgrounds different literacy and numeracy levels various life experience psychologically/ emotionally sensitive issuesBeing in the process of settling in Australia

THE INSTITUTION:Community language centers Strongly influenced by government policiesAssigns students into classes according to their levelsOffers other vocational training courses and numeracy coursesCONTEXT EVALUATIONStrengthsA wealth of learners diverse life experience, backgrounds, and culturesLearners desires to start a new life in AustraliaGovernment support in other fields ( computer skills, literacy and numeracy, soft wares, counseling, etc.) Learners needs and wantsShort-term objectives: English for everyday activities

Long-term objectives: English competency for employment and formal educationCONTEXT EVALUATION THE SITUATION Mandatory national policy Introduce criteria and objectives for language programs in AustraliaBUT: Overlook culture differences, emotional issues, individual difficulties SOLUTION GUIDELINESDifferences make advantagesThe diversity of learners backgrounds as a material source for teaching.Advantages from available government support Facilities and services

Methodology meets expectations of learners and course objectives Use curriculum as orientation, not prescription Employ various practices: need analysis, reflective teaching, learner autonomy, surveys Fill the gap between learner variables, learners progress and course objectivesTOMLINSONS PRINCIPLES IN ACTION PEACE FOR ALLTOMLINSONS PRINCIPLES IN ACTION Incorporate a proportion of content-based or topic-based approach Learners backgrounds as a material source for teaching.

Negotiations between the new culture and the old culturesSmall-scale class activities: traditional games, songs, holidays.Building the rapport between teachers-learners and learners-learnersDiscussion forums, learning pairs & groups

WHAT TO DO? Cooperate and discuss with the others ( colleagues, teachers forums, supervisors, STUDENTS, etc.) Use textbooks for orientation + adapt available material sources + use supplementary materials ( in accordance with learners needs and wants) Time saving A balance between learners needs & wants and official policies

TeachersTheir personal constraintsThe government + the institution policiesLearners needs and wants

IM NOT ALONE Tomlinson, B. (2010) Principles of effective materials development. In N. Harwood (ed.) English language teaching materials: Theory and practice. (pp. 81-108). Cambridge: Cambridge University Press. [Untitled illustration of team huddle]. Retrieved March 28, 2015 from http://www.sportskeeda.com/football/covering-all-facets- determine-winner-ballon-dor [Untitled illustration of a traffic sign]. Retrieved March 31, 2015 from http://autopro.com.vn/ky-thuat-tu-van/tvgt-tron-bo-cac-bien-canh-bao-nguy-hiem-20120502044917379.chn[Untitled illustration of teachers]. Retrieved March 31, 2015 from http://prikolitut.in/funny-pictures-of-teachers.html

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