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    • #2749
      adminadmin
      Keymaster

      I think the most attainable goals (or at least a starting point) are approaching ways of raising student and fellow teacher awareness through class activities, workshops and formal and/or informal discussions. This is something each and everyone of us can start doing. In today’s new-normal teaching-learning online environments that have challenged us all, perhaps we feel a new source of stress, but once we can safely return to our classrooms, perhaps that would be a good opportunity to start rethinking our approaches to language and how we might introduce plurilithic thinking to our learners and our peers. It might be the opportune time to address policy makers as well. Who knows, maybe we will all be more open to new approaches in a new world…In what ways positive or negative do you think this pandemic will affect the world of ELL, TESOL, etc?

      To view past replies go to: https://changingenglishes.proboards.com/thread/29/unit-5-reflection

      • This topic was modified 4 months, 1 week ago by adminadmin.
    • #3270
      Sahar AmerSahar Amer
      Member

      Normally in Arab countries, what to be taught decisions is made by either administration of a university or the ministry itself. Sometimes a teacher can choose a book for supplementary use. I personally prefer to tailor the course according to the learners needs, but of course that will generate a huge gap if a standardized test is done at the end. A good solution to this predicament would be is to share broad guidelines of what the ministry of education wants students to achieve after a certain amount of time; i.e., to share a wider scheme of work.

    • #3275

      Learners of English are advised to communicate with native speakers to acquire the right accent and pronunciation. They must try hard to make the best use of all resources and material to master the English language.

    • #3418

      We can raise the student and teacher awareness through class activities , workshops , sharing resources and information and spreading knowledge wisely . I help my students learn the target language using different techniques and strategies like Educational games , role playing, modeling , discussions, free activities that challenge their abilities. I take my students to the school playground where they learn English in the open air . We should issues related to real life situations and I give you an opportunity to express about themselves freely .
      My colleagues are invited to meet once a month in the school library where we share ideas and experiences . We do our best to keep up to date with the latest teaching techniques and strategies to grow professionally.

    • #3755

      Learners of English are advised to communicate with native speakers to acquire the right accent and pronunciation. They must try hard to make the best use of all resources and material to master the English language.

    • #4645

      As a teacher I might prefer to tailor my own course as mentioned by Sahar Amar in his comments and would prefer to do it in colloabiration with my colleagues provided that it is validated by the authority.

      The issue of entertaining plurilithic views on language should be welcomed by everyone involved in the teaching/ learning process from the national level to the household level. However, we should give it a try and hope for the best !

    • #4664
      Dauda PikawiDauda Pikawi
      Member

      TESOL and other national and international English language bodies should call for conferences and more workshops that relate to plurilithic concept of teaching and learning the language.
      In Nigeria and particularly among my colleagues, we will do as much as possible to create the awareness more and more. The social media is also a veritable tool for such tasks.
      When the awareness starts to sink into the minds of teachers, learners, parent and the public; it won’t be difficult to convince policy makers and have policies that favour this concept of teaching English and owning it.

    • #4739

      Learners must be highly encouraged and motivated to speak English regardless if they are good or not so that their confidence and exposure would be higher. Teachers must be also aware that we need to embrace the plurilithic concepts of English and must be ready to answer the language learners’ questions, preparing different activities for students. Teachers must not stop to increase their knowledge to sustain learning since the English language is dynamic.

    • #4821

      In Sri Lanka, the decisions that the teacher should teach and the content of the exams are decided by the Ministry of Education in Sri Lanka. For that purpose, the Ministry occupies professionals in English including English teachers, lecturers and professors in this process. There are two exams, Ordinary level exam and Advanced level exams. The priority of the education system is given to these two exams in Sri Lanka. Therefore, many workshops, seminars, including special priorities, opportunities are given for the students who are going to sit for these two exams.
      Here, I would like to agree with the comment that was made by Sahar Amer before. As he mentioned “I personally prefer to tailor the course according to the
      learners needs, but of course that will generate a huge gap if a standardized test is done at the end.”

      In Sri Lankan context, the proficiency of the English language of the students varied. This variation differs according to the community, context, district, rural or urban and etc. Furthermore, it differs class to class, even individual to individual. Therefore, it is not fair to make one particular standardized curriculum for everyone. (Obviously, standardized curriculum is needed but some changes has to be done accordingly, considering the learner needs) The priority should be given for the learners and their needs, motives and purposes.

    • #4852

      I feel like the best way for me to start is by simply challenging my own ideas and asking myself if I am applying monolithic or plurilithic ideas to my teaching. Once I feel that I’ve established a way to use and assess with these ideals in mind, I feel like I could teach most of my colleagues how to do the same.

      I would love to think I could challenge the system, but I’m not sure I’m up for it. I would rather inspire others to do that when they’re ready.

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