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TBLT for Teacher Development Implementing an Online Course María Elena Solares firstname.lastname@example.org Department of Applied Linguistics - CELE Universidad Nacional Autónoma de México September, 2007 Objective
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María Elena Solares
Department of Applied Linguistics - CELE
Universidad Nacional Autónoma de México
Making SLA research accessible to Ts & raising teachers’ awareness of their teaching habits and of the kind of teachers they are to deal with change in language teaching
Involve Ts in learning “x” + analyze experience = TBI
A work plan where the primary focus is on solving a real-world teaching and learning problem and which promotes teachers’ reflection, questioning and searching for solutions. This work plan is usually reflected in a product or outcome.
Focus on meaning
Real-world processes of language use
Tasks in T Ed
Focus on solving a problem
Real-world teaching and learning problems
Problems in the 4 skills
Reflective, cognitive processes
OutcomeCriteria for Tasks in T Ed
STATEMENT OF A PROBLEM
Approached from teachers´ representations or beliefs about that problem
I N P U T
Through articles, models, interactive activities, online presentations engaging teachers in constant reflection and search
INDENTIFICATION OF A MAJOR PROBLEM
Attempt to solve a problem a major problem (no unique, universal solution)
(Ts apply what the learn + explore from the classroom + tutor & colleagues’ feedback)
Engage your students
In pre-task activities
So goals are attained
Will surely be needed
Let students recall
Eavesdrop here and there
And words will sure flow
Introduce vital phrases
And language as well
To make students confident
For whatever may come
But don’t you despair
If problems do arise
As pre-task activities
Are only the start
“From the perspective of practicing foreign language teachers, SLA research is rarely worth reading because the ideas researchers discuss are too distant from teachers´ everyday classroom concerns.
Furthermore, even when researchers discuss ideas that are potentially relevant to teachers, they often express themselves in such opaquely technical language that teachers are “turned off” from the whole idea of research”.