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Through a series of engaging metaphors and stories, current and future EFL/ESL teachers will identify, summarize and evaluate 7 basic language learning paradigms. Students will be introduced to fundamental principles such as motivation, risk taking, two different modes of learning, and the balance of the teaching profession. Students also receive an understanding of basic techniques founded on those principles, such as teacher talk, looking "goofy" to reduce affect.
Through a series of engaging metaphors and stories, current and future EFL/ESL teachers will identify, summarize and evaluate 7 basic language learning paradigms.
Students will be introduced to fundamental principles such as motivation, risk taking, two different modes of learning, and the balance of the teaching profession.
Students are also given an understanding of basic techniques based on those principles, such as the teacher's speech, looking “goofy” to lower the affective filter, and networking.
With these fundamental principles in mind, ESL/EFL teachers will examine common assumptions about language learning by comparing how they compare to basic research-based principles.
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This course introduces students to the role of a teacher in helping to properly motivate and engage students. It begins with a metaphor: language is cake, which means that language must be presented well in order to be enjoyed (in fact, we will do a skit to make this meaning clear). This module will demonstrate how a teacher can encourage a student and increase motivation by paying attention to techniques such as improving teacher speech, scaffolding language, and using body language to clarify meaning. All of these skills, although acquired throughout your life as a language teacher, should be considered primary goals from the start. And all of these skills help the teacher recognize that presentation skills make a difference to students by not only motivating them, but also enabling them to understand the concepts presented.
In this module, students are introduced to the distinction between learning and acquisition. The distinction is made to help students contextualize the principle that language requires practice. To introduce the importance of practice, the distinction between a focused and diffuse mode of learning demonstrates that students who simply learn by memorizing vocabulary and grammatical structures (i.e., the focused mode) often do not acquire language structures. On the other hand, teachers who engage students in a focused and diffuse way, like a basketball coach with his players, may instruct but allow time for that instruction to "sink in" through dedicated practice.
Using language learning expert Francois Gouin's experience of going to Germany and not learning German, this module demonstrates the need for learners to understand how a language is learned. Gouin's experience demonstrates not only the need for a diffuse mode of learning in which practice is valued, it also demonstrates the psyche of many second language learners. Francois, in a sense, was too smart for his own good, relying on techniques to learn material that did not apply to the use and application of language. Students should use techniques and strategies that are proven to help someone acquire the language, such as those from studies of good language learners. Teachers can facilitate student learning by helping to demonstrate good language learning principles.
While it was once considered impossible to immerse yourself in English outside of an English-speaking country, with the advent of the Internet, the world has changed and continues to change in significant ways. This module introduces ways to use the Internet and other resources for the benefit of the teacher, and helps the teacher recognize the teacher's ability to engage students on cell phones, tablets, and computers. Introduction of the flipped classroom, which means that students can participate in focused material (videos, readings, etc.) outside the classroom and then participate in projects, exercises and discussions within it.
This module introduces the concept of teacher burnout and various techniques to avoid it. The first technique is to create a network. By building a network of teachers to help you understand your field, you can learn new ideas and have a resource for solving tough problems. The second technique, staying in control of your teaching environment, demonstrates the need for teachers to understand how best to make a difference and avoid the pitfalls of complaining. Finally, the third technique, Finding Your Core, explains that teachers can, paradoxically, keep their energy up by working tirelessly for the principles they believe in the most.
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