As a non-native English teacher, I can make excellent role model for my students who may not have faith in their ability to learn the target language (" If I made it and speak this language thus you also can!").
I am against methods that emphasize learning about the language but for learning by using the language / expressions, collocations, models, patterns, language chunks......./.
I don't approve grammar classes explaining rules and language terminology. Speaking is the main reason for learning a language and the main motivational driver that keeps you trying and improving.
My experience tells that I ought to practice active learning principles to progress activities for my students that best mirror particular communication style and the topics, forms of thinking, and solving problems strategies which are needed to comprehend and relate to the topics.
In my view, the most important skill to master is speaking the language. This is difficult assignment especially if you don’t live or work in native speaking country. We can look for reliable supports to talk to. It is essential to find someone whom we’re comfortable speaking with.
Generally speaking in high schools worldwide, attention is still focused on the language in its written form and the objective is for the student to understand the structure and rules of the language, whose parts are dissected and analyzed. The body is of greater importance than communication. Teaching and learning are based on the syllabus. One studies the theory in the absence of the practice. One values the correct and represses the incorrect. Error correction is constant leaving little room for spontaneity. The student is taught how to form interrogative and negative sentences, memorize irregular verbs, study modal verbs, etc., but hardly ever masters the use of these structures in conversation.
I strongly believe that efficient teaching is personalized, takes place in a bicultural environment and is based on the personal skills of the language instructor in building interactions and creating situations of real communication with understandable input focusing on the learner's interests.
I am against methods that emphasize learning about the language but for learning by using the language / expressions, collocations, models, patterns, language chunks......./.
I don't approve grammar classes explaining rules and language terminology. Speaking is the main reason for learning a language and the main motivational driver that keeps you trying and improving.
My experience tells that I ought to practice active learning principles to progress activities for my students that best mirror particular communication style and the topics, forms of thinking, and solving problems strategies which are needed to comprehend and relate to the topics.
In my view, the most important skill to master is speaking the language. This is difficult assignment especially if you don’t live or work in native speaking country. We can look for reliable supports to talk to. It is essential to find someone whom we’re comfortable speaking with.
Generally speaking in high schools worldwide, attention is still focused on the language in its written form and the objective is for the student to understand the structure and rules of the language, whose parts are dissected and analyzed. The body is of greater importance than communication. Teaching and learning are based on the syllabus. One studies the theory in the absence of the practice. One values the correct and represses the incorrect. Error correction is constant leaving little room for spontaneity. The student is taught how to form interrogative and negative sentences, memorize irregular verbs, study modal verbs, etc., but hardly ever masters the use of these structures in conversation.
I strongly believe that efficient teaching is personalized, takes place in a bicultural environment and is based on the personal skills of the language instructor in building interactions and creating situations of real communication with understandable input focusing on the learner's interests.
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