Week 2: Sept.

13, 2023
Prof. Mae-Ran Park
mrpark@pknu.ac.kr
Review last class

What makes a great teacher?

Reading: Hagar (2019)

Chapter 1. Getting Started (pp. 2-13)

• EFL: English as a Foreign Language
(Studying English in non-English-
speaking countries)

• ESL: English as a Second Language

(Studying English as a non-native
speaker in a country where English is
spoken)
EIL: English as ELF: English as
an International a Lingua World English
Language Franca
• ELT: English Language Teaching (used mostly in Europe
including U.K.)

• TESOL: Teaching English to Speakers of Other Languages

(used mostly in North America including U.S.)
https://www.tesol.org/
• TEFL: Teaching English as a Foreign
Language

• TESL: Teaching English as a Second

Language
• Productive skills: speaking
and writing

• Receptive skills: listening and

reading
Communication: a process by which information is
exchanged between individuals through a common
system of symbols, signs, or behavior
• The term coined by Dell
Hymes in 1966
• Definition: The ability to
understand and use language
effectively to communicate in
a wide variety of contexts and
for a variety of purposes
• Grammar • Speed of delivery
• Pronunciation • Ease
• Vocabulary
https://www.youtube.com/watch?v=iHapv0Tv7vM
https://www.youtube.com/watch?v=7bIQ4-3XSxU
 Student Teacher
perspectives perspectives
• Great teachers set high expectations for all students.
• Great teachers have clear, written-out objectives.
• Great teachers are prepared and organized.
• Great teachers engage students and get them to look at issues in
a variety of ways.
• Great teachers form strong relationships with their students and
show that they care about them as people.
• Great teachers are masters of their subject matter.
• Great teachers communicate frequently with parents.
Source: http://www.greatschools.org/gk/articles/what-makes-a-great-
teacher
 Other teachers in the school

Other school stuff Other English teachers

Head teacher self Secretaries

Senior teacher Students (different

group)

Technicians
• Community-controlled variables: cultural norms and
restrictions on materials or teaching styles, standards of
teacher training, status of teachers in society, attitudes to TL

• Teacher-controlled variables: approaches to syllable design,

materials evaluation (and production), choice of methodology,
techniques, classroom organization
• the version of yourself that you present to students - a key
element of building rapport
• Knowledge of the language system
• Good pronunciation
• Experience of living in an English-speaking country
• Qualifications (further training taken, or in-service
development)
• Class performance
• Evidence of being a good colleague
• Length of time as a teacher
• Ability to write teaching materials
• Careful planning of lessons
• Same L1 as students, or a sound knowledge of it
• Experience of a variety of teaching situations
• Personal qualities (outgoing, interested in learners, etc.)
• Publications
• Knowledge of learning theories
• Wide vocabulary
• Ability to manage a team of teachers
https://www.tesol.org/
1. Know your learners. (eye contact, proximity, smiling)
2. Create (conducive) conditions for language learning.
3. Design high-quality lessons for language development.
4. Adapt lesson delivery as needed.
5. Monitor and assess student language development.
6. Engage and collaborate within a community of practice (실천
공동체).
Why should a person be multilingual?

‘If you talk to someone in a

language which he/she
understands, then you go to
his/her mind. But if you talk in
his/her language, then you move
to his/her heart...’

42
• How does a typical language lesson unfold and what are its
component parts?
• How do Ts transition from one component to another in a
language lesson?
• As an observer of a class, what should you look for?
• What are some of the choices that a T makes, minute by
minute, in delivering a planned lesson?
www.thoughtco.com
• Get students’ attention
• Share the objective with students
• Recall prior learning
• Present new information
• Offer guidance
• Practice
• Give feedback
• Assess students’ performance
• Enhance retention (i.e., let
students apply the information to
personal contexts)
• (Grade level)
• Lesson plan objective
• Materials
• Activities (guided
practice→collaborative
practice→independent practice)
• Assessment methods
• Timeline
Introduction

Development

Consolidation
• Review last class: Key terminology
• What makes a great teacher?
• Reading: Hagar (2019)
• Chapter 1. Getting Started (pp. 1-13)
Review last class

Chapter 2. A Century of Language Teaching

(pp. 14-38)

Chapter 3. Contextualizing Communicative

Approaches (pp. 39-65)