Essentials for Successful English Language Teaching

140 Index learning styles 18, 73–4 positive assessments 103–4 definition of 73 positive interdependence 30, 37 positivism 123 listening 53, 75 post-positivism 123 to TV soaps 25 praisers 40 prejudice 76–7 listening tests 106 presentations 106 logical-mathematical intelligence 75 prewriting 90 LSP see language for specific purposes problem-based learning (PBL) 37, 65, materials managers 40 68, 93–4, 107 meaning, focus on 9–10, 57–8, 59–61, role of students 68 role of teachers 67 124, 126 problem-solving activities 88 classroom applications 61–6 project works 36–7 mentoring of teachers 115–16 grading of 37–8 Michaels, Lucille 111–12 as tool for curricular integration 45 multiple-choice tests 97–8, 98 multiple intelligences 47, 75–6 qualitative research 117 musical-rhythmic intelligence 75 quantitative research 117 question-and-answer pairs 89–90 Nassredin (fictitious character) 38–9 questioners 40 naturalist intelligence 75, 77 Nietzsche, Friedrich 59 reading 53 non-linear, recursive activity cycle 65 extensive 19–20, 21–2, 128 observers 40 recorders 40 OCAC see out-of-class academic recursive activity cycle 65 reporters 40 collaboration research out-of-class academic collaboration by teachers 117–19 (OCAC) 36 resources parallel topics 46 for curricular integration 47 paraphrasers 40 response journals 65 Park, Hee Soon 70–1 reverse snowball techniques 34 PBL see problem-based learning role plays 78, 106 pedagogical materials safety monitors 40 spotting biases in 79 scaffolding 67 pedagogical tasks scoring/grading definition of 62 of group activities 37–8 peer(s) of portfolios 101 second language education as resources 19 CLT paradigm shift 1–3, 5–7, peer assessment 102–4, 126 12–14, 123 of critical writing 91 essentials of 2, 7–12, 113, 123–7 peer coaching 116–17 poetry 107 portfolio assessments 98, 101–2

Index 141 reflection on essentials of 127–9 synthesis thinking skills and 88–9 in Bloom’s taxonomy of thinking self-access 128 processes 85, 86 self-assessment learner autonomy and 20, 22 tactile learners 74 self-reports 104–5 task(s) service learning 33, 36, 52 short-answer item tests 98 authenticity of 61–2 snowball learning techniques 34–5 definition of 62 social nature of learning 9, 11, 12, pedagogical 62 two-way 106 29–30, 40, 53–4, 124, 125 task-based language teaching implementation of 33–8 notion of 31–3 (TBLT) 61–3 role of students 39–40 TBLT see task-based language teaching role of teachers 39 teacher(s) socio-cognitive psychology 5, 58, 68, 126 songs 107 as fellow learners 114–15 sound hounds 40 learner autonomy and 26 speaking 53 reflection on essentials of second speaking activities 88 speeches 106 language education 127–9 spot the difference techniques 77 research by 117–19 story (re)telling 107 role in accommodation of diversity 80 student(s) role in alternative assessments autonomy and 26–7 benefits of peer assessment 103 design 108 benefits of self reports 104 role in co-learning role in accommodation of relationship 119–20 diversity 80–1 role in curricular integration 55 role in alternative assessment role in inquiry driven classrooms 67 role in “old paradigm” 126–7 design 108–9 role in problem-based learning 93 role in co-learning relationship with role in promotion of thinking skills 95 training of 113 teachers 120 teacher(s) as co-learners 11, 111–12, role in curricular integration 55 role in inquiry driven classrooms 68 112–14, 125, 127 thinking skills and 95 classroom implications 114–19 student course evaluations 22–3 CLT essentials of second language student-generated materials 24 student-initiated out-of-class academic education and 120–1 students and 120 collaboration 36 teachers’ role 119–20 student-led conferences 107 teacher awareness 72–3 student-selected reading 21–2 teacher-centered approach 17 summarizers 40 teacher development groups 127 SUMMER techniques 91–2 teacher-induced errors 103 teacher-initiated out-of-class academic collaboration 36 teambuilding techniques 34

142 Index team then teacher (TTT) 19 TTT see team then teacher tell/rephrase 66 TV soaps textbooks promotion of learner autonomy and 25 spotting biases in 79 two-way tasks 106 students’ knowledge construction understanding and 67 in Bloom’s taxonomy of thinking thematic or conceptual units 48–50 processes 84–5, 86 think aloud protocols 126 thinking skills 10, 83–4, 84, 95–6, verbal-linguistic intelligence 75 visual learners 74 124, 126 visual-spatial intelligence 75 Bloom’s taxonomy 78–9, 84–5, 86 vocabulary learning 89 classroom implications 89–94 notion of 85–6 meaningful 63–5 role of students in development of 95 Vygotsky, Lev 17 role of teachers in teaching 95 think time 77–8 write-pair-switch techniques 30 time keepers 39 write time 77–8 topical units 47–8 writing 53 traditional assessments 98–9, 109 alternative vs. 100 portfolio assessment of 101 traditional education models 1–2, 113 vocabulary learning and 64 part to whole curriculum approach 9, ‘writing to learn’ 64–5 44, 125–6 Yorkey, Richard 54–5 training 113