Reflection as a Future Language Teacher

Darren Anthony Rodríguez Cañizares

Universidad Católica de Oriente

Licenciatura en Lenguas Extranjeras
Didáctica General
 Principle Explanation This principle How do you apply
converses with the this principle?
following (Give an example)
approach(es)/metho
d(s) – Justify your
choice

The primary focus of Organize pair and

instruction is on group work activities
developing oral to give students
communication ample opportunities
skills. Students to speak and listen to
engage in various each other. This
Emphasis on oral
speaking activities Oral Approach allows for more
communication
such as discussions, speaking time per
role-plays, and student and fosters
presentations, while peer-to-peer
also actively interaction, which
listening to others. can enhance
language acquisition.

Physical movement Set up learning

engages learners stations around the
actively in the classroom where
learning process, students can
making it more physically interact
enjoyable and with materials
Engagement through memorable. Total Physical related to the lesson.
Movement Movement also helps For example, one
reinforce vocabulary station could involve
and grammatical matching pictures to
structures through words, while another
kinesthetic learning. station could require
students to act out
verbs or sentences.

CLL promote a sense Assign collaborative

of shared projects where
responsibility among learners have to
Shared learners for their Cooperative work together to
Responsibility own and their Language Learning achieve a common
partners. Learners goal. This could
are encouraged to involve creating
support and help presentations,
 each other in the conducting research,
learning process. or solving problems
collaboratively.

Learners are Encourage learners

encouraged to notice to identify common
and learn common word combinations
word combinations, or chunks in
which enhances authentic texts or
fluency and spoken language.
Use of chunks and The Lexical
naturalness in speech For example, they
Collocation Approach
and writing. can read articles,
listen to podcasts, or
watch videos and
highlight phrases
that frequently occur
together.

Provide Create scenarios that

opportunities for reflect real-life
learners to use the situations where the
language in language would be
contextually relevant used. For example, if
Language Use in situations, Communicative teaching English,
Context mimicking real-life Language Learning simulate scenarios
scenarios as closely like ordering food in
as possible. a restaurant, making
a phone call to book
an appointment, or
asking for directions.

Learners are Provide learners with

encouraged to mimic recordings
native speakers and Encourage them to
memorize dialogues listen actively,
and phrases to paying attention to
Mimicry and
internalize language Audiolingual pronunciation,
Memorization of
structures and Method intonation, and
dialogues
vocabulary rhythm. After
listening to the
dialogues or phrases,
have learners repeat
them aloud.
 Tasks should be As learners become
sequenced in a way more comfortable
that gradually with the language
increases in and the task format,
complexity and gradually introduce
language demands. tasks that increase in
This progression complexity. This
helps learners build could involve tasks
on their existing that require more
Task-Based
Task Sequencing language skills and detailed descriptions,
Language Teaching
knowledge. explanations, or
opinions. For
instance, moving
from describing
daily routines to
discussing future
plans or expressing
opinions on societal
issues.

Vocabulary is taught Design activities and

in context rather than exercises that embed
through translation. new vocabulary
within meaningful
Learners acquire
contexts. For
new words and example, instead of
phrases through just teaching isolated
Vocabulary through exposure and words, create
Direct method
Context practice in scenarios or
meaningful contexts. dialogues where
these words are used
in context. This
helps learners
understand how the
words are used in
real communication.

Focus on facilitating Encourage learners

language acquisition to communicate
Language rather than explicit freely without
Acquisition over teaching of grammar Natural approach worrying too much
Language Learning rules or vocabulary about making
lists. Allow learners mistakes. Instead of
to discover language correcting every
patterns intuitively error, focus on
 through exposure providing
and interaction. opportunities for
learners to use the
language in
meaningful ways.

Focus on the Present language in

meaning of language meaningful contexts
rather than isolated that highlight its use
skills. Emphasize in communication.
comprehension, For example, instead
context, and of teaching
Meaning-Centered communication over vocabulary words in
Whole language
Learning rote memorization or isolation, introduce
drill exercises. them within
sentences or
dialogues that
demonstrate how
they are used in
conversation.

References

• Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching.

Cambridge University Press.
• Chomsky, N. (1957). Syntactic structures. Walter de Gruyter.
• Krashen, S. (1988). The natural approach: language acquisition in the classroom.
• Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language.
Teaching (3rd ed.). Oxford University Press
• Sauvignon, S. (2001). Communicative Language Teaching for the Twenty-first Century.
In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language (3rd ed.), pp. 13-
28, Heinle & Heinle
• Brooks, N. 1964. Language and Language Learning: Theory and Practice. 2nd ed. New
York: Harcourt Brace.