What is Teaching Strategy?

skillful planning of a working system

Strategies are never same rather dynamic and
keep on changing according to situations.
 overall structure and system provided for
instruction.
 So What is a Procedure?

A fixed, step-by-step sequence of activities

or course of action (with definite start and
end points) that must be followed in the
same order to correctly perform a task.
Repetitive procedures are called routines.
The Role of Language in Education

LANGUAGE
The Role of Language in Education
AQUISITION OF
KNOWLEDGE

LANGUAGE
 Globalization

Content Localization

Contextualization
 Multi Intelligencia

Linguistic lectures, worksheets, word games

Logical puzzles, estimations, problem solving
Spatial charts, graphic organizers, drawings
Kinestetic mime, craft, demonstrations
Musical singing, poetry, jazz chants
Interpersonal peer tutoring, group work
Intrapersonal reflection, interest centers, journals
Naturalist nature trips, show and tell,
 Aspects of Language Education
ASPECT INSTRUCTIONAL FOCUS
Language as ability Tool skills: The macro skills

Language as art Literature; Creative writing

Language as artifact Strcuture of English; History of English Language

Language as analysis Problem solving; Critical Linguistics

Interpersonal/Intercultural;
Language as acculturation Understanding/Communication
Intrapersonal Understanding; Humanistic; Self-
Language as affect Awareness
Communication Competence; Persuausion to
Language as activation action
 Collaboration
With the facility of e-communication, it has been
possible for the English language teachers/
practitioners to network and enrich their teaching.
This has enabled the teachers to share their
experiences and develop their profession.
The Special Interest Group (SIG), Support
Groups, discussion, chat room, etc. have
contributed to the enhancement of teachers’
careers.
 Networking has also enabled teachers not to depend
upon theories and methods prescribed by the
methodologists and to try out as have been practiced
by others.
 Online ELT resources are growing rapidly,
newsletters on ELT are being used more by both the
teachers and students.
 Eclecticism
It is crossbreeding of ‘elements of various methods to find
those practices which best support effective learning’.

If we view classroom practices, we find teachers not blindly

depending on a particular method of teaching prescribed but
the ELT practitioners often practice the hybrid of more than
one method of teaching.
 Strategopedia
 A trend in ELT today has been to make the
students independent learners.

 Today, a school of thought has developed with

the purpose of equipping learners with
appropriate learning strategies to take the
responsibility for self-direction.
 The students are trained in the use of learning strategies
in order to improve their learning effectiveness.

 Learners learn how to learn.

 Cooperative Learning Methodologies and Multiple

Intelligences Theory teach learners different learning
strategies to apply while learning a language.
 Student centredness
 English language teachers all over the globe seem
to have realized that gone are the days when
teachers deliver lectures in front of their pupils who
just sit as passive listeners.

 Learner centeredness is the demand of the time.

That is why language teachers have to play the role
of facilitators in the classroom, not authorities.
 Keeping Abreast
 English language teachers in almost all countries have
established their professional organizations; and they
organize and participate in different kinds of seminars,
workshops, training, and conventions in order to grow
academically and professionally.
 reading journal, participating in training, seminar
workshops, enrolling in graduate programs, etc.
 Surfing ELT websites also enables the teachers to update
their knowledge of trends and techniques around the
world.
Promotes the idea that teachers constantly improve
and change their style of teaching based on students’
performance and reaction to it.
Collaboration between teachers is paramount and so
is change.
Combining these two factors with constant change
means students never stop learning.
gaining popularity in Australia
students are given a real-world problem then they
work together to find a solution to
eachers find it invaluable because students learn
more with this method.
Why place a student in a box?
If a student prefers to learn while traveling the
world, then so be it.
encouraging students to meet in open spaces and
learn outside the confines of the institution.
Teaching outside the classroom should be a
source of inspiration, not a strange phenomenon.
means introducing the gaming experience to
environments where gaming would normally be
unacceptable: Education.
coined by an English programmer, Nick Pelling, in
2004
Adding gaming to education means that the user
completes certain tasks for rewards just like in a
video game.
blend of learning and technology
combination of classroom and on-line instruction
Teachers don’t have to be breathing over the
neck of the student. Guiding the student is often
quite enough.
Instead of focusing on meeting standards and
racing to the top, Finland focuses on providing
quality education to everyone. Contrary to many of
the other views in this list, Finland doesn’t believe in
competition or even giving grades until fifth grade.
The system also doesn’t believe in punitive
measures but encourages trust and equality.
Identify the
approach,
method or Identify the
strategy role of the
described. language Identify the
teacher. role of the
language
learner
• ensures that the language that is being
taught is realistic
• all the words and sentences must grow
out of some real situation or imagined
real situation
• meaning of words are tied up with the
situations in which they are used.
Teacher's Role Student's Role

Context Setter Imitator

Error Corrector Memorizer
• emphasis is on learning grammatical and
phonological structure, especially for
speaking and listening
• based on behaviourism
• relies on formation as a basis for learning,
through a great deal of mechanical
repetition.
Teacher's Role Student's Role

Pattern
Lanuage Model Practicer,
Drill Leader Accuracy
Enthusiast
Techniques may include:
• Repetition drill
• Substitution drill
• Question-and-answer drill
• Expansion drill
• Clause combination drill
• Chain drill
• Completion
• Use of minimal pair
• integrates speaking and listening, reading and writing
through the development of a written text based on
first hand experiences.
• Through scaffolded talk, the teacher supports
students to document experiences and ideas,
modelling ways in which their thoughts and words can
be written down and later read.
Teacher's Role Student's Role

Speaker
Secretary
Narrator
Recorder
The LEA is as diverse in practice as its practitioners.
Nonetheless, some characteristics remain consistent
(Hall, 1970):
•Materials are learner-generated.
•All communication skills--reading, writing, listening,
and speaking--are integrated.
•Difficulty of vocabulary and grammar are determined
by the learners own language use.
•Learning and teaching are personalized,
communicative, creative.
• a teaching method developed in the 1970s in the
USA by Charles Curran drawing on principles of
counselling therapy
• emphasizes the importance of the learners
themselves by calling them "clients" and letting
them design lesson content
• teacher plays the part of "counsellor"
• learners are encouraged to work together,
interacting and helping each other personally in a
supportive community.
Teacher's Role Student's Role

Counselor Collaborator
Paraphraser Team Worker
• developed by Tracy Terrell and supported by
Stephen Krashen
• claims that language learning is a reproduction of the
way humans naturally acquire their native language
• adheres to a communicative approach to language
teaching
• rejects earlier methods such as the audiolingual
method and the situational language teaching
approach
Teacher's Role Student's Role

Actor Guesser
Props User Immerser
• an approach to teach foreign or second
language which emphasizes on
communicative competence
• emphasizes on meaningful interaction as
a means to teach language.
Teacher's Role Student's Role

Needs Analyst Improvisor

Task Designer Negotiator
Principles of The Communicative Approach
• Language learning is learning to communicate using the target language.
• The language used to communicate must be appropriate to the situation, the
roles of the speakers, the setting and the register. The learner needs to
differentiate between a formal and an informal style.
• Communicative activities are essential. Activities should be presented in a
situation or context and have a communicative purpose. Typical activities of
this approach are: games, problem-solving tasks, and role-play. There should
be information gap, choice and feedback involved in the activities.
• Learners must have constant interaction with and exposure to the target
language.
• Development of the four macroskills is integrated from the beginning, since
communication integrates the different skills.
Principles of The Communicative Approach
• The topics are selected and graded regarding age, needs, level,
and students’ interest.
• Motivation is central. Teachers should raise students’ interest from
the beginning of the lesson.
• The role of the teacher is that of a guide, a facilitator or an
instructor.
• Trial and error is considered part of the learning process.
• Evaluation concerns not only the learners’ accuracy but also their
fluency.
• Communicative Language Teaching
3 Related Approaches
• Content act as a vehicle for language learning.
• Intended outcomes are language/performance oriented.
• Students are assessed on language learning outcomes.
• Content learning outcomes are peripheral or at a
general knowledge level.
• Often used in language classes by language teachers.
• Also known as Content-Based Language Teaching.
• Classes have dual focus - the content and
language
• Intended outcomes are language/performance
and content-oriented
• Students are assessed on both language and
cotent-learning outcomes.
• CLIL courses are often taught by language
teachers.
•
• English acts as a vehicle for content learning.
• Intended outcomes are contented-oriented.
• Language learning aims are implicit or incidental.
• Students are assessed on content learning
outcomes.
• Language profificency ourcomes are peripheral.
• Classes are taught by subject content specialists.
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