1. TEACHING ACROSS PROFICIENCY LEVELS
LEARNER VARIABLESⅡ
TEACHING ACROSS PROFICIENCY LEVELS

2. DEFINING PROFICIENCY LEVELS
“false beginners” as distinguished from
“true beginners”
The ACTEL Proficiency Guidelines-
eleven different levels
See p97 LEVEL & DESCRIPTION
The Guidelines can, with caution, provide useful checkpoints for curriculum development & revision.

3. TEACHING BEGINNING LEVELS
Students have little or no prior knowledge of TL.
Sts have very little language
“behind” them.
A good deal of talking “about” the second language

4. TEACHING BEGINNING LEVELS
1. Students’ cognitive learning processes
Students’ processing - focal, controlled mode (Mclaughlin’s attention processing model) + some peripheral processing for genuinely meaningful purpose
Don’t become frustrated if a considerable period of time goes by with little change in these learning modes.

5. McLauglin’s Attention-Processing Model
Attention to Info processing
Formal properties controlled automatic
Focal A B
formal rule learning test situation
Peripheral C D
implicit/analogic communicative
learning situations

6. McLauglin’s Attention-Processing Model
controlled automatic
Focal grammar points attentive to something
vocabulary focus on modals, tenses
copying, memorizing scanning
patterns, skills exercises editing, peer editing
Peripheral simple greetings group work
dialog practice rapid reading/skimming
TPR/NA free writing
role plays free conversation

7. TEACHING BEGINNING LEVELS
2. The role of the teacher
Teacher- centered + a modicum of students- centered
In FL situation, some negotiation might be possible in the native language, allowing for a small amount of student control.

8. TEACHING BEGINNING LEVELS
3. Teacher talk
Your input in the class is crucial.
Your own English needs to be clearly articulated.
Use simple vocabulary & structure that are at or just slightly beyond their level!

9. TEACHING BEGINNING LEVELS
5. Fluency and accuracy
Fluency is a goal.
The flow of language is important.
9. Reading and speaking goals
Consider students’ literacy level in their own language!

10. TEACHING INTERMEDIATE LEVELS
1.Student’s cognitive learning processes
Some automatic processing has taken hold.
Bits and pieces of language to be relegated to automaticity
2. The role of the teacher
You are no longer the only initiator of language.
More student-student interaction

11. TEACHING INTERMEDIATE LEVELS
3. Teacher talk
Most of your oral production can be sustained at a natural pace, as long as your articulation is clear.
5. Fluency & Accuracy
This level of students actually become quiet fluent, in the technical sense of the term.

12. TEACHING INTERMEDIATE LEVELS
8. Listening and speaking goals
Linguistic complexity of communicative goals increase.
Functions themselves may be the same but forms they use become more complex!
10. Grammar
short, simple explanations of points in English
Keep grammatical meta-language to an ideal minimum at this level!

13. TEACHING ADVANCED LEVELS
Few if any ESL classes are designed for the superior level
1. Students’ cognitive learning processes
Focal attention may be given to the interpretation and negotiation of meaning.
3. Teacher talk
Natural language at natural speed is a must at this level.
Very little reliance on the students' native language

14. TEACHING ADVANCED LEVELS
7. Techniques
-group debates and argumentation
-complex role-plays
-scanning & skimming reading material determining and questioning author's intent
-writing essays and critiques.

15. TEACHING ADVANCED LEVELS
10. Grammar
Strategic competence: strategies to compensate for communication breakdowns or imperfect communication
Linguistic meta-language may now serve a more useful role.