1. Alina Alvarez IEEE Uruguay Section
- TEP - St Petersburg
2 October, 2009
Alina Alvarez IEEE Uruguay Section

2. METHODOLOGIES THAT WORKED. 1. BEFORE THE 1960`s. Behaviorism. 2
METHODOLOGIES THAT WORKED BEFORE THE 1960`s Behaviorism AFTER THE 1960´s KEY ISSUES IN THE DEVELOPMENT OF A TEP PROGRAM FOR NON-NATIVE SPEAKERS OF ENGLISH METHODOLOGY AND CULTURE

3. GRAMMAR TRANSLATION METHOD
LANGUAGE IS TREATED AT SENTENCE LEVEL
KEY SKILLS ARE READING AND GRAMMAR
STUDENTS BUILD ON TRANSLATION SKILLS
ALMOST ALL THE TEACHING OCCURS IN L1
THERE IS LITTLE OR NON-SPOKEN COMMUNICATION IN L2

4. DIRECT METHOD ( end of XIX century)
FAVORED TEACHER AND STUDENTS SPEAKING TOGETHER
RELATED GRAMMATICAL FORMS TO OBJECTS AND PICTURES
ONLY L2 WAS USED IN THE CLASSROOM
INPUT STUDENTS RECEIVE = INTAKE THEY ABSORB

5. READING APROACH (1920-1940) EMPHASIS WAS PUT ON: READING SKILLS
READING COMPREHENSION IS THE ONLY LANGUAGE SKILL EMPHASIZED
TRANSLATION IS RESPECTABLE CLASSROOM PROCEDURE

6. AUDIOLINGUAL METHOD (1940,1950, 1960)
LANGUAGE LEARNING IS GOVERNED BY:
- HABIT FORMATION - CONSTANT REPETITION OF CORRECT UTTERANCES SUPPORTED BY REINFORCEMENT MEMORIZATION
Presentation
Practice
Production

7. 2- AFTER 1960
COGNITIVE APPROACH - LANGUAGE IS VIEWED AS RULE ACQUISITION I WANT TO MAKE MY OWN DECISIONS - I WANT TO EXPLORE AND DISCOVER HUMANISTIC APPROACH - MY FEELINGS AND EMOTIONS ARE SO IMPORTANT! - I WANT TO GROW IN SELF-AWARENESS AND IN UNDERSTANDING OTHERS - I WANT TO BE AN ACTIVE LEARNER COMMUNICATIVE APPROACH - COMMUNICATE TO OTHERS WHAT YOU THINK AND FEEL - ESTABLISH AND MAINTAIN SOCIAL AND WORKING RELATIONSHIPS - MAKE SUGGESTIONS TO OTHERS AND EVALUATE OTHERS´ IDEAS

8. SUBCONSCIOUS LEARNINGVS
CONSCIOUS LEARNING

9. SUBCONSCIOUS ACQUISITION
KRASHEN AND TERREL (1983)
SUBCONSCIOUS ACQUISITION
ADULTS DEVELOP COMPETENCE IN A SECOND LANGUAGE THROUGH:
ACQUISITION
which is a subconscious process
LANGUAGE LEARNING
conscious knowledge of the second language

10. THE AFFECTIVE FILTER HYPOTHESIS
Motivation
Self- confidence
Anxiety
Low affective filter

11. THE INPUT HYPOTHESIS
input + 1
For acquisition to occur, the acquirer must understand the meaning of the message (not concentrate on the form) by relying on their knowledge of the world and the context situation.

12. THE MONITOR HYPOTHESIS
Acquisition initiates our utterances and is responsible for our fluency.
Learning has the function of "monitor" or "editor“ It requires time , focus on form, and knowing the rule.

13. NATURAL ORDER HYPOTHESIS
Language acquisition of grammatical structures has a certain predictable order

14. Learning is mediated by social interaction Each individual learns distinctively prior knowledge and past experiences are important to make sense of new situations Language plays a central role in cognitive development The development of High Order Thinking skills must be promoted Language skills are critical in the creation of meaning ZPD
LEV VYGOTSKI
(1896 – 1934)

15. 3. KEY ISSUES IN THE DEVELOPMENT OF A TEP
PROGRAM FOR NON-NATIVE SPEAKERS OF ENGLISH

16. WHAT DETERMINES THE SUCCESS OF A TEP?
STEP 1
ON-GOING NEEDS ANALYSIS TO ASSESS PRESENT SITUATION
STATE COURSE OBJECTIVES CLEARLY
ON-GOING ASSESSMENT TO DESIGN A ROUTE MAP TO REACH THE EXPECTED OUTCOMES
STATE PREFERRED METHODOLOGIES
DETERMINE INSTRUCTIONAL MATERIALS
DETERMINE TOOLS OF FORMATIVE AND SUMMATIVE ASSESSMENT

17. Which other professional should be part of the TEP team? What is the
teachers´ profile
needed for
this program?
Which are the
specific objectives of the course?
Who are
your learners?

18. “ A thought which has not penetrated to other minds, will die unfruitful”
Quoted in Steve Aaronson “Style in Scientific Writing”
Who are your learners ?
Which are their strengths and areas of improvement in English ?
Which are their background experiences ?
What interests do they have ?
Which are their talents and their passions , and values ?

19. “The 21st century skill is to be able to follow one´s own passion (s) as one´s own ability allows”
Marc Prensky
Which are the specific objectives of the course?
Implement a needs analysis
Skills-based
Language-based
Content-based
Competency-based
Proficiency based
Through observation, interviews, questionnaires, content analysis, job description, role plays, tests, etc.
Determine in which settings the learners will use the language.

20. Team up efficiently to reach a consensus on:
“A scientist can not go voyaging through strange seas of thought alone”
John R. Platt
The teaching team should work together to nurture their potentials towards the achievement of a common goal.
Team up efficiently to reach a consensus on:
The teaching approach,
The curriculum development
The syllabus design
The assessment measures and tests
Resources available to expand students potentials
Time for preparation, peer teacher, peer observation

21. Which other professionals should be part of the TEP team?
Which other professionals should be part of the TEP team?
Administrative Coordinator
Possibly a Section volunteer
A Teacher of English
Possibly as the TEP Educational Coordinator
Professors of Electrical and Computer
Engineering
For topical lectures and exercises in their
fields of interest

22. METHODOLOGICAL CULTURE

23. THANK YOU !
Alina Keschner
TEFL