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Shvoong Home>Social Sciences>Activities and Procedure for Teacher Preparation Summary

Activities and Procedure for Teacher Preparation

Article Summary   by:FainaSarwar     Original Author: Rod Ellis
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In the respective article Rod Ellis (1990) discusses second or foreign language (SL/FL) teacher preparation activities by presenting:
A.A schematic outline of teacher preparation practices;
B.A framework for describing teacher preparation activities;
C.Teacher preparation procedures.

Ellis devises a dichotomous outline of teacher preparation activities in the article:
1. Experiential
2. Awareness Raising

Whereas experiential stresses on firsthand SL/FL classroom teaching experience awareness raising emphasizes on enriching teacher preparation input by providing data and procedures to the trainee teachers. Ellis believes that integration of the both is necessary for the SL/FL teacher supported by different ways(video or audio recordings of actual lessons, transcripts of lessons, classroom teaching, peer teaching, microteaching, readings, textbook materials, lesson plans and outlines, case studies and samples of students’ written work)of providing data along with different tasks(comparing,preparing,evaluating,improving,adapting,listing,selecting,ranking,
adding/ completing and rearranging) which would lead to the teacher preparation procedures(lectures, group/pair discussion,workshops,individual work/assignments,demonstration,elicitation,plenary discussion and panel discussion).

The M.A. in TESOL(Teaching English to the Speakers of Other Languages)curriculum of North South University offers courses mingling both the experiential and awareness raising activities. As a student SL/FL teacher I did “TESOL Materials Development(ENG 577)”and “Topics, Issues and Trends in TESOL (ENG 574)” which have successfully provided me awareness raising input. Currently, I am doing “Practicum for Teaching English to the Speakers of Other Languages (ENG 631)”which will incorporate practical SL/FL teaching of the students and observation of experienced teachers. Therefore, the distinction drawn by Ellis between experiential and awareness raising activity is useful for developing the insight of the tutors of the trainee teachers. However, as far as Ellis’s respective article is concerned, improvisation of the TESOL courses in North South University is needed because a number of issues suggested by Ellis are yet to be practiced (e.g. video transcripts, audio transcripts, panel discussion etc.)

In the respective article Rod Ellis (1990) discusses second or foreign language (SL/FL) teacher preparation activities by presenting:
A.A schematic outline of teacher preparation practices;
B.A framework for describing teacher preparation activities;
C.Teacher preparation procedures.

Ellis devises a dichotomous outline of teacher preparation activities in the article:
1. Experiential
2. Awareness Raising

Whereas experiential stresses on firsthand SL/FL classroom teaching experience awareness raising emphasizes on enriching teacher preparation input by providing data and procedures to the trainee teachers. Ellis believes that integration of the both is necessary for the SL/FL teacher supported by different ways(video or audio recordings of actual lessons, transcripts of lessons, classroom teaching, peer teaching, microteaching, readings, textbook materials, lesson plans and outlines, case studies and samples of students’ written work)of providing data along with different tasks(comparing,preparing,evaluating,improving,adapting,listing,selecting,ranking,
adding/ completing and rearranging) which would lead to the teacher preparation procedures(lectures, group/pair discussion,workshops,individual work/assignments,demonstration,elicitation,plenary discussion and panel discussion).

The M.A. in TESOL(Teaching English to the Speakers of Other Languages)curriculum of North South University offers courses mingling both the experiential and awareness raising activitie
Published: June 06, 2008   
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