Image source: Bilingual Monkeys
The best function of the educator goes through basic changes with the conveyance of a multidimensional second-language program.>The primary role of the teacher during a programming language class is to determine conditions and develop activities so that students are ready to practice the language during a meaningful context. It is one of the teacher’s greatest responsibilities to develop in the students a positive attitude to learning any language as a second language. It is the teacher who acts as a resource person, facilitator, and model for the second-language classroom. If developing units, the teacher must predict the possible needs of the students and have communicative language activities readily available to satisfy these needs. The activities should be designed so that the scholars experience a high degree of success. Teachers also will experience greater success when activities are planned around the students’ interests and take into consideration subjects that they need some knowledge about. The teacher is additionally instrumental in creating a positive and supportive learning environment within the category. Students who feel safe and secure are far more willing to practice a second one along with their own mother tongue or the ones they are in their curriculum. A healthy classroom climate promotes risk-taking and allows scholars to experiment. Positive experiences within the classroom cause a superb attitude toward language and culture.
How to tackle the ever-changing factors of any language?
The constant re-entry and review of linguistic content throughout the various units enable the scholars to practice and internalize it. Although this spiral approach is right in learning, the teacher must remember the program objectives and make sure that the objectives are being met. Instruction and evaluation must reflect these objectives.
Role of the language teacher
The teacher will still function as a language model for The scholars. While remaining the person with whom the scholars will communicate most frequently, one of the most functions of the teacher will now be to get or invent ways to encourage students to speak meaningfully with one another. rather than actively directing and controlling all activities the teacher will aim to line up conditions for meaningful practice then combat the role of a resource person.
The classroom becomes understudy-focused rather than educator-focused; the researchers do the greater part of the talking and accordingly the function of the instructor is to encourage, prompt, helpful, and offer to head. because the students most frequently add small groups the teacher will observe the activities, noting problem areas for future work. During these activities, the teacher will interrupt to correct students as long because the errors are so serious on block communication. The role of any language teacher within the classroom has traditionally been to convey knowledge. because the teacher moves toward being a facilitator of learning, the students acquire skills that will enable them to be independent learners.
The crux of the matter
These steps are organized in a logical order. Each unit features a beginning (brainstorming, motivation, introducing the goal or task); a middle phase (where students are involved in meaningful activities where they learn the language and public knowledge necessary to finish the task and truly do things in their preferred language) and an end (where they complete the task and demonstrate the merchandise .) Some are language activities while others involve public knowledge development.
Students and teachers share what they already realize about the subject, both in language and content. within the process, students become curious about the subject and are motivated to find out more about it.
The experiential goal for the unit is introduced. Students decide with the teacher what elements of the language they’re going to got to learn and that they select from the suggested steps those which they’re going to complete to realize the goal.
Students learn more about the subject, focusing on the knowledge they have to finish the task. Group work and cooperative learning are crucial parts of this phase. A resource-based learning approach is important. The scholars present their version of the finished task or product. The last part of every unit involves having the students step back and reflect upon the experience of doing the unit. they struggle to spot what new knowledge they gained from the experience, what language they acquired, what new strategies they found most appropriate, and suggest how these strategies might be utilized in new situations.
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