THE SHAPE OF THE LANGUAGE TEACHER © Costas Gabrielatos, 1998-2002 This is a summary of my paper abandoned at the 36th external Annual IATEFL Conference, University of York, 25 basketball hoop 2002. It was originally published in Pulverness, A. (ed.) 2002. IATEFL 2002: York Conference Selections. IATEFL Publications (pp. 75-78). Here I have restored the references and bibliography, which were omitted from the printed version. Introduction There argon deuce broad views on what determines the effectiveness of a wrangling instructor. One foc examples on t individuallyers phraseology and methodological acquaintance/skills (e.g. Rivers, 1972; Shulman, 1994; Woods, 1996). The new(prenominal) concentrates on spirit, for example teachers intelligence, self-aw atomic number 18ness, and rapport (e.g. Bridges, 1993; Prodromou, 1998; Ur, 1997). Here I inclose a framework which: Reconciles the 2 views, giving equal weightiness to all brokers: voice communication get/skills, methodological knowledge/skills and character. Proposes a way to visualise their interrelations. Takes into tosh research findings which indicate that teachers practices are mostly influenced by their character of methodological frameworks (e.g. Karavas-Doukas, 1996; Roberts, 1998; Ulichny, 1996; Woods, 1996).

Elements Julian ring (2002) proposed the term person-who-teaches to stress the personality factor. I have grow the term into person-who-teaches-language. Each serious out points towards an indispensable element in a language teachers pen (Fig. 1). PERSONTEACHESLANGUAGE òòò PersonalityMethodology: knowledge and skillsLanguage: knowledge and use skeletal frame 1 In the following tables I outline the key aspects of each element (adapted from Gabrielatos, 1999, 2000, 2001). Personality Self-awareness. Interpersonal skills. ability to observe, think critically and use experience. Sensitivity to context.Attitude towards change, development, diversity, quality, co-operation and...If you collar to get a broad essay, order it on our website:
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