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Teaching English as Second or Foreign Language - Coggle Diagram

- - - - In the macro planning, the plan reflects a philosophy of learning and teaching which is reflected then in the methodology, the syllabus, the texts and the other materials, in addition to the results in a specific lesson
      - Before stepping in the second language classroom, teachers should have developed their own knowledge of theories of second language acquisition and learner characteristics, besides being familiarized with both historical and current trends in second language pedagogy
      - Once the syllabus and texts have been decided, it is time for planning for the year or term
  - - - The beginning: it may have a brief description of the class and students, such as name of the course and the level, the background of the students, the day and week of the course, in addition to the competencies and standards that the lesson addresses. Some teachers may also choose to add the grammatical structures and key vocabulary terms that will be introduced and even what was covered during the previous class, as well as what the students already need to know for that particular lesson. The goals and objectives should be included along with the list of texts, materials, and equipment aids. To go further, a teacher may also note any homework/assignments to be returned or collected that day
      - The middle: it is concerning the lesson's content. It may include procedures or activities along with transition notes, time management, and class management notes. It is also important to have notes antecipating what may go wrong or prove to be problematic so that contingency plans are prepared in advance and written into lesson plan
      - Lessons should begin with warm-up or review activities, in a way that it is possible to connect the day's lesson to the previous class meeting and to interest and motivate the students for the day's activities. After warming up, the class is then ready for the presentation and practice stages of the lesson
      - The stages are: first the language form/contents is introduced and presented; second, comprehension is checked before a guided practice is implemented; and third, an activity in which it is possible for the students to practice what they have learned, in a more natural way, so that they can integrate the new knowledge presented with pprevious knowledge. Finally, it is evaluated how well the new material has been learned in order to shape the future lessons
      - It is important to create smooth transitions and links from one activity to another, as well as time management. Besides these, it is also important to note the seating arrangements for the activities and also anticipate where break down of such activities may occur
      - In the final section of the lesson, it is important to consider a review or summary of the lesson, indicating homeworks/assignments. One tip is to insert space for comments for lesson evaluation and the students reaction to the lesson
- - - - "Someone who speaks English as his or her native language, also called mother tongue, first language, or L.l."
      - An individual who was born in an English-speaking country
      - Inner circle: English as a primary language. Outer circle: countries that have been historically affected by the spread of the language; and Expanding circle: nations which have accepted English as the most important international language of communication and teach it as a foreign language
    - - Native X non-native speakers
      - More X less accomplished and proficient users of English
      - What are the goals of language learning? - An effective use of the target language
      - Can any learner hope to achieve full mastery of a second language, with all its linguistic subtleties and cultural allusions?
        -This is an impossible task for the majority after puberty,but exceptions do exist
    - - "English is an international language, which implies that “it is not a possession which [native speakers] lease out to others, while still retaining the freehold. Other people actually own it" (Widdowson)
      - "English “belongs to all the people who speak it, whether native and non-native, whether ESL or EFL, whether standard or nonstandard” (Norton)
      - "Any non-native speaker who engages in genuine communication can use the second language creatively, molding it until it becomes an adequate tool of self-expression" (Kramsch)
    - - Unequal job opportunities for non-native speakers of English
    - - The center: English is the native language
        
        "organizations as well as individuals from the Center have high stakes in maintaining its operation'
      - The periphery: English is a second or foreign language
        
        "NESTs are invariable granted jobs with a salary far exceeding that paid to local teachers"
        
        "The ELT business is backed by a book trade which senes the interests of the Center and disseminates its prevailing ideologies and methodologies"
        
        "Communicative language teaching often is imposed on Periphery classrooms while tried and tested methods are condemned, despite their popularity among teachers and learners" (Liu)
    - - non-NEST
        
        "for whom English is a second or foreign language; who works in an EFL environment; whose students are monolingual groups of learners; and who speaks the same native language as his or her students"
      - NEST
        
        "NEST may be defined as the opposite of the non-NEST, most characteristically as a teacher who speaks English as a
        native language"
      - "NESTs and non-NESTs differ in terms of their language proficiency; They differ in terms of their teaching behavior;The discrepance- in language proficiency accounts for most of the differences found in their teaching behavior; and They can be equally good teachers on their own terms" (Medgyes)
    - - "NESTs: superior English-language competence. They use the language spontaneously and in the most diverse communicative situations"
      - Non-NESTs:are well at aware of their linguistic deficiencies and of the all-pervasive nature of their handicap
        
        Major source of difficulty: vocabulary,idiomatic and appropriate use of English, speaking and fluency, pronunciation, and listening
    - - NESTs: are less insightful focus on: fluency; meaning; language in use; oral skills; colloquial registers; teach items in context; prefer free activities; favor group work/pair work; use a variety of materials; tolerate errors; set fewer tests; use no/less LI; resort to no/less translation;and assign less homework
      - Non-NESTs: are more insightful focus on: accuracy; form; grammar rules; printed word; formal registers; teach items in isolation; prefer controlled activities; favor frontal work; use a single textbook; correct/punish for errors; set more tests; use more LI; resort to more translation; and assign more homework
    - - Provide a better learner model
      - Teach language-learning strategies more effectively
      - Supply more information about the English language
      - Better anticipate and prevent language difficulties
      - Be more sensitive to their students
      - Benefit from their ability to use the student's mother tongue
    - - They are different in many aspects,but each group has its own strengths and weaknesses, and they would complement each other well in any school
    - - "all outstanding teachers are ideal in their own waves, and as such are different from each other"
      - "There should be a good balance of NESTs and non-NESTs, who complement each other in their strengths and weaknesses. Given a favorable mix, various forms of collaboration are possible, and learners can only gain from such cross-fertilization"