Teaching Principles By anis, fatihah, nurnazifa & Eleena Sofea
Principle 6 : Language Ego
-Refers to the new identity the learners develop when learning a second language
-includes the set of emotions he/she experiments in the process of learning and it also includes a new way of thinking.
-to learn a new language, learners must be strong to deal with their emotions.
-Meanwhile teachers should be supportive and design a suitable techniques to help students.
Example: student who lack of vocabulary cause a problem in communicative activities and the student will feel frustrated.
Principle 4 : Intrinsic Motivation
Principle 8: Risk-taking
teachers are agents to whom the students or learners can rely to
learners keep on improving themselves and not afraid to try new things (in language learning)
they can accept what they are lacking of and focus on what they don't
the way teacher facilitates the classroom affects students' performances and the tendency for them to take more risk
one of the most significant features of a good language learner
teachers act as encouragers by giving positive response & praises as well as correct them if needed at the same time
PRINCIPLE 10: The native language effect
L1 is utmost important for language acquisition especially to beginner level students
By using direct translation from L1 into L2, it might be grammatically incorrect because every language has its own rules
The use of native language (L1) in learning targeted language (L2) can bring positive and negative effect to language learning
Teachers need to encourage students to generate ideas or sentences using L2 to minimize errors and avoid direct translation from L1
PRINCIPLE 11: Interlanguage
Teachers should allow learners to progress through such systematic stages of acquisition
when giving feedback, the teacher needs to distinguish between systematic interlanguage errors (these can be tolerated to some extent) and other errors.
The classroom is multidimensional in a way where every student’s needs differ and as learners, they should be curious in nature.
Thus, as teachers, we are to study the learners’ intrinsic driving force in order to design classroom tasks and lessons that can better suit their learning styles
Intrinsic motivation in this context is defined as the learner’s own inner motivation or drive to gain knowledge and achieve.
Example: Some students might be more intrinsically motivated to attend classes and learn if the classroom tasks had musical or more artistic elements that appeal to them.
A cognitive principle
Principle 1: Atomicity*
small children learn languages without thinking about them
Principle 12: Communicative Competence
the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit
The goal of instilling communicative competence is to prepare learners for the real world where they will eventually have to apply all that they have previously learned in the classroom.
This is also known as a theory of education in philosophy called pragmatism where students interact with their surrounding environment by doing a hands-on approach type of activity that can help them adapt to it. (John Dewey)
A linguistic principle involving the study of language or the complexity of the linguistic system itself in terms of one’s ability to communicate in an effective manner.
The components include Grammatical competence (organizational), sociolinguistic and functional competence (pragmatic), strategic competence and psychomotor skills.
Teachers can use this ability because the learners are usually learn by repetition
Example: Improving fluency, proficiency, and improving pronunciation in order to become effective and active communicators who are prepared for the real world.
Principle 5: Strategic Investment
automaticity can greatly help by allowing teachers to concentrate more on their students and the learning that is taking place
Language-teaching strategies nowadays have shifted from concerns over the mode of delivery to the role of the learner themselves in the classroom; How the language can be internalized, how learners can adopt different learning styles, and how they can utilize multiple strategies when using language.
Over time and with experience teachers are able to make certain processes automatic (such as planning, instruction and classroom management), which in turn frees up more attention for other processes
It is important for the teacher to understand that every student learns differently, and so using a variety of techniques can be effective in improving the language learning process.
Part of the cognitive principles of teaching.
Example: Students can be group up in pairs or more for activities that focus on speaking skills like role-playing or anything presentation based.
Principle 9:
Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking - Brown
With this being said, when a teacher is teaching another language it means that they are also carrying a role of their culture and customs while teaching
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This means that language is not a barrier for a multicultural classroom to learn and communicate with each other
Educators will understand to never use sensitive issues like race, religion of ethnicities into their classroom
Instead, focusses on promoting working together, sharing ideas together, and being an active listener
not only this will advance the communication skills in the classroom, but it also to remind us that in order to gain success, we must work together and push our differences away
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Principle 7 : Self-Confidence
-Teachers can help students learn how capable they are. Plan an appropriate activities such as presentation to build self-confidence.
-Learners' own belief in his or her ability in language learning is important.
-If students believe in themselves, accomplishing a task becomes easier.
- "a person's belief in his or her ability to accomplish the task” (Brown, 2001, [62])
Teachers need to exercise some tolerance for certain interlanguage forms that may arise out of student’s logical development process
Try to get students to self-correct selected errors; the ability to self-correct may indicate readiness to use that form correctly and regularly
As you make judicious selection of which errors to treat, do so with kindness and empathy so that the student will feel thwarted in future attempts to speak
Principle 2: Meaningful learning
Capitalize on the power of meaningful learning by appealing to students’ interests, academic goals, and career goals
EDUCATORS MUST AVOID
Whenever a new topic or concept is introduced, attempt to anchor it in students’ existing knowledge and background so that it becomes associated with something they already know
1) Too much drilling and/or memorization
2) Activities whose purposes are not clear
3) Activities that do not contribute to accomplishing the goals of the lesson, unit, or course.