CLASSROOM MANAGEMENT-TECHNIQUES AND REFLECTIONS ON PRACTICE

CLASSROOM MANAGEMENT-TECHNIQUES AND REFLECTIONS ON PRACTICE

1. CHAPTER 6.THE USE OF THE L1 IN THE CLASSROOM

   • 61. INTRODUCTION
     • The uses and abuses of the mother tongue in the foreing language classroom has been a topic of debate .
   • 6.2 THE L1-L2 DEBATE IN HISTORICAL PERSPECTIVE
     • 6.2.1 THE ORIGINS OF THE DEBATE
       • The Grammar Translation Method which had been dominant in language teaching for centuries saw the learning of the foreing languages intimately bound to the student's first language.
       • The intralingual viewpoint found its maximun exponent in the Audiolingual Method of the 1950s and 1960s.
       • Good habits would be formed focusing exclusively on the L2.
     • 6.2.2 COORDINATE AND COMPOUND BILINGUALISM
       • Investigating bilingualism,Ervin and Osgood (1954( distinguished between what they called co-ordinatge bilingualism and compound bilingualism.
       • The bilingual stores the two languges separately as two independent systems.(Co-ordinate bilingualism).
       • Compound bilingualism maintains that the bilingual has learnt the second language reference to the first.
     • 6.2.3 TOWARDS A MORE MODERATE VIEW
       • According to O'Malley and Chamot: ... L2 learners active L1 knowledge in developing or using their interlanguage.
       • For young learners,it is problematic to talk of L1 representation,when a learner can still neither read or write ,and may not even be aware on the concept of 'diferent' languages.
   • 6.3 CODE-SWITCHING
     • Research has shown that in many foreing language setting teachers and learners use their first language far more than the target language.
     • Research into code-switching revealed that if teacher uses more of the target language in class the learners' proportion of the target language use also increases (Strong 1986:Zilm 1989).
     • The mother tongue is used according to the type of activity,how the teacher believes than students learn best,,how the teacher views the role of the fisrt and target language and how students view the role of the first and the target language.
   • 6.4 USING THE L1 IN THE CLASSROOM
     • In Prodomou's words... there will be times when the use of the L1 can provide support and security for less confident learners,as well as acting a launching-pad for communicative activities.
     • Three posible reasons for allowing limited L1 use in the classroom (Atkinson 1987:422).
       • 1. It is a learner preferred strategy.Give the opportunity,learners will choose to translate without encouragement from the teacher,particularly at lower levels.
       • 2. Allowing students to use their L1 is a humanistic way of teaching because it allows students to say what they want,thus avoiding frustation.
       • 3. Use of L1 explanations,grammar points, or the giving of complex instructions.
     • Use excessive L1 according to Atkinson(1987:426) produces that teacher and students have not really understand any item of the language,differences between L1 and l2 uses of words and studentes become passive.
   • 6.5 USING THE L1 I GROUP WORKING
     • Hancook (1997) discovered that learners use both the L1 and the target language in group work depending on several factors which he calls this code-switching layering.
     • Layering depends on the speakers,definitions or perceptions of the types of activity they are engaged in.

2. CHAPTER 7.TEACHER THINKING

   • 7.1 INTRODUCTION
     • An area in language teaching research which has drown considerable attention recently:that of 'teacher thinking' or 'teacher cognition'.
   • 7.2 WHAT IS 'TEACHER THINKING'
     • Teacher thinking is concerned with the 'private' domain with the internal and decision making processes wich a teacher uses while doing his/her work.
     • It is a teacher's previous learning experiences,his/her knowledge of the subject matter and his/her beliefs about teaching and learning,affect classroom practice.
     • Teacher thinking research tries to take into account about what teachers are doing and what are thinking about as they do it.
   • 7.3 DECISION MAKING IN TEACHER THINKING
     • Teachers' decision -making has been divided into three phases.
       • Pre-active decision are those made before the teaching event(lesson planning,choise of materials).
       • Interactive decision are those made on the spot (while the teacher is working with classes) an emerging discipline problem.
       • Post-active decision are those that take place after the lesson activities to do with the class based in the experience of the interactive phase.
   • 7.4 THE WAY IN WHICH WE WERE TAUGHT
     • Teacher have to start to behave in the classroom against their own training and principles particularly in times of stress
     • This period of exposure to teachers as models has been called an "appenticeship of observation"
   • 7.5 TEACHER BELIEFS
     • Teacher's beliefs about how a second language is learned ,and how that language should be taught.
     • The majority of teachers in the study were concerned with the structure and focused more on language for communicative purposes(Deborah Binnie-Smith,1996:207).
     • Our beliefs about teaching and learning been formed by: our past experiences as learners,our training and experiences as teacher.
   • 7.6 BELIEFS ABOUT LEARNERS
     • Teachers have beliefs about language,teaching and about who their learners are.
     • Meighan (1990) says that teachers view their students as: resisters,receptables,raw material,clients,partners,individual explores and democratic explores.
   • 7.7 THE EFECTIVE CLIMATE
     • Small group and pair work are seen by teachers as particularly benefical for students in terms of meeting their affective needs.
     • Investigations has shown that the social or affective climate in the classroom is a top priority for most teachers.

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