Things we (don’t) believe in foreign language teaching, or theoretical underpinnings of what we do in class.

Jacek Rysiewicz

Summary

Consider the following EFL lesson mini-scenarios: 1. on playing a class a listening text a teacher asks learners comprehension questions; 2. when introducing a new grammar item a teacher tells a class when it is used, how it is formed, and has them do grammar exercises to practice it; 3. when doing a reading text a teacher asks learners to read it aloud sentence by sentence; 4. a teacher uses learners’ native language for explanations, classroom management, or feedback; 5. when developing speaking fluency a teacher asks learners to write a dialogue (pertaining to what they’ve done earlier in the lesson) and then to act it out. When you feel there’s something wrong with the procedures listed then join me to hear some more and find out why they are examples of bad practice.

Biodata

Jacek Rysiewicz, senior lecturer, EFL teacher, teacher trainer and director of Post-graduate Teacher Training Studies at Faculty of English A. Mickieiwcz University. Experience: EFL at various levels, age groups and contexts, English phonetics & phonology, coordinator of teaching practices. Qualifications: CELTA 2, Teacher Trainer Course at IH London, Phd in English linguistics. Interests: cognitive linguistics, language acquisition, language aptitude, evolution of language, and others. The author of 'Test Uzdolnień do Nauki Języków Obcych' modeled on Carroll and Sapon's 'Modern Language Aptitude Test' (MLAT).

Presentation Details

Type of presentation: Talk
The presentation is for: General audience
The presentation focuses on: Various
The session is: A balanced mixture of theory and practice
Category: Teacher Training and Development, including Teacher’s Self-Care and Resilience
Presentation is commercial: No
Speaking on behalf of a publisher, examination board, or commercial organisation? No

Scheduled for

Date: Saturday, 2024-09-21, 17:30 - 18:10
Place: NE 233