LOG ENTRY 2

Teacher's Learning Log Entry 2

Professor Bryan Portilla

Approaches and Methods in English Language Teaching

Jennifer Constanza Clavijo Barrios

Log Entry 2 – Theorizing about My Own Teaching Practices

Presented By

Social Duties

Service to Humanity

Purpose-Mission

Critical

Transformative

This activity has been extremely difficult to fulfill. I find myself wondering about every little thing I do or say in the classroom. Many aspects have started to change in my planning process.

01

Opening Self-Reflection

What are your goals as a language teacher?

Enjoy the process

See opportunities

Increase the competency feeling

Love english

Don' fear the teacher

01

Opening Self-Reflection

Taken from Richards and Rodgers, 2014, Page 69

What are your roles as a language teacher? Which are the roles of your students ?

01

Opening Self-Reflection

1. Is the way I perceive language structural, interaction or functional? What author can support my explanation?

Log Entry 2 – Theorizing about Your Own Teaching Practices - Guiding Questions

I believe that language is a system of communication with a set of standard structures, used to construct meaning, that must be selected to meet particular needs in specific situations.

02

Self-Reflection

Also, Ewing (1994) expresses that a functional model recognises that language is part of almost every aspect of our lives (sometimes accompanying an activity and sometimes the focus of an activity).

"the view that language is a vehicle for the expression of functional meanings and for performing real-world activities."

According to Richards and Rodgers (2014) a functional view of language is:

Functional View of Language

2. How does the perception of language influence/affect the approach I am using? What author can support my explanation?

Log Entry 2 – Theorizing about Your Own Teaching Practices - Guiding Questions

My perception of language definitely influences the approach that I follow, which is functional, in terms of objectives, syllabus and activities' design.

03

Self-Reflection

"Teachers need to think carefully to ensure that all language activities are purposeful. And they need to plan for a variety of purposes, encouraging children to share information and opinions, ask questions, entertain, argue, reflect on ideas and attitudes and make sense of their world. Many of these real purposes will develop from units in other key learning areas." Ewing, 1994.

Some Support

3. If a method describes different components, which method(s) do these components belong to? What is my method(s)? What authors can support my explanation on each of the components of my method(s)?

Log Entry 2 – Theorizing about Your Own Teaching Practices - Guiding Questions

Here's what I think!

As claimed by Richards and Rodgers, 2014, a method provides a path to design syllabus, activities and materials. Also, as discussed in class the main characteristics of a method are that it is procedural, rigid, strict and legal.

04

Self-Reflection

4. What are the specific classroom practices that help me argue that I follow specific parts of different popular methods to language teaching?

Log Entry 2 – Theorizing about Your Own Teaching Practices - Guiding Questions

There are some Audiolingual-Oriented, Grammar-Translation Oriented, TPR-Oriented, Silent Way-Oriented and Communicative-Oriented and Task-Based Oriented activities that I follow when teaching language. The following are some examples:

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Self-Reflection

Teacher's Learning Log Entry 2

Thank You!

Richards, J. and Rodgers, T. ( 2001). Approaches and Principles in Language - (2nd. ed.).

Gomez, L. (2021). AN APPROACH TO THE TEACHING OF GRAMMAR IN THE EFL CLASSROOM: HISTORY, TEXTBOOKS AND TASKS PROPOSALS. Universidade Da Coruña

Ewing R. (1994). What is a functional model of language?. Primary English Teaching Association. Reprinted with revisions 2001.

Abednia, (2012). Teachers’ professional identity. Allameh Tabatabai University

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References

Richards, J. and Rodgers, T. ( 2014). Approaches and Principles in Language - (3rd. ed.).