-Give ideas about how far learners can go

Self-directed language learner autonomous; curious; research; organize their learning;

prioritizing
Knows their needs and works productively with the teacher towards the achievement of
their objectives
Eltj
Teaching as a second language
Lingualism
Etls teaching applied languages studies
Learns with active thinking working things out/problematizing
Manages time
Successes encountered responsibility cooperation, awareness of needs/learners, eager
to work, fond of working; use of oneself, creativity
- Support is not fixed; scaffolding
- Help students develop learner strategies

Learner strategies methods learners resort to optimize/ease their learning

Process writing learner dictionaries
Picture dictionary
Define goals with learners
Setting routines
Helping them pace their learning
Being a good role model

- 6/11/2017
- the reason why somebody does something or behaves in a particular way
- some kind of internal drive that pushes someone to do things in order to
achieve something success/ failure/ emotions/ reason
1 English commonly used in academic articles
- For study purposes
- To get a better job/promotion
- Integrate within L2 culture and society
- To strengthen ones own cultural identity
 - Intranational communication
- International communication (with people from other countries)
- Cognitive perspective
- Drive Theory (Ausbel, 1968)
Motivation in the classroom is the fulfillment of these innate drives
- Exploration
- Manipulation
- Stimulation
- Knowledge
- Ego enhancement
Hierarchy of Needs Theory
-Self-control theory Hunt, 1971
Harmer motivation is the key to learning

Need for autonomy

Types of motivation extrinsic, intrinsic, instrumental (achieve something concrete),

integrative sense of belonging (traditional)

According to Harmer, motivation is affected by:

Society, Attitude of learners parents/siblings/peers
Teacher
Method/approach
Goals and goal setting
Learning environment
Interesting class
The teacher doesnt have to provide the initial spark, but turn it into a fire, and keep it
burning Xd
Zoltn Dornyei studies motivation from a psychological angle
Conative functions/cognitive/affective
Strategies
- Breaking the monotony of learning
- Making tasks more interesting
- Increasing the involvement of the learners
These are inter-related and overlap
Improve their learning experience main goal
 - Variety is key
- Vary presentation style
- Learning materials
- Vary learning aterials
- Vary extent of learner involvement
- Interaction patterns
- Classroom spatial organization
- Rhythm /sequence of events
- The value of the unexpected
-

- Physical environment

- Pedagogical framework

- Activities

- Medium of students response

Making tasks more interesting

- challenge
- content connect the task with known topics of interest
- the novelty element
- the intriguing element ambiguous/paradoxical/contradictory
- the exotic element people and places that are unique
- the fantasy element engage their imagination/creativity
- the personal element use real people from the real world, and connect this to their
world
- competition
- tangible outcome some kind of product as outcome of task poster, newsletter,
- humour

- create expectation of success

 - Innovat
-

Ten commandments
- set a personal example with your own behavior
-create pleasant relaxed atmosphere in the classroom
- present the tasks properly
- develop a good relationship with the learners
- increase the learners linguistic self-confidence
- make the language classes interesting
- Promote learner autonomy
- Personalize the learning process
- increase the learners goal-orientedness
- familiarize learners with the target language culture

The theory of multiple intelligences challenges the idea of a single IQ, where human beings
have one central "computer" where intelligence is housed. Howard Gardner, the Harvard
professor who originally proposed the theory, says that there are multiple types of human
intelligence, each representing different ways of processing information:

One common misconception about multiple intelligences is that it means the same thing as
learning styles. Instead, multiple intelligences represents different intellectual abilities. Learning
styles, according to Howard Gardner, are the ways in which an individual approaches a range of
tasks. They have been categorized in a number of different ways -- visual, auditory, and
kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner argues that the idea
of learning styles does not contain clear criteria for how one would define a learning style,
where the style comes, and how it can be recognized and assessed. He phrases the idea of
learning styles as "a hypothesis of how an individual approaches a range of materials."

Everyone has all eight types of the intelligences listed above at varying levels of aptitude -
- perhaps even more that are still undiscovered -- and all learning experiences do not have to
relate to a person's strongest area of intelligence. For example, if someone is skilled at learning
new languages, it doesnt necessarily mean that they prefer to learn through lectures. Someone
with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes
to remember information. Learning is fluid and complex, and its important to avoid labeling
students as one type of learner. As Gardner states, "When one has a thorough understanding of
a topic, one can typically think of it in several ways."
- Discipline, Behavioral Approach
- labelling is dangerous
-self-concept (children are influenced by the negative labels they get)
Todays talk is tomorrows thought
Discipline
- proper behavior
- self-control
- respect
- boundaries
- upbringing
- obedience
- regulating behavior
-teachers and learners have to reach understanding (about whats acceptable and not)
Disciplined classrooms are the ones where:
- teachers and learners are in sync about rules and boundaries
- teachers set a good example

Behavioral approach
- teachers are concerned with the observable what children to do
- behavior is learned rather than inherited
- learning involves a change in behavior
-children tend to repeat behavioral sequences which are followed by rewarding or
desirable consequences
Context we learn not only what but when and where

What teacher action is conducive to a disciplined classroom

Make our behaviors as positive as possible so it can be reflected in students behavior
SMART specific, measurable, achievable, realistic, time limits
Its important to keep a variety of pace
Behavioral approach
- identifying troublesome behavior
- focusing on desirable behavior

Troublesome behavior
-inaudible responses
-sleeping in class
-tardiness, poor attendance
-cheating
-unwillingness to speak the target language
-
- being rude/disrespectful to the teacher and classmates
- disrupting class
- distraction
-not fulfilling the tasks assigned by the teacher
- talking out of turn
-lack of cooperation
-attention seekers
-getting up and walking around

Julian Treasure losing voice

- determine what triggered the troublesome behavior, how did it manifested,

consequences
Ask the students to reformulate the instructions

-
Sources the family, previous learning experiences, self-esteem, boredom, external
factors weather, temperature, time,
Agents of a forgotten empire
-
-the connection between language and culture
- English as a culture killer
- when a teacher explains that one variety of English is superior, automatically, other
varieties are downgraded
-a notion is created that English is the property of
Nation-state
People learning English do not intend to become part of its culture
-British publishers dominate the textbooks market
English as a prerequisite for obtaining access to scientific findings
Discriminatory side to it
Linguistic hegemony
Native speaker ambiguousness
Interlanguage in between
Fossilization

Native speaker invalid concept

Kachru
Pennycook, A
Philipson, R
Leaving the NEST
World Englishes
16/11/2017

- introducing the lesson topic both (gets things going, eases students understanding;
adds another area where English is being used)
- Presenting a new language item - we should try to do it in English initially
- tests correction English
- l1 native language
L2 language that theyre learning
Philip Curr
Attitudes to this topic idea that we shouldnt immerse students in the culture; use their
own language with a level of guilt; bi-lingual teacher, making use of technology it is
an useful tool;
Techniques ; online teaching having teachers who speak the same language as their
students; generic activities, before a speaking activity, brainstorming in their own
language; if students are feeling stuck, allowing them to communicate in their own
language, translating lessons into our language and then translating it back to English

Issues related to nests and non-nests in multilingual classes, teachers cant speak all
the languages their students speak
but students should speak their mother tongue as well
switching from the mother tongue to English and vice-versa
conscientiously/strategically
reformulation lack of preparation/knowledge/why teachers resort to l1
pressure
scale of reasonableness
making students think about specific structures in their own language and compare it to
English
ensure that students develop their ideas before sharing them
make sure we have the content before having the medium
trans-language
- students are scared of making mistakes how much emphasis is being placed on
accuracy
- dont have time to organize their thoughts
- dont see the advantages of speaking English/ activities should be purposeful

It doesnt feel natural

Roleplaying activity having one student speaking their mother tongue with other
student only speaking English flash cards

3 things we can do to encourage the use of English as a natural means of

communication
- think about our own English
- keep it short, make it clear
- syntax , avoiding over technical language, making our English more comprehensible

- classroom language additional input/listening/management/instruction

- use English to socialize with their learners
- use English to talk about the real world

20/11/2017

Literacy necessary skill (encode and decode a text)

Literacy skills different modalities
Social practice people develop different literacies depending on their needs
(career wise)
Digital literacy use of digital tools to create meaning and communicate
effectively with others; ability to use visual representations; integrate digital texts,
navigate texts and evaluate digital information
Generation z collaborate more in the digital environment
Technology reliant
Embrace multiculturalism/more open to change
Digital natives/digital immigrants
Advent of technology singularity
3 reasons why teachers dont use technology
 Critical thinking/communication/collaboration/creativity