UNIVERSIDAD AUTONOMA DE SINALOA

Centro De Estudio de Idiomas Culiacn

Bachelor in Arts in English Language Teaching

English V

Week 1

Who am I linguistically? investigating my English

STUDENT: Jessica Flores Fernndez.

TUTOR: Lic. Joel Palazuelos.

August 30th, 2017.

Introduction.

Teaching a language definitely could not be apart from culture. It is

well known that English teachers have to face with many cultures and
have to deal with the different factors they have. In order to be a good
teacher, teachers must be themselves and never try to adopt attitudes
or impose a culture. Experts says that working with integrity, naturality
and simplicity is the best way of teaching culture and language.

CULTURE AND THE GOOD TEACHER IN THE ENGLISH

LANGUAGE CLASSROOM.

THE BROAD DEFINITION OF CULTURE.

In the past, culture tended to mean body of social, artistic and

intellectual traditions associated with a particular social, ethnic, or
national group.

Holliday mentions in the text that typical teachers are involved in a

variety of cultures like the nation, the specific academic discipline,
international education, the host institution, of the classroom, and the
students themselves.

Teachers should not try to impose cultures to students. They must

work with all the cultures that they encounter and unified the class.

THE CULTURE OF TEACHERS.

Teachers need to be aware of the cultures that their students

themselves bring to the classroom, wheter they are national or
emigrants.

About it, Wood suggests to takecare about the accronyms definition

of BAK (beliefs, assumptions and knowledge) in order to practice
the particular attitudes and practices that teachers have to develop to
be a good teacher.

Furthermore, Kramsh says that teaching a language must be as a

social practice, in which culture becomes the very core of language
teaching.

THE SCOPE OF INTERCULTURAL COMMUNICATION TRAINING.

The term culture has been broadly considered in the teaching context
and recognized as how people live or aspire to live in their world.

The writers of this article have quoted that culture must predominate
over concern for method, irrespective of what any official teaching
syllabus might declare.

In order to meet this challenge, courses have been developed by

improving the inter-cultural communicative competence for both
teachers and students.

Therefore Byram identifies four main components of inter-cultural

communicative competence: knowledge, attitude, skills of
interpretation and comparison, and skills of discovery and interaction.

He also mentions that these points can be acquired by experience

and reflection. In my opinion the writer says that knowledge and
attitude are essentially attributes much more important than other
skills. Generally, in order to fusion culture sand education, the writer
says that who a person is in terms of background, education,
personality and experience is most important than the several skills
they are able to do in terms of education.

THE PROFILE OF A GOOD TEACHER.

Appropriate personal qualities are what count most in the

development of good intercultural communicative competence.

Appropriate personal qualities are the key to overall success in the

classroom. But unfortunately these has not changed over the years,
said Brumfit.

In the absence of methodological guidelines and the understanding

of culture as a real pedagogical assistance, teachers are the
determined factor in the teaching process.

A good teacher is a confident and experienced individual who will be

at ease in his/her role because of his/her naturality and simplicity the
result of his/her job will be effective as well as his/her students one.
According to Prabhu where he says tha the good exercise of applying
the appropriate personal qualities does not have any relation with the
definition of a good teacher who should follow a specific methodology
but how active, alive or operational enough is to create a sense of
involvement between him and his students.

Brumfit finally concludes that culture should not be imposed, contrary

to it, it should be provided with an example of the desired behavior
pattern. The relation between culture and teaching does not depend
on the approach or method that the teacher follows. It depends on the
teachers integrity and the relation built develop in the classroom.

The author says that, that is the true inter-cultural communicative

competence.

THE ROLE OF TEACHER DEVELOPMENT.

Teachers need to know their own weaknesses and their students

needs and interests in order to improve their classroom development.

Teachers need to enhance tho9se reflective and critical skills which

will allow them to appropriately help and self evaluate their
performance.

Tsui says that either practical and theoretical knowledge is crucial to

teachers development.

Teachers must reflect and analyze themselves about their

professional practice.

That self analysis can be hard and painful because theyre afraid of
prejudice their security and self image. Also because theyre resistant
to change their teaching comfort.

THE TEACHER IN CHANGE.

Authenticity is the key factor in the classroom development, it is,

teachers teach what they are. So, it is, arguably that teaching is as
relevant as improving the teaching technique, and that practice will
educate more confident, and interesting practitioner.

Certainly, that personal growth will help teachers to deal easily with
inter-cultural challenge.
The more teachers understand the world, human relations, and
themselves, the better they will be to empathize with others and make
connections.

As teachers, we need to understand that, that is a challenge, a

necessary change.

It is a personal construction which is built up over a lifetime and

include interaction with people in their context of work, where
teachers constantly construct and reconstruct their understanding of
their work as teachers.

Concluding, teachers should accept that their profession is an art

rather than a science, and if they recognize that their personal
qualities. Attitudes, and experiences are what finally count, being well
informed of best practice and research. As a result, teachers will be
free from the kind of mechanistic expectations that have dogged them
for so long.

Therefore, teachers will become genuinely free agents, who will know
how to direct their future professional development.

AUDIO-1.mp4
****AUDIO*** double click for listening please.

CULTURE AND THE GOOD TEACHER IN THE ENGLISH

LANGUAGE CLASSROOM.

THE BROAD DEFINITION OF CULTURE.

In the past, culture tended to mean in body of social, artistic and
intellectual traditions associated with a particular social, ethnic, or
national group.

Holliday mentions in the text that typical teachers are involved in a

variety of cultures like the nation, the specific academic discipline,
international education, the host institution, of the classroom, and the
students themselves.

Teachers should not try to impose cultures to students. They must

work with all the cultures that they encounter and unified the class.

THE CULTURE OF TEACHERS.

Teachers need to be aware of the cultures that their students

themselves bring to the classroom, either they are national or
emigrants.

Therefore, Wood suggests to take care about the acronyms definition

of BAK (beliefs, assumptions and knowledge) in order to train the
particular attitudes and practices that a teacher has to develop to be Commented [J1]: Change plural for singular

a good teacher. Commented [J2]: Change the verb have for has

Furthermore, Kramsh says that teaching a language must be as a

social practice in which culture becomes the very core of language Commented [J3]: Take out the comma

teaching.

THE SCOPE OF INTERCULTURAL COMMUNICATION TRAINING.

The term culture has been broadly considered in the teaching context
and recognized as how people live or aspire to live in their world.

The writers of this text have quoted that culture must predominate
over concern for method, irrespective of what any official teaching
syllabus might declare.

In order to meet this challenge, courses have been developed by

improving the inter-cultural communicative competence for both
teachers and students.
Therefore Byram and Fleming identify four main components of inter-
cultural communicative competence: knowledge, attitude, skills of
interpretation and comparison, and skills of discovery and interaction.

He also mentions that these points can be acquired by experience

and reflection. In my opinion I understood the writers idea like that
knowledge and attitude are essentially attributes that every teacher
should have. Generally, in order to fusion culture and education, the
writer means that who a person is in terms of background, education,
personality and experience is most important than the several skills
that person is able to do in terms of education.

THE PROFILE OF A GOOD TEACHER.

Appropriate personal qualities are what count most in the

development of good inter-cultural communicative competence.

They are the key to overall success in the classroom. But Commented [J4]: Change the words: appropriate
personal qualities for they
unfortunately these have not changed over the years, said Brumfit.

In the absence of methodological guidelines and the understanding

of culture as a real pedagogical assistance, teachers are the
determined factor in the teaching process.

A good teacher is a confident and experienced individual who will be

at ease in his role because of his nature and simplicity. The result of
his job will be effective as well as his students. According to Prabhu Commented [J5]: Omit the possesive apostrophe

he says that a good exercise of applying the appropriate personal

qualities does not have any relation with the definition of a good
teacher. A good teacher should follow a specific methodology, needs
to be active, alive or operational enough to create a sense of
involvement between him and his students. Commented [J6]: This sentences do not have sense
Commented [J7]: Write a period after teacher and star
Brumfit finally concludes that culture should not be imposed, contrary the next sentence like: A good teacher should follow a
specific methodology, needs to be active, alive
to it, it should be provided with an example of the desired behavior
pattern. Thus, the relation between culture and teaching does not Commented [J8]: Add the Word Thus

depend on the approach or method that a teacher follows. It depends

on the teachers integrity and the develop of the relation built in the Commented [J9]: Develope of the relation built

classroom.

So, finally the author concludes that that is a real and true evidence
of an inter-cultural communicative competence.

THE ROLE OF TEACHER DEVELOPMENT.

Teachers need to know their own weaknesses and their students

needs and interests in order to improve their classroom development.

They need to enhance those reflective and critical skills which will Commented [J10]: Misspelled Word. It should be
those.
allow them to appropriately be helped and self-evaluated in their
Commented [J11]:
performance.
Commented [J12]: Add the Word be

Tsui says that either practical or theoretical knowledge is crucial to Commented [J13]: Add the preposition in

teachers development. Commented [J14]: Change and for the Word or

Commented [J15]:
They must reflect and analyze themselves about their professional
practice.

That self analysis can be hard and painful because theyre afraid of
prejudice their security and self image. Also because theyre resistant
to change their teaching comfort.

THE TEACHER IN CHANGE.

Authenticity is the key factor in the classroom development, so, it is, Commented [J16]: Add the Word so

that teachers teach what they are.

Consequently, teaching is as relevant work as improving the teaching Commented [J17]: Omit the previous words and add
consequently instead
technique, and that practice will educate more confident, and
interested practitioner.

Certainly, that personal growth will help teachers to deal easily with
inter-cultural challenge.

The more teachers understand the world, human relations, and

themselves, the better they will be to empathize with others and make
connections.

AUDIO-2.mp4
****AUDIO*** double click for listening please.
Concluding I could say that as teachers, we need to understand that, Commented [J18]: Add the connector concluding

that is a challenge, a necessary change.

It is a personal construction which is built up over a lifetime and

include interaction with people in our context of work, where we
constantly construct and reconstruct our understanding of our own
work as teachers.

In addition, we should accept that our profession is an art rather than

a science, and if we recognize that, our personal qualities, attitudes,
and experiences are what finally count, being all the time well
informed of best practice and research.

As a result, we need to feel free from the kind of mechanistic

expectations that have dogged us for so long.

Finally, putting in practice those advices that were mention previously,

we will become genuinely free agents, and will know how to direct our
future professional development.

Reference: Colin Swoden, Culture and good teacher in the English

Language classroom.