Skills for teachers- group 69.docx - DIDACTICS OF ENGLISH...

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DIDACTICS OF ENGLISH Unit 1-Phase 2 – Skills for Teachers Tutor: VANESSA VILLARIAGA MARIA PAULA PEÑA CAMACHO Code: 1006873976 YENNYFER LORENA PARDO Code: ERIKA MERCEDES ROJAS Code: 1098735827 - Code: - Code: Group: 518022_69 National University Open and Distance “UNAD” School of Education Sciences “ECEDU” Porgram: Bachelor of Foreign Languages with Emphasis in English September 21st 2020
INTRODUCTION In this work you will find the development of Task 2 - Teaching Skills of the English Didactics Course, the analysis of teaching theories, the participation of students in training in virtual meetings and bibliographic references that will help to learn much more about the proposed topic. Also, this in this work you will find the knowledge acquired in Unit 1 - Language Teaching to recognize foreign language theories and Syllabus types through a comparative graph in the process of observing the teaching of English in educational environments.
STUDENT: MARIA PAULA PEÑA CAMACHO. As the author express in the document “Theories of teaching in language teaching” (Richards, J. 2002). I think that the language teaching can be conceived in many different ways (as a science, a technology, a craft, or an art) depending of the teacher’s point of view. These conceptions of teaching are classified into three main categories: 1. Science-research conceptions: which are based in research and supported by experimentation and empirical investigation. As examples of these conceptions we have: Operationalizing learning principles: which involves factors believed to be important in learning (developing teaching principles from research on memory, transfer and motivation). Following a tested model: this is the application of the results of empirical or experimental research to teaching. Doing what effective teachers do: which identify effective teachers and then studying their teaching practices. what I wrote above is just a small summary that in reality all these factors mentioned above involve, in fact they study in a thorough way and from a scientific point of view everything that language teaching implies. 2. theory-philosophy conceptions: these conceptions, according with Zahorik, (1986, p. 22). Aren’t based in what works, but on what ought to work (theory-based approaches,) or what is morally right (values-based approaches). Theory-based approaches: through the use of reason or rational thought.
Values-based approaches: based in what is morally right or ethically and politically supportable (from the values one holds about teachers, learners, classrooms, and the role of education in society.) Those approaches allow teachers to create or develop a teaching model through logical argumentation (for example the Communicative Language Teaching and the Silent Way) and at the same time, including in the model values-based approaches as, for example, team teaching, which incentives teachers to work as a team in order to do their work better, both for learners and teachers.

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