Research Paper: ‘Two Dimensions of Teacher Knowledge: The Case of Communicative Language Teaching’ – Devon Woods & Hamide Çakır

ELTWeekly Vol. 5 Issue#42 | December 16, 2013 | ISSN 0975-3036

The interconnected conceptual areas of teacher knowledge and teacher beliefs (included by some authors under the rubric of teacher cognition) have been debated in the field of language education intensively for the last two decades, during which time the terminology used in the discussions has been interpreted in a variety of different ways. However, there have been limited attempts to study the way in which teacher knowledge and beliefs develop in specific cases of language teaching methodology: one area of that has not been studied is that of knowledge/beliefs of communicativeness in language teaching. This paper argues that the conceptual area referred to by the above term is multi-dimensional and dynamic. (more…)

Continue ReadingResearch Paper: ‘Two Dimensions of Teacher Knowledge: The Case of Communicative Language Teaching’ – Devon Woods & Hamide Çakır

Case Study: ‘Promoting Language Learning in the Primary Classroom and Beyond’ – Liam F. Heaney

ELTWeekly Vol. 5 Issue#42 | December 16, 2013 | ISSN 0975-3036

The aims of this study were threefold. The first was to identify some of the key methodologies used by teachers to support the language learning of primary-aged children. There is a plethora of literature that discusses various language-teaching methodologies. Whilst educational “jargon” is avoided, there are specific references to academic research and educational terminology that inform and extend the discussion. Every effort is made to link these references to classroom practice. The second aim was to explore how ICT (information and communications technology) can be used to enhance the language skills of primary-aged children. (more…)

Continue ReadingCase Study: ‘Promoting Language Learning in the Primary Classroom and Beyond’ – Liam F. Heaney

Research Paper: ‘From Unity to Diversity: Twenty-Five Years of Language-Teaching Methodology’

ELTWeekly Vol. 5 Issue#42 | December 16, 2013 | ISSN 0975-3036

This article was written for the 25th anniversary of “English Teaching Forum” and published in 1987. In this article, the author describes methodological developments in the field of English language teaching over the past 25 years. The author has found it helpful to think of methodology being depicted as a triangle, with each angle of the triangle representing a basic area of the field. The first angle might be termed language learning/language learner. Questions addressed from this perspective include “what is the nature of the language acquisition/learning process,” “who is doing the learning,” and “what are the factors that influence the learner?” The second angle has to do with the subject matter language teachers teach. “What is the nature of language/culture” is the question dealt with in this angle. The third angle comprises both language teaching as a process and the role of the language teacher as an agent in the process. It is defined in part by answers to the questions posed in the other two angles. Each of these perspectives is indispensable to viewing methodology as a whole. The author considers each of these angles in turn in reviewing developments during the past 25 years. Teaching is a matter of making informed choices. (more…)

Continue ReadingResearch Paper: ‘From Unity to Diversity: Twenty-Five Years of Language-Teaching Methodology’