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ERIC Number: ED268831
Record Type: RIE
Publication Date: 1986
Pages: 7
Abstractor: N/A
Implications of the Communicative Approach for the Role of the Teacher.
Sheils, Joe
Recent emphasis on a more learner-centered approach to second language learning and teaching implies an enhanced and more demanding role for the teacher. Only a teacher can develop a learner-centered classroom. Recent developments in educational philosophy and linguistics have challenged many former assumptions about teacher roles and classroom practices with respect to teacher attitudes, knowledge, and skills. The teacher is no longer the dispenser of knowledge and distributor of sanctions and judgments, but a facilitator of learning, a resource, an adviser and co-participant in the learning process, who must necessarily re-examine the nature of his or her contribution to the learning process. The teacher must understand the nature of communication, of learning in general, of language learning in particular, and of the learner's own contribution to his or her development as a learner and communicator in the classroom where learning is both individually acquired and socially shared. Finally, the teacher needs a variety of specific skills to apply this knowledge to the learning experiences of the classroom, including a high degree of language knowledge; a critical, flexible, and experimental approach to teaching; an understanding of the interplay of process and product in language learning; and the ability to apply this awareness in classroom procedures and techniques. (MSE)
Publication Type: Opinion Papers; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: New Approaches in the Language Classroom: Coping with Change. Proceedings of the National Modern Languages Convention (2nd, Dublin, Ireland, January 31-February 1, 1986); see FL 015 669.