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ERIC Number: EJ975081
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0005-3503
"That Didn't Work, Did It? I Need to Know How to Do that!" Delivering Classroom Activities to Maximise Language Learning
Conway, Clare; Richards, Heather; Harvey, Sharon; Roskvist, Annelies
Babel, v46 n2-3 p30-39 2011
Many novice language teachers have difficulty putting into practice their developing knowledge of language teaching. This article focuses on one of seven case study teachers as an exemplar of those involved in a New Zealand in-service professional development program for teachers of languages (Chinese, French, German, Japanese, Spanish) in schools. The program was successful in developing teachers' understanding of what learners need in order to develop language knowledge. However, observations of the case study teachers revealed that some had weaknesses in classroom delivery, resulting in unproductive use of teaching time and minimum student language learning. To maximise learning, many experienced teachers have already established classroom routines and procedures. To assist novice teachers in addressing the microskills of classroom routines and the utterances needed for delivery to maximise productive time in language classrooms, we offer our Engage, Ensure, Sustain, Reflect (EESR) framework. A teaching event from a Year 8 French class is used to elaborate the framework which may provide support for language teachers to develop good classroom management skills. As well, the EESR framework may have relevance for language teacher educators working with pre- and in-service teachers. (Contains 5 tables.)
Australian Federation of Modern Language Teachers Associations. Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. Tel: +61-29351-2022; e-mail: president@afmlta.asn.au; e-mail: editor@afmlta.asn.au; Web site: http://www.afmlta.asn.au
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand