hasald tuesday 26 october
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HASALD Tuesday 26 October. Is the role of the advisor in self-access centres essentially any different from that of the classroom teacher and do advisors require any training or skills different from those of a classroom teacher?. - PowerPoint PPT PresentationTRANSCRIPT
HASALD Tuesday 26 October
Is the role of the advisor in self-access centres essentially any different from that of the classroom teacher and do advisors require any training or skills different from those of a classroom teacher?
A teacher has many roles. A teacher can be father, mother, judge, salesman, technician, librarian and more…
Barnes, D. (1976). From Communication to Curriculum. Harmondsworth: Penguin Books.
…it boils down to responding to students’ in-built needs as language users and language learners.
Tudor, I. (1993). Teacher roles in the learner-centred classroom. ELT Journal , 47, 1.
Harmer (1983)
Controller
Assessor
Organiser
Resource
Participant
Prompter
Tudor (1993)
Goal-setting
Methodology ref. learners’ prefs
Involving learners
Helping learners be > aware of LL
Needs analysis & goal-setting
Learner responsibility for learning
Harmer, J. (1983)The Practice of English Language Teaching.London: Pearson.
Tudor, I. 1993. Teacher roles in the learner-centred classroom. English Language.Teaching Journal, 47, 1, pp. 22 31.
Resource material creator
Teaching role model
Lecturer
Student at a distance
Teaching expertise
Content expertise
Student contact
Curriculum planner
Learning facilitator
Mentor
Student assessor
Course organiser
Curriculum evaluator
Facilitator
Role model
Information provider
Resource developer
Planner
Assessor
Harden, R.M. & Crosby, J.R. (2000). An extended summary of AMEE Medical Education Guide No. 20. Medical Teacher, 22, 4, 334-347.
Thoughts…
A good teacher is a good teacher in all contexts?
The TEFL teacher versus the university teacher?
The 90s constructivist versus the direct method dinosaur?
The encourager versus the assessor?
Reciprocity versus transmission?
Skill requirements
• Listening / eliciting skills – e.g. need to elicit student beliefs about how they learn, their needs
• Ability to set manageable goals with students• Avoiding imposing or prescribing solutions• Avoiding giving students short-term solutions
Knowledge requirements
• Language learning strategies• Manageable goals• Needs analysis• Self-access resources and how to use them
Training Schemes – Mia Victori (2006)
• Reading – seminal texts on self-access• Role of counselor and counseling skills• Self and peer observations• Learner-training seminars• Regular meetings with counselors
References
• Mozzon-McPherson, M. (2007) Supporting independent Learning environments: An analysis of structures and roles of language learning advisors. ScienceDirect System 35 (2007) 66-92
• Victori, M. (2007) The development of learners’ support mechanisms in a self-access center and their implementation in a credit-based self-directed learning program. ScienceDirect System 35 (2007) 10-31