Teaching Content Courses in the Students' L2

2015

Proceedings of the JALT 1995 International Conference on Language Teaching/Learning (pp.34-38). Tokyo, Japan: The Japan Association for Language Teaching. , 1995

2017

The purpose of the current study is to provide findings of a follow-up study on a content course developed to improve specialized content knowledge of high school teachers. Elif was chosen to be interviewed among the participants of the content course according to certain criteria of sampling. Elif graduated within a year of taking the course and have been teaching in high school since. The individual semi-structured interview on her perceptions of how the content course influenced her teaching was conducted. The interview was transcribed and coded. Two themes emerged about the influence of the content course; using same examples or proofs, readiness to implement tasks for teaching. The findings show the participant's self-report of how she transformed her SCK experiences from university to her instruction. Furthermore, her answers revealed the relationship between SCK and PCK, how this unique knowledge of mathematics (SCK) forming basis for PCK.

Growing importance of global English in professional contexts has been the rise of ESP teaching at all levels. ESP is oriented towards mastering skills for professional communication. According to Osama Khalifa (2012), ESP teaching produces many problems such as problems for learners, problems for teachers, problems of methodology and materials, and problems of assessment and testing can be solved which require better teachers and better training. They need to understand the nature of the ESP teaching, they have to be able to observe and organize the learner's progress and to diagnose his problems. They have to be familiar with the widest possible range of alternative teaching techniques, learning requirements and the learner's needs. ESP teacher need to exercise professionalism based on training and experience. The structure and content of language curricula, when modern languages were first introduced into universities, were much influenced by the need to achieve academic respectability (Radford, 1985). Language curricula is therefore dominated by the systematic study of grammar, the regular carrying out of translation exercises into and out of language, the close study of set literary and science texts, the broad study of philological studies of the language (Maddock, 1994). The core of content based instruction is the lofty ideal that language instruction cannot be devoid of the context in which it is presented, and moreover, that content rather than language structures should be the driving force in curriculum development (Erickson & Schulz, 1981). According to freiermuth(2001), Content based teaching generally adhere to the idea that content is superior to grammaticality of language structures, but that form and content need to be integrated into language instruction.

London Review of Education, 2018

The question of content – that is, knowledge in the curriculum – has all but disappeared from global policy and academic discourses concerning teaching and teachers. Invoking the work of Michael Young and his colleagues concerning 'bringing knowledge back in', Bildung -centred Didaktik , and Joseph J. Schwab's curriculum thinking, this article attempts to bring content back into the conversation on teaching and teachers. The discussion yields an educational, curricular understanding of teaching and teachers by making three arguments. First, teaching (content) is an 'intergenerational' task vital for social reproduction and innovation. Second, teaching, by way of a meaningful encounter between content and students, contributes to their self-formation and the development of human powers and dispositions. Third, teaching is a practical, interpretive act that calls for curriculum thinking that is centred on the 'what' (content) and 'why' (purpose) of ...

2010

This study investigated the changes in content area teachers' instruction in the presence of social constructivist theory and the characteristics of and challenges encountered by teachers whose instruction refl ected high levels of scaffolding and collaborative learning; both indicators of social constructivist practices. Data collection included a questionnaire and interviews. This study suggests that content area teachers' instruction is evolving from a transmission-lecture approach to include scaffolding and collaborative group practices. Findings from this study reveal the characteristics of teachers who use social constructivist practices and provide suggestions for school administrators on ways to assist teachers as facilitators of learning.

Indonesian Journal of Applied Linguistics, 2012

Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students' interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers' pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers' compensatory communication strategies, use of first language and teachers' perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher selfdevelopment and life-long learning efforts are also provided.

Revista Diálogo Educacional

In order to meet the needs of a constantly changing Society, the Universities need to constantly improve their processes of teaching and learning. To do so, it is essential that professors are fully committed and well prepared to teach aiming at students learning, instead of content delivery. Faculty development programs might be helpful to support the institution and the professors in this way. Since designing these programs is a challenging task, we intend to contribute with faculty developers by reporting our experience here. We have adapted a course design workshop developed at McGill University to our context at PUCPR, in Curitiba, South of Brazil. During the workshop, the participants had to write a new syllabus of their course, elaborate a concept map, both of them with only the essential aspects for learning. They had to define the learning outcomes and only afterwards to choose active methods to help students achieve them. Throughout the whole process, participants gave fee...

As sophisticatedly exhibited in Albert Einstein’s quotation ‘I never teach my pupils. I only attempt to provide the conditions in which they can learn’, the role an instructor plays in a classroom may be crucial in terms of their producing the ideal learning situation through tasks which aim at intriguing learners towards class participation and ultimately language acquisition. Since these conditions involve identification of students’ needs as well as of potential drawbacks in curriculum design, the author of the present assignment will endeavor to suggest syllabus adaptations with the aim of rendering the learning process more enjoyable and efficient.

2000