Week 1: Elven John T. Apolinario

Week 1
Prepared by:
Elven John T.
Apolinario
“More important than the
curriculum is the question
of the methods of teaching
and the spirit in which the
teaching is given.”
—Bertrand Russell (1872-1970), British philosopher and 1950 Nobel
Prize winner in Literature
Principle 1: Know your Learners
English teachers should understand the students’
personal and educational background so they can
tailor classes according to their students’ needs
more effectively. Learning about the students’
culture, first language, and past experiences are
useful while preparing lesson plans, materials, and
projects.
Principle 2: Create Conditions for Language Learning
Creating a positive atmosphere in class considering
physical space, materials, and student integration
promotes better learning experiences for English
students. A pleasant atmosphere makes students feel
comfortable and more confident in participating and
expressing themselves in a positive way, which is
essential for learning development. Additionally,
setting high expectations, differentiation, and
motivation help learners deepen their English
language skills.
Principle 3: Design High-Quality Lessons for Language
Development
Creating meaningful and exceptional lesson plans that develop
the students’ language acquisition and their content learning
process remains essential. Teachers may engage students in
authentic language practice experiences, supporting their
learning strategies and critical thinking development. According
to the 6 Principles manifesto, “gestures, visuals, demonstrations,
embedded definitions, audio supports, and bilingual glossaries
make information comprehensible.”
Principle 4: Adapt Lesson Delivery as Needed
Assessing students and adapting lesson plans accordingly
remains a must. Reflecting on the students’ performance
and development improves the quality of many English
lessons. There are several ways to do so: re-teaching
content, adapting activities and materials, adjusting
instructions and tasks, being flexible with the students’
response time they allow students.
Principle 5: Monitor and Assess Student Language
Development
Outstanding ESL/EFL teachers also monitor and assess
students’ language development to measure and document
progress. English students learn in different ways and speed.
Therefore, English teachers should prepare different forms of
assessment while providing constructive feedback appropriate
for the students’ ages and levels for continual student
improvement.
Principle 6: Engage and Collaborate Within a Community of Practice
This last principle suggests English teachers should collaborate with each
other to support their English language learners. Sharing classroom
experiences, reflecting critically on teaching practices, following current
ELT research, joining and engaging in professional groups, attending
academic conferences, and engaging in online learning groups are all ways
to be active within a community of practice. This advice might benefit
teachers, their co-workers, their students and the institutions where we
work. Is this last suggestion a tad self-serving for TESOL? Yes, but it’s
also a practical suggestion for dedicated ESOL professionals.
Language arts is the term typically used by educators to describe the curriculum area
that includes four modes of language: listening, speaking, reading, and writing.
Language arts teaching constitutes a particularly important area in teacher education,
since listening, speaking, reading, and writing permeate the curriculum; they are
essential to learning and to the demonstration of learning in every content area.
Teachers are charged with guiding students toward proficiency in these four language
modes, which can be compared and contrasted in several ways. Listening and
speaking involve oral language and are often referred to as primary modes since they
are acquired naturally in home and community environments before children come to
school. Reading and writing, the written language modes, are acquired differently.
Models of Language Arts
1. Heritage model - reflectsInstruction
the belief that the purpose of language arts instruction
is to transmit the values and traditions of the culture through the study of an
agreed-upon body of literature. It also focuses on agreed-upon modes and genres
of writing, to be mastered through guided writing experiences.
2. Competencies model - on the other hand, emanates from the belief that the
chief purpose of language arts instruction is to produce mastery of a hierarchy of
language-related skills (particularly in reading and writing) in the learner.
3. Process model - is quite different from the other two models. The curriculum is
not determined by texts and tests; rather, this model stresses the encouragement of
language processes that lead to growth in the language competencies (both written
and oral) of students, as well as exposure to broad content. The interests and needs
of the students, along with the knowledge and interests of the teacher, determine
the specific curriculum. Thus reading materials, writing genres and topics, and
discussion activities will vary from classroom to classroom and even from student
to student within a classroom.
jo y
E n ng !
r n i
L e a
NOTE:
Weekly task and activities will be given on Friday. Retrieve the
file/s in the GC. Please always remain steadfast and updated on
our GC for further announcements.

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