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LG 528 LANGUAGE TEACHERS IN
CLASSROOMS
Dr. Julian Good
This module will examine teacher decision making in the planning of lessons, how
the plans are implemented and what happens to those plans during the course of
the lesson, along with the role of teacher cognition in interactive decision making.
Teachers’ beliefs, assumptions background knowledge in the application of
instructional strategies will be discussed. Also considered in this context will be
classroom dynamics, interaction and methodology, negotiation in the classroom,
cultures of teaching and learning, teacher roles, teacher training and experience.
We will also look at how teachers adapt both teaching materials and teaching style
to specific teaching situations and contexts. This is not a course on how to teach.
Rather it looks at the why of teacher decision making, and what informs teacher
choice of classroom strategies and methodology in different classroom contexts and
realities.
Assessment One three thousand word essay or equivalent project. Essay topics as
given, or you may devise your own topic in consultation with the course tutor.
Course Outline
1. Classroom Dynamics
2. Classroom Interaction
3. Methodology and Context
4. Appropriate Methodology
5. Classroom Negotiation
6. Teacher Use of Materials in the Classroom.
7. Problem Solving in the Language Classroom.
8. Language Teacher/Classroom Research & Dissertations
9. Teacher Decision Making 1. Teacher Experience and Awareness.
10. Teacher Decision making 2, Beliefs, Assumptions, Knowledg
LG 528
Woods, D. 1996. Teacher Cognition in Language Teaching CUP Cambridge
Tsui, A. 2003. Understanding Expertise in Teaching CUP Cambridge
Gebhard, J. & Oprandy, R. 1999. Language Teacher Awareness CUP Cambridge
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Tudor, I. 2001. The Dynamics of the Language Classroom CUP Cambridge
Breen, M. & Littlejohn,A. 2000. Classroom Decision Making CUP Cambridge
Holliday, A. 1994. Appropriate Methodology and Social Context CUP Cambridge
Richards, J. & Lockhart, C. 1996 Reflective Teaching in Second Language Classrooms CUP
Cambridge
Bailey, K. & Nunan, D. 1996. Voices From the Language Classroom CUP Cambs
Good, J.R.P. 2003 Discovering a Method for Analysis of Teachers’ Guides PhD. Mss.
University of Essex. (Spicer Library, Main Library).
Woodward, T. 2001. Planning Lessons and Courses CUP Cambridge
Bailey & Nunan. 1996. Voices from the Language Classroom. CUP.
Johnson. K.E. 1994. The emerging beliefs and instructional practices of pre-service English
as a second language teachers. Teaching and Teacher Education. 10/4.
Numrich, C. 1996. On becoming a language teacher: insights from diary studies. TESOL
Quarterly. 30/1
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Richards J.c. & Giblin, K., Ho, K., 1996. Learning how to teach in the RCA Cert. Teacher
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learning and teaching? Teaching and Teacher Education. 17/8.
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Bailey, K. M. (1996b). The Best Laid Plans: Teachers in-Class Decisions to Depart from their
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Focus on Form and their Classroom Practices." Applied Linguistics 25(2): 243-270.
Borg, S. (2003). "Teacher Cognition in Language Teaching: A Review of Research on what
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Breen, A. and e. al. (2001). "Making Sense of Language Teaching: Teachers' Principles and
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Good, J. (2003). Discovering Teachers' Guides Contribution to Lesson Content: A Method for
Analysis and Materials Development. Language. Colchester, University of Essex.
Unpublished PhD.
Peacock, M. (2001). "Pre-Service ESL Teachers' Beliefs about Second Language Learning: A
Longitudinal Study." System 29(2): 177-195.
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A Longitudinal Study." System 29(2): 177-195.
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RELC Journal 22: 1-19.