L2 teachers make in planning, teaching, and evaluating their work. Participants identify choices made by teachers and the beliefs about language and teaching that led them to act as they did. Participants examine how they make decisions. This presentation examines the responses of students in an intensive English program to a survey on the role of the teacher in the classroom. Discussion follows on how students might want to learn, challenging some popular language teaching views of what constitutes learner-centered teaching.
Dialogue journals provide a safe introduction.
Theory gains a human face, and ESL students gain a true audience for their writing that encourages language production. Current challenges, issues and solutions are explored. The presenters administer a personality assessment and guide the participants through a series of self-discovery activities that enable them to develop their own classroom management techniques for enhancing and strengthening their ESL classroom. They discuss the application of critical pedagogy with respect to K-12 ESL learners, university Asian international students, ESL gifted programs, teacher education, and research methodology. In this session, series authors and instructors who contributed accounts from the classroom explore the interplay of theory and experience in teaching.