TEACHING EL_SINGAPORE
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The document discusses English language teaching in Singapore. It outlines the objectives of developing English instructional programs at the departmental and classroom levels. Some key principles of English language teaching discussed are contextualization, learner centeredness, learning-focused interaction, integration, process orientation, and spiral progression. The document also discusses the ACoLADE teaching process and the roles and responsibilities of English language teachers. They should consider the needs, abilities, and interests of pupils and ensure the learning outcomes are achieved. Assessment for learning is also mentioned.
TEACHING EL_SINGAPORE
- 1. English Language Teaching in Singapore Presented by: Prasetyandaru Pirenantyo
- 2. Our Class Objectives • Developing the EL instructional programmed at the departmental level (i.e., in the department’s year plan and schemes of work) and at the classroom level (i.e., in unit plans, lesson plans and classroom teaching)
- 4. How to achieve our objectives? a. Listen to the Lecturing b. Read the Overview Chart from page 112 – 114 c. Study the six Area of Language Learning Chart d. Study Summary of Content or Scheme of Work from the Textbook e. Compare between c and d f. Reconstructing and making the course mapping, Schedule of teaching (format syllabus) and Lesson Plan g. Microteaching
- 5. Principles of EL Teaching Contextualization • to learn the language in authentic and meaningful context of use. • to suit the purpose, audience, context and culture Learner centeredness • Effective pedagogies will be used to engage pupils and to strengthen their language development. Learning-Focused Interaction • by encouraging participation • by boosting their confidence in the use of language • by promoting collaboration among learners from different socio-cultural backgrounds
- 6. Principles of EL Teaching Integration • The receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way Process orientation • Model and scaffold the teaching processes for pupils, while guiding them to put together their final spoken, written and/or multimodal products Spiral Progression • Language skills and grammatical items will be taught, revised and revisited at increasing levels of difficulty and sophistication
- 7. Teaching process (ACoLADE) Prof. Lubna Alsagoff, Head of the English Language and Literature Academic Group, National Institute of Education, Singapore
- 9. Teaching process (ACoLADE) Prof. Lubna Alsagoff, Head of the English Language and Literature Academic Group, National Institute of Education, Singapore Pre phase Main phase Post phase
- 12. How to learn about developing the EL instructional programmed at the departmental level and at the classroom level? a. Listen to the Lecturing b. Read the Overview Chart from page 112 – 114 c. Study the six Area of Language Learning Chart d. Study Summary of Content or Scheme of Work from the Textbook e. Compare between c and d f. Reconstructing and making the course mapping, Schedule of teaching (format syllabus) and Lesson Plan g. Microteaching
- 13. Role of Language Teacher
- 14. Please Bear in mind! • The needs of your pupils • Abilities and interests of your pupils • The Learning Outcomes to be achieved
- 15. The English Language Curriculum - Primary Lower Primary (1,2) Upper Primary (3-6) •Development of decoding skills • Cooperative learning experiences provide opportunities for pupils to practice the language skills • Fosters independence as the pupils learn on their own with familiar materials •Consolidate and extend the skills already learned •Acquire new skills and knowledge about how language works • Develop independence in listening, reading, viewing, speaking, writing and representing
- 17. THANK YOU