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Lin/ltl 487 Second language pedagogy Week 2 Spring 2019

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outline 1. Borg, S. (2003) 2. Wesely, P. (2012) 3. for next class

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Goal

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Borg (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36 (2), 81-109.

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OVERVIEW 1

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Reflection Do you agree with the aforementioned positive experience? Why/why not? More to add to the list? Do you agree with error corrections? Think of it from both the learner and the teacher’s perspectives. Why/why not?

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reflection Please discuss one of the following contexts: If you’ve taught a foreign language before, please describe the challenges you’ve faced and how to solve them. If you plan to teach English/French/any language, what are the challenges that you’ve predicted? How do you plan to solve them? If neither of the above applies to you, think about your language teacher’s challenges when you were learning the language? How would you solve the problems if you were him/her?

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Teaching reading and writing in a non-alphabetical languages What are the challenges in teaching reading and writing Chinese, Japanese, Arabic, Farsi/Persian?

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Reflection What’s your takeaway from the article: What notions are new to you? Which part is interesting/makes you want to explore more? Which part of the article that you don’t agree? What’s missing in this article?

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Wesely, P. (2012) How did you approach this article: Did you ‘skim and scan’ first? What’s your first impression? Did you make predictions of the content before you read it in details (after you read the title and skim through it)? Why did Chen laoshi choose this article?

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Wesely, P. (2012) How did you read this article: Did you take notes during the reading? Did you pause to think about the concepts that you don’t understand or have doubts? Were you able to relate some of the content to your personal experiences? What were the challenges reading it? Did you ‘read critically’?

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Wesely, P. (2012) How did you write the journal entry: Did you think about the structure/write the draft first and revise? Briefly describe the process of your writing Did you read ‘how to write a critical review’? How long did it take you to finish the entry?

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Wesely, P. (2012) How did you write the journal entry: Which part is easier/more difficult to write: please provide the reasons summary critical review personal reflection

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Wesely, P. (2012) Read and comment on your partner’s journal entry: see the rubric handout If you didn’t do it, please skim/scan the article now and answer the questions in the previous slides.

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Wesely, P. (2012) Share your summary Share your critical review Share your personal reflection

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Next class Readings: 1. Shrum, J. and E. Glisan (2016). Understanding language learning through second language acquisition theory and research. Teacher’s Handbook: Contextualized Language Instruction (fifth edition, ch. 1, pp.1-37). Boston, MA: Cengage Learning. (PDF on Canvas). 2. Minor, D. (2014). History of second language acquisition. In On being a language teacher, p. 97-114. New Haven: Yale University Press. (journal entry)

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Next class Journal entry instructions: Entry type: summary & critical responses/reflection Length: 2-page, double-spaced, 1-inch margin Submission: upload to Quercus before next class (Jan. 22), and bring a hard copy to the class (doubled-paged)

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Next class Format: Summary: half a page maximum how to write a summary (UT writing center) Critical response/reflection: one and a half page how to read critically (UTSC writing center) how to write a critical review (UTSC writing center)