PART II
CONTEXTS OF TEACHING
CHAPTER 7
LEARNER
VARIABLES II: TEACHING ACROSS PROFICIENCY LEVELS
A. DEFINING PROFICIENCY LEVELS
Is
there a standard set of guidelines by which these three mysterious terms may be
uniformly understood? The answer is yes, and while textbooks and curricula do
not by any means adhere to these guidelines universally, the guidelines
nevertheless offer us a practical description of speaking, listening, reading,
and writing proficiency at numerous gradations.
The
ACTFL Proficiency Guidelines (1986) have come to be a widely recognized
proficiency standard in language-teaching circles. The current version of the
guidelines is historically related to what for many years was referred to as “FSI
levels” of speaking proficiency.
guidelines is historically related to what for many years was referred to as “FSI
levels” of speaking proficiency.
B. TEACHING BEGINNING LEVELS
Teaching
beginners is considered by many to be the most challenging level of language
instruction. Since students at this level little or no prior knowledge of the
target language, the teacher (and accompanying techniques and materials)
becomes a central determiner in whether students accomplish their goals. This
can also be the most tangibly rewarding level for a teacher because the growth
of students’ proficiency is apparent in a matter of a few weeks.
1.
Students’
cognitive learning processes
2.
The
role of the teacher
3.
Teacher
talk
4.
Authenticity
of language
5.
Fluency
and accuracy
6.
Student
creativity
7.
Techniques
8.
Listening
and speaking goals
9.
Reading
and writing goals
10. Grammar
C.
TEACHING INTERMEDIATE LEVELS
Now
turn your attention to that vague curricular territory that we call
intermediate, where students have progressed beyond novice stages to an ability
to sustain basic communicative tasks, to establish some minimal fluency, to
deal with a few unrehearsed situations, to self-correct on occasion, to use a
few compensatory strategies, and generally to “get along” in the language
beyond mere survival. The picture changes somewhat. Your role and the students’
capacities change. Consider the same ten factors.
1.
Students’
cognitive learning processes
2.
The
role of the teacher
3.
Teacher
talk
4.
Authenticity
of language
5.
Fluency
and accuracy
6.
Student
creativity
7.
Techniques
8.
Listening
and speaking goals
9.
Reading
and writing goals
10. Grammar
D. TEACHING ADVANCED LEVELS
As
students move up the developmental ladder, getting closer and closer to their
goals, developing fluency along with a greater degree of accuracy, able to
handle virtually any situation in which target language use is demanded, they
become “advanced” students. At the very top of this ladder is what the ACTEFL
Proficiency Guidelines describe as the “superior” level, comparable in most
aspect to an educated, so in order to be more in keeping with reality, we will
simply focus on what the Guidelines describe as the “advanced” level.
1.
Students’
cognitive learning processes
2.
The
role of the teacher
3.
Teacher
talk
4.
Authenticity
of language
5.
Fluency
and accuracy
6.
Student
creativity
7.
Techniques
8.
Listening
and speaking goals
9.
Reading
and writing goals
10. Grammar
Reference
:
Brown,
H. Douglas. 2000. Teaching by principles: An interactive approach to language
pedagogy (Second Edition)