Transmissive and transformative approaches to language teacher education
DOI:
https://doi.org/10.25170/ijelt.v12i1.1459Keywords:
teacher education, transmission-based approach, ecological approachAbstract
In this paper I compare two contrasting educational philosophies that have had a significant impact on the way we approach and understand our practice as teacher educators. These have been labeled in several ways such as top-down versus bottom-up or product versus process based. I will characterize them a transmission-based approach and an ecological approach. My aim here is to describe and compare these two approaches and suggest how they offer complementary perspectives on the nature and practices of second language teacher education.
References
Allwright, D. (2005). From teaching points to learning opportunities and beyond. TESOL Quarterly 39: 9–31.
Aoki, T. T. (2005). The dialectic of mother language and second language: A curriculum exploration. In W.F. Pinar and R.L. Irwin (eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 235–245). New York: Routledge.
Bailey, K.M. (1996). The best laid plans: Teachers’ in-class decisions to depart from their lesson plans. In K. M. Bailey and D. Nunan (eds.), Voices from the language classroom (pp. 115-140). Cambridge: Cambridge University Press.
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd edition). London: Longman.
Bilbao, P.P., Corpuz, B., Llagas, A.T., and Salandan, G. (2012). The Teaching Profession. Manila: Lormar Publishing.
Breen, M. P. (n.d.). A pragmatics of language teaching: From practice to principles. Unpublished manuscript.
Bruner, J. (1962). On Knowing: Essays for the Left Hand. Cambridge: Belknap Press of Harvard University Press.
Clark, C. and Peterson, P. (1986). Teachers' thought processes. In M. Wiltrock, (ed), Handbook of Research on Teaching (3rd Edition) (pp. 255-296). New York: Macmillan.
Danielewicz, J. (2001). Teaching Selves: Identity, Pedagogy, and Teacher Education. New York: State University of New York Press.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. and Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
Fisher, R. (2004). What is creativity? In R. Fisher and M. Williams (eds.), Unlocking Creativity: Teaching Across the Curriculum (pp. 6–20). New York: Routledge.
Hyland, K. and Wong, L. (eds.). (2013). Innovation and change in English language education. New York: Routledge.
Kennedy, C. (2013). Models of change and innovation. In K. Hyland and L. Wong (eds.), Innovation and change in language education (pp. 13–27). New York: Routledge.
Lema, J. (2017). Managerial Practices in Education: Undertaking Critical Theory in L2 to Defeat Performativity Through Creativity. Unpublished paper.
Leung, C. (2012). Outcomes-based language teaching. In A. Burns and J.C. Richards (eds), The Cambridge Guide to Pedagogy and Practice in Language Teaching (pp. 161-179). New York: Cambridge University Press.
Leung, C. and Teasdale, A. (1988). ESL teacher competence: Professionalism in a social market. Prospect 13(1): 4–24.
Meddings, L., and Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. Peaslake, UK: Delta Publishing.
Pennington, M.C. and Richards, J.C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47 (1), 5-23.
Richards, J.C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly 30: 281–296.
Richards, J.C. and Rodger, T.S. (2001). Approaches and Methods in Language Teaching (2nd edition). Cambridge: Cambridge University Press.
Richards, J.C. and Rodger, T.S. (2014). Approaches and Methods in Language Teaching (3rd edition). Cambridge: Cambridge University Press.
Richards, J.C. (2017). Curriculum Development in Language Teaching (2nd edition). Cambridge: Cambridge University Press.
Rudianto, C. (2017). An institutional curriculum for a pre-service English teacher-education program. In J.C. Richards, Curriculum Development in Language Teaching (2nd edition) (pp. 29-33). Cambridge: Cambridge University Press.
Salandanan, G.G. (2006). Methods of Teaching. Manila: Lormar Publishing.
Senior, R. (2006). The experience of language teaching. Cambridge: Cambridge University Press.
Tessmer M, and Wedman J.F (1990). A layers-of-necessity instructional development model. Educational Research and Development 38 (2): 77–85.
Thornbury, S. (2012). A is for approach. An A–Z of ELT [Blog]. http://scottthornbury.wordpress. com/2012/01/22/a-is-for-approach/ (accessed May 20, 2016).
Tudor, I. (2003). Learning to live with complexity: Towards an ecological perspective on language teaching. System 31: 1–12.
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer.
Zhao, Y., and Frank, K. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal 40(4): 807–840.
Aoki, T. T. (2005). The dialectic of mother language and second language: A curriculum exploration. In W.F. Pinar and R.L. Irwin (eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 235–245). New York: Routledge.
Bailey, K.M. (1996). The best laid plans: Teachers’ in-class decisions to depart from their lesson plans. In K. M. Bailey and D. Nunan (eds.), Voices from the language classroom (pp. 115-140). Cambridge: Cambridge University Press.
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd edition). London: Longman.
Bilbao, P.P., Corpuz, B., Llagas, A.T., and Salandan, G. (2012). The Teaching Profession. Manila: Lormar Publishing.
Breen, M. P. (n.d.). A pragmatics of language teaching: From practice to principles. Unpublished manuscript.
Bruner, J. (1962). On Knowing: Essays for the Left Hand. Cambridge: Belknap Press of Harvard University Press.
Clark, C. and Peterson, P. (1986). Teachers' thought processes. In M. Wiltrock, (ed), Handbook of Research on Teaching (3rd Edition) (pp. 255-296). New York: Macmillan.
Danielewicz, J. (2001). Teaching Selves: Identity, Pedagogy, and Teacher Education. New York: State University of New York Press.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. and Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
Fisher, R. (2004). What is creativity? In R. Fisher and M. Williams (eds.), Unlocking Creativity: Teaching Across the Curriculum (pp. 6–20). New York: Routledge.
Hyland, K. and Wong, L. (eds.). (2013). Innovation and change in English language education. New York: Routledge.
Kennedy, C. (2013). Models of change and innovation. In K. Hyland and L. Wong (eds.), Innovation and change in language education (pp. 13–27). New York: Routledge.
Lema, J. (2017). Managerial Practices in Education: Undertaking Critical Theory in L2 to Defeat Performativity Through Creativity. Unpublished paper.
Leung, C. (2012). Outcomes-based language teaching. In A. Burns and J.C. Richards (eds), The Cambridge Guide to Pedagogy and Practice in Language Teaching (pp. 161-179). New York: Cambridge University Press.
Leung, C. and Teasdale, A. (1988). ESL teacher competence: Professionalism in a social market. Prospect 13(1): 4–24.
Meddings, L., and Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. Peaslake, UK: Delta Publishing.
Pennington, M.C. and Richards, J.C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47 (1), 5-23.
Richards, J.C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly 30: 281–296.
Richards, J.C. and Rodger, T.S. (2001). Approaches and Methods in Language Teaching (2nd edition). Cambridge: Cambridge University Press.
Richards, J.C. and Rodger, T.S. (2014). Approaches and Methods in Language Teaching (3rd edition). Cambridge: Cambridge University Press.
Richards, J.C. (2017). Curriculum Development in Language Teaching (2nd edition). Cambridge: Cambridge University Press.
Rudianto, C. (2017). An institutional curriculum for a pre-service English teacher-education program. In J.C. Richards, Curriculum Development in Language Teaching (2nd edition) (pp. 29-33). Cambridge: Cambridge University Press.
Salandanan, G.G. (2006). Methods of Teaching. Manila: Lormar Publishing.
Senior, R. (2006). The experience of language teaching. Cambridge: Cambridge University Press.
Tessmer M, and Wedman J.F (1990). A layers-of-necessity instructional development model. Educational Research and Development 38 (2): 77–85.
Thornbury, S. (2012). A is for approach. An A–Z of ELT [Blog]. http://scottthornbury.wordpress. com/2012/01/22/a-is-for-approach/ (accessed May 20, 2016).
Tudor, I. (2003). Learning to live with complexity: Towards an ecological perspective on language teaching. System 31: 1–12.
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer.
Zhao, Y., and Frank, K. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal 40(4): 807–840.
Downloads
Published
2017-05-31
Issue
Section
Articles
