Theme: language teaching methods contemporary and classical approaches

Plan the teacher presentation portions of the lesson. Occasionally, teachers carefully prepare other parts of the lesson but do not give the same attention to those portions of the lesson when they will be doing most of the talking. One of the concerns about teacher presentation is that students can easily become only passive participants in the learning experience. Therefore, teacher presentation also needs careful planning and preparation, which includes deciding how to begin and how to develop the instruction in a logical fashion.
When planning the use of teacher presentation, teachers should carefully consider where it is particularly important for students to take an active role. Generally, as the lesson progresses from understanding the context and content of a scripture block to the discovery, discussion, and application of principles and doctrines, the importance of students taking an active role increases.
Combine teacher presentation with other methods. An effective use of teacher presentation in the classroom is to use it as part of an overall lesson plan that incorporates other methods and approaches within the instruction. The presentation should be flexible enough to allow for change if it becomes obvious that students are bored or confused. In this way, even when the teacher is speaking, the focus remains on the students and on learning, and the teacher can make adaptations as needed. Someone once likened teacher presentation to the string in a necklace of pearls. The pearls are the various methods a teacher uses (questions, discussion, group work, audiovisual presentations, etc.), but they are strung and held together by the teacher’s instruction and explanation. The string alone does not make an attractive necklace.
Use appropriate variety. There are ways to introduce variety in teacher presentation. Teachers can avoid sameness by changing voice inflection, tone, and volume and by moving around the room as the presentation progresses. There can also be a variety in the kinds of material being presented. For example, teachers can relate stories, use appropriate humor, refer to pictures or other classroom displays, read quotes, use the board or audiovisual presentations, and bear testimony. Appropriate variety in teacher presentation should always enhance students’ ability to understand and apply the scriptures. Stories can help build students’ faith in the gospel of Jesus Christ. They can generate interest and help students understand the gospel through vicarious experiences. Stories can also be particularly effective in helping students understand gospel principles that have been identified within a scripture block. By illustrating a gospel principle in a modern context, in addition to the context of the scriptures, stories can help students understand how a gospel principle relates to their lives, as well as help them feel a desire to apply it. Elder Bruce R. McConkie taught: “There is, of course, nothing wrong with telling a modern faith-promoting story, one that has happened in our dispensation. … Indeed, this should be encouraged to the full. We should make every effort to show that the same things are happening in the lives of the Saints today as transpired among the faithful of old. …
“Perhaps the perfect pattern in presenting faith-promoting stories is to teach what is found in the scriptures and then to put a seal of living reality upon it by telling a similar and equivalent thing that has happened in our dispensation and to our people and—most ideally—to us as individuals” (“The How and Why of Faith-Promoting Stories,” New Era, July 1978, 4–5).
Teachers can share stories from the lives of the prophets and from Church history, as well as stories found in general conference addresses and Church magazines. They can also share true stories from their own experience. Some of the most meaningful and impactful learning experiences occur when teachers invite students to share stories from their own lives that illustrate how they were blessed by living a gospel principle.
Some cautions and counsel should be noted about the use of stories.
If the telling of stories becomes the dominant method or technique of teaching, the stories themselves can become the focus of the lesson, minimizing the actual time spent in the scriptures and overshadowing the doctrines and principles they teach.
The use of too many stories from the teachers’ own life can result in personal aggrandizement and teachers “[setting] themselves up for a light unto the world” (2 Nephi 26:29).
While stories can enlighten and enliven scripture teaching and help students feel the power of the Spirit, they should never be used for emotional manipulation.
Teachers should be careful not to embellish the facts of a true story to make it more dramatic or impactful.
If a story is not true, such as a humorous story that illustrates a point, it should be clearly stated at the beginning of the story that it is not true.
It is sometimes helpful to divide the class into pairs or small groups so students can participate in a learning activity or discussion together. Small group activities can often allow a greater number of students to participate and can provide a safe environment where students can share feelings, thoughts, and testimony with each other. These activities can also provide opportunities for students to teach the gospel to others and help prepare them to teach the gospel in the future. Discussions in small groups can effectively involve those who seem to be losing interest and concentration, as well as enable students to develop communication skills and strengthen appropriate social and spiritual relationships. They can also instill confidence in reserved students, drawing out of them more meaningful participation.
When having students work in pairs or small groups, it can be helpful to keep in mind the following:
Prior to separating students into small groups, teachers should provide clear instructions of what students will be expected to do during the activity. It is often helpful to have these instructions written on the board or printed on a handout, allowing the students to refer back to them during the activity.
Small group learning activities that are relevant to students’ lives and circumstances generally promote greater interest and participation.
Assigning a student leader for each group as well as a specific time limit helps the group stay on task. Lengthy group activities often result in groups finishing at different times and can lead to disorder in the classroom.
Generally students participate in the activity with greater interest if the teacher invites them beforehand to prepare to share with or teach the class something they have learned from the activity. This also provides opportunities for students to practice teaching the gospel to others.
Students often work better in groups when they search the scriptures, read a quotation, or fulfill some other task individually before they gather together.
In groups of five or more students, it can become difficult for each individual to participate meaningfully. In addition, larger groups generally have a more difficult time staying on task.
Working in small groups might not be the best method for answering simple questions because of the time required to organize students into groups.
When group learning activities are overused, they can become less effective.
During small group discussions or assignments, students can become distracted from the purpose of the activity, visit on personal matters, or become casual in their efforts to learn. A teacher who remains actively involved by moving from group to group and monitoring the learning activity can help students stay on task and gain the most from the assignment.
Teachers should invite students to participate in writing exercises such as note-taking, journal assignments, worksheets, personal reflection, and essays. Occasionally, inviting students to respond to a thought-provoking question in writing helps deepen and clarify their thinking. Inviting students to respond to a question in writing before sharing their thoughts with the class gives them time to formulate their ideas and receive impressions from the Holy Ghost. Students may be more inclined to share their thoughts when they have written them first, and what they share will often be more meaningful. Among other things, writing assignments provide students with opportunities to participate personally, receive inspiration, prepare to teach and share their feelings with others, recognize the Lord’s hand in their lives, and express testimony. As teachers decide which writing exercises are appropriate for a learning experience, they should consider this principle shared by Elder David A. Bednar: “Writing down what we learn, think, and feel as we study the scriptures is another form of pondering and a powerful invitation to the Holy Ghost for continuing instruction” (“Because We Have Them before Our Eyes, New Era, Apr. 2006, 6–7). Writing exercises for students who are younger or whose abilities are more limited should be adapted to help them succeed. For example, a teacher could prepare a fill-in-the-blank exercise where more information is provided for students and less is asked of them. Teachers can help these students by focusing the writing assignment on short scriptural passages or specific questions and by giving them sufficient time to complete the assignment.
Students generally benefit more from writing activities when:
Teachers provide clear, written instructions that students can continually refer to throughout the assignment.
The activity focuses their thoughts on gospel truths that are relevant to their individual circumstances.
The activity assists them in making personal application of those truths.
Students are supported and assisted by their teacher throughout the writing activity.
Time limits are established at intervals appropriate to the difficulty of the exercise.
Students are invited to explain, share, or testify of something they learned from the activity.
Students are assured that writing activities that focus on personal feelings or commitments will not be shared with others, including the teacher, without the student’s permission.
The activity is a meaningful part of the lesson plan and is not given as “busy work” or as a punishment for misbehavior.
Alternative methods of recording thoughts and ideas are provided for those who have difficulty writing. These may include having another student act as a scribe, making an audio recording, and so on.
Writing activities are not overused.
A well-prepared chalkboard or whiteboard can be evidence of the teacher’s preparation and add to a feeling of purpose in the classroom. Effective use of the board during the lesson can prepare students to learn and invite meaningful participation, especially for those who tend to learn visually. When using the board, teachers should remember to write legibly and large enough for everyone to see, making sure the material is well-spaced, orderly, and easy to read. Where a chalkboard or whiteboard is not available, a large piece of paper or poster board can fill the same purpose. On the board, a teacher can outline the major points or principles of the lesson, diagram a doctrine or an event, draw maps, develop flow charts, display or draw pictures of things found in the scriptures, create charts showing historical events, list things from the scriptures as students find them, or do a multitude of other activities that will enhance learning. It is often difficult to teach the intangible aspects of the gospel. Using objects and pictures can be an effective way for teachers to help students understand spiritual principles. For example, a familiar object like soap could help students understand a more abstract principle like repentance. The Savior often referred to earthly objects (like bread, water, candles, and bushels) to help His listeners understand spiritual principles. Objects and pictures can be used to help students visualize what the people, places, events, objects, and symbols in the scriptures looked like. Instead of just talking about yokes (see Matthew 11:28–30), a teacher could bring a yoke to class, show a picture of one, or illustrate it on the chalkboard. Students could smell and touch a flower as they read about the “lilies of the field” (Matthew 6:28–29). They could taste unleavened bread.
Objects and pictures, including maps and charts, can be effective in helping students visualize, analyze, and understand the scriptures, especially when they are used to stimulate a discussion. Having an object or picture on display as students enter the classroom can enhance the learning climate and encourage a spirit of inquiry within the students.
There are two cautions to consider when using objects and pictures: First, they should always reinforce the purpose of the lesson rather than detract from it. Second, the scriptural account should always be the source for the class discussion of the setting and details of an event, rather than an artist’s interpretation of the event or story.
The scriptures are filled with accounts of the Lord helping His children understand His teachings through sight and sound (see 1 Nephi 11–14; D&C 76; Moses 1:7–8, 27–29). Audiovisual and technology resources, when used appropriately and effectively, can help students better understand the scriptures and learn and apply gospel truths.
Audiovisual resources can portray important events from the scriptures and can help students visualize and experience these events. These resources can dramatize how people apply gospel principles to overcome their challenges and problems and can provide opportunities for the Spirit to bear witness of the truth.
Computer technology allows teachers to show video segments; to display important questions, images, or quotations from General Authorities; or to highlight principles and doctrines identified during a lesson. Computer presentations can also be used in much the same way a chalkboard or whiteboard might be used—to outline key points of the lesson, display scripture references, and provide visual instructions for pair, group, or individual learning activities. Using technology in these ways can benefit students who learn visually and can help students to organize and better understand what they are learning.
The use of audiovisual, computer, or other technology resources should help make lessons clear, interesting, and memorable and should not distract students from feeling the impressions of the Spirit.
Audiovisual presentations can best help students learn and apply gospel principles when they are used to stimulate thoughts and feelings and engage students in the scriptural text. It may be helpful to write on the board specific things students could look for or questions they may consider as they watch or listen to the presentation. There may also be value in pausing during the presentation to ask questions or to point out information that will help students. Many times only part of an audiovisual resource is necessary to accomplish the teacher’s purpose. Teachers who incorporate other methods, such as discussion and writing exercises, in conjunction with the use of media and technology enhance the likelihood that gospel principles will be understood and internalized. Where available, using the subtitle feature on audiovisual presentations may increase understanding and retention for students, especially for those who have difficulty hearing.
When using audiovisual resources or computer technology in a lesson, teachers should set up the equipment before class starts and ensure that it works properly. They should also ensure that all learners will be able to hear the presentation and see it from their seats. Before class, teachers should prepare the audiovisual or computer resource to begin in the right place when needed in the lesson. It can also be a good idea for teachers to practice using the technology for the presentation before using it in the lesson.
This faculty was firstly established on 12 May 1992 by President Karimov.
The history of the faculty is directly linked to the history of the university as it was opened in the same year with the establishment of the university. This faculty actually trains ESL teachers and also gives them a choice to learn second language.
The list of the second languages which are taught are given as follows, and the student can choose which language to learn: French, German, Arab, Spanish, Turkish and Chinese.
It also cooperates with some international companies and institutions. The partners of the faculty are given as follows: British Council in Uzbekistan, American Embassy in Uzbekistan, "ITEC" program of Indian Embassy, educational program of Malaysian Embassy in Uzbekistan and with the "TEMPUS" program of European Union. There are three main departments which are currently located at the faculty, and they are: "English language phonetics and phonology department", "English language grammar and history department", "Professional lexica department". This is the oldest faculty in this university.
The second faculty shares the same structure and serves the similar purposes as the faculty. However, the main differences between the faculties could be found.
It's one of the youngest faculties that was created after splitting the first English faculty in 2002. It was granted a special status in 2009 so now it's fully independent college that is working . Nowadays, there are about 1461 students who are currently involved with the studies at the faculty.
There's more than 100 lecturers and teachers and more 61 of them have or hold a doctor degree. The faculty offers the right to choose one course as the second language, rather than English. There are four main departments at the faculty, which are given as follows: "Practical subjects on English language", "Lexicology of English language", "Stylistics of English language" and "Natural subjects".
The third one is the same with its structure and the educational materials with its two ancestors, that's mentioned before.
This faculty is also considered to be the youngest English language related faculty of the University,
as it was first established by the Decree of the President of Republic of Uzbekistan Islam Karimov number PD-1875 on the topic of "Developing the systems of learning foreign languages" in the year of 2012 on 10 December, and by the Edict of President of Republic of Uzbekistan Islam Karimov number PD-1971 on the topic of "Developing the "Uzbekistan State University of World Languages"", in the year of 2013 on 23 May.
Nowadays, there are about 1204 students who are involved with the studies at the "Third English language faculty", and in a short period of time the faculty became very famous among the young generation of Uzbekistan, as it gives essential practical and theoretical knowledge about the English language.
The students can obtain the bachelor's degree from the faculty, from the following branches which are: "Teaching of philology and foreign languages (English language)" and "Foreign language and its literature (English language)".
Students can obtain their master's degree from the faculty, by the branches which are given as follows: "English language" and "Literature" (English literature). There are three main departments at the "Third English language faculty" and they are given as follows:
English language and English literature – focuses on grammar of English language and the literature of English language
Learning the English language in an integrated way – teaches the students to the essential parts of English and the subjects at the department are unusual and complicated
Theoretical subjects – the biggest department at the faculty, as it covers all the other subjects which are: History, Native language (Uzbek), Physical Education, the second language (One of French, Spanish, Arab, Turkish, Indian people, Chinese, Japanese, Malaysian and Italian languages)
Roman and German philology faculty was opened in 2013 by consolidation all non-English departments that focus on German, French and Spanish.
There are 805 students who are currently involved with the studies at the "Roman-German philology faculty", and there are more than 100 teachers at the faculty. Most of the teachers have their scientific degrees on their related subjects and languages, and 58 of them are considered as the professors.
Opened in 1994, the faculty is not really popular among the applicants, however, the needs for the interpreters in Uzbekistan grow year by year.
They teach English, French, Spanish and German to their students and master's degree programme was opened in 2005. The sponsors of the faculty are given as follows: Moscow State Language University, Perudja University (Italy), Beijing Chinese language and Culture Institute, Seoul Chun Ang University, KOICA, Deli University (India), JICA International Corporation (Japan), British Council in Uzbekistan and many other institutions.
There are 6 main departments which are currently located at the faculty, and they are given as follows:
Interpreting theory and practice – gives essential knowledge about interpreting techniques and enlarges the theoretical knowledge by practice
Chinese language theory and practice – teaches the Chinese language by the theoretical and practical points of view. Teaches the techniques of interpreting form Chinese language.
Intensive teaching of the second language – teaches the second language which could be chosen by the student, in a short period of time, by intensive and fast pace of teaching.
East languages – techniques of speaking and using the "Eastern languages", and the similarities between the "Eastern languages".
Modern pedagogic technologies – gives essential knowledge about the techniques and technologies of teaching languages and philology.
Information and communication technologies – teaches how to use the information technologies, as the right and proper tool for the interpreting work.
The lyceum enrols only the students who have finished their middle school and then successfully passed the admission tests.
Currently, this lyceum has three faculties: Foreign Languages, Humanities and Natural Sciences. Each department has its own curriculum and specialized subjects, for example, the faculty of foreign languages is exclusively engaged in teaching English at the intermediate and higher levels and the humanities department focuses only on history and related subjects; the main goal of the lyceum is to prepare a graduate with a sufficient level of knowledge for the university.
Perhaps more than with any other teaching method, the use of audiovisual resources and technology comes with some inherent challenges and potential liabilities. Teachers should use wisdom when deciding if an audiovisual or computer presentation would be appropriate and helpful to the learning experience. An overreliance on technology can lead to lessons that are technology- and media-driven rather than lessons that are scripture based and focused on the learner. The following questions can assist teachers in making wise decisions in the use of audiovisual and computer resources:
Does the resource help students learn what is important? Audiovisual presentations can be very entertaining or impressive to students, but does it directly contribute to the purposes of the lesson and to what students need to learn? Using these resources for entertainment or as time-fillers are not sufficient reasons for their use. Teachers should watch or listen to any presentation before using it in class and ensure that it reinforces or supports the scriptures and the doctrines and principles taught in the lesson.
Is it a resource to the lesson or its main focus? Elder Boyd K. Packer counseled: “Audio and visual aids in a class can be a blessing or a curse, depending upon how they are used. They might be compared to spices and flavorings that go with a meal. They should be used sparingly to accent or make a lesson interesting” (Teach Ye Diligently, rev. ed. [1991], 265).
Is it appropriate and in keeping with Church standards? Is it edifying? Many products produced in the world may carry a good message but often come with undesirable content that can offend the Spirit or condone ideas that are not in harmony with the teachings of the gospel. A video or audio segment, even if appropriate, should not be used if it comes from a source that contains inappropriate material. Items that are controversial or sensational usually do not build faith and testimony.
Will it violate copyright or other applicable laws? Many videos, songs, and other audio and visual materials have use restrictions by virtue of copyright laws or user agreements. It is important that all seminary and institute teachers and leaders follow the copyright laws of the country in which they are teaching and that they are in compliance with applicable laws and obligations so that neither they nor the Church are liable for legal action.
The following guidelines apply to seminary and institute teachers and leaders in all countries.
The Use of Church-Produced Material [5.10.2]
Unless otherwise indicated on the Church-produced material, teachers and leaders can copy and show films, videos, images, and musical recordings that were produced by the Church for noncommercial Church and seminary and institute uses. Music from Hymns, the Children’s Songbook, and Church magazines may be used for noncommercial Church and seminary and institute uses, except where a restriction is expressly noted on the hymn or song. Seminary and institute teachers and leaders can download and show Church-produced materials in class, unless such materials contain a restriction stating otherwise.
Use of Non–Church-Produced Material [5.10.3]
As a general rule, programs, software, and audiovisual materials should not be downloaded from the Internet or shown in class from the Internet unless the appropriate licenses have been purchased. Unless a video, song, or other audiovisual material is owned by the Church, there is a significant risk, in any country, that showing such material in class may violate copyright laws. Therefore, as a general rule, seminary and institute teachers and leaders across the world should not show their classes materials that are not produced by the Church.
Duplication of media containing copyrighted music (such as sheet music or musical recordings) is a direct violation of copyright law unless written permission has been given by the copyright owner. Duplication of copyrighted lyrics to a song is also illegal without permission.
The following guidelines specifically outline some exceptions to United States copyright law that would allow seminary and institute teachers and leaders in the United States to show video clips in class without first obtaining a license from the video’s copyright owner. While similar exceptions exist in other countries, seminary and institute teachers should contact the Intellectual Property Office to determine the specific laws and exceptions that apply to their particular country before showing video clips from commercially-produced videos or programs recorded off the air or from the Internet.