TEACHER COGNITION
I think it is intresting how the next step from researching how a language is learned is to research how teachers teach language learners. I enjoyed the comparison because I agree that learning to teach is a lot like learning a language. You try a new activity (or word) and you adjust based on the reaction you receive--did the class participate (did you get directions to the bathroom)? Although, I am unclear as to what will be done with this research.
WASHBACK
The concept of washback is still a little puzzeling to me. If a test is good, then washback should be good; if teachers begin teaching to a good test then their students are learning the appropriate things. (Was that vague enough)? I guess if washback is also considered a deminished amount of laughter in a class (p. 495) then it is not a good thing.
TEACHER RESEARCH
The end of this chapter was a real pep talk in conducting research. I am almost tempted to conduct some. I think I'll wait until I'm a little more settled in the field. I will continue to plot my way toward it though. I definitely have some questions I'd like answered.
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When you are learning a language you are on your own but while teaching a language you need to address everybody which is a big challenge because every individual is unique.
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