“My theory is intact; however ... ” : Reflections on Teaching Spanish to Fifth Graders  

Oleh:

Brooks, Frank B.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 35 no. 1 (2002), page 73-84.
Fulltext: 35_01_Brooks.pdf (1.26MB)

Isi artikel

In this article, an experiencedforeign language methods instructor presents his “private story” about teaching Spanish to fifth-graders as part of an elementary schoolh afternoon enrichment program. For the authol: this one-semester experience was transformative, causing him to reconsider the nature of what he now considers to be the rather sanitizedforeign language methods courses in undergraduate teacher-preparation programs. He discusses some ways he intends to alter his approach to theforeign language methods course, at the same time raising questions and making observations about classroom practices. For example, how can teachers acknowledge and explore the “messiness” of classroom life to their students’ benefit? What does the odd and sometimes exasperating way that students “play” with language suggest in terms of classroom teaching approach? Professionally made foreign language training videos can lead to false expectations, evenfrustration. Visuals, hands-on objects, and realia, although important, can lead to problematic classroom behaviors if teachers are not prepared to react to them. Student verbal and nonverbal reactions to what teachers do need to be understood (is it simply that they don’t want to learn?). Moreovel; teachers need other teachers with whom they can express theirfrustrations and work collaboratively on language-learning issues

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