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Just as important as what is being taught, is how it is being taught. There are countless ways and strategies to teach, but common patterns and successful techniques emerge when teaching a second language. Also, it is important to keep in mind how to deal with student corrections. In this unit, I learned about the framework for lesson plans and how to view students’ mistakes versus errors.
The method often used in “classical” language learning is grammar focused, with translations. There was a part at the beginning of this unit that stated: “The danger therefore, is that students will learn about the language rather than learning the language itself.” It is extremely important in language learning to recognize this difference, and not to fall for the “pitfall” of rote translation. It made me realize that this is an issue I face as a teacher of English as a foreign language.
A tool to combat the “pitfalls” is the ESA method. I learned that this method allows a teacher to plan and asses all stages of language learning: engage, study and activate. Without all of these methods, a lesson isn’t truly complete. This style of lesson planning will allow me to reflect on my previous lessons and make them stronger.
I feel that one of the most important things I learned in this lesson was the difference between student’s mistakes and errors. Students make frequent mistakes when learning a new language, but it is important to distinguish them from errors. Learning this difference will allow me to correct students more tactfully in the future.
I feel that this unit really set the framework for straight-forward, compartmentalized teaching strategies. There are many methods to teaching, and it is important to identity which ones allow students to be successful. This usually strays away from translations, and allows students to really use the language for themselves. Since teaching also inevitably involves corrections, how teachers correct and give feedback to students is something that should be considered carefully.
