Teaching across proficiency levels. Beginners Intermediate Advanced

1. “UNIVERSIDAD CENTRAL DEL
ECUADOR”
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
CAREER PLURILINGUE
DIDACTICS
Alejandra Lopez

2. Teaching Across Proficiency
Levels
Hardly a teaching day goes by
in this profession without
someone referring to
students` proficiency levels
with the terms “beginning”,
“intermediate”, or “advanced”.
Brown, H. Douglas. 2001 .

4. • YOU WILL STUDY IN A CLASS WITH
OTHER STUDENTS WHO ARE AT
THE SAME LEVEL OF ENGLISH AS
YOU.

5. Speaking
 Listening
 Reading
 Writing
The answer is yes, and while
textbooks and curricula do not by
any means universally adhere to
these guidelines, they nevertheless
offer us practical description of:
Is there a standard set of guidelines by
which these three mysterious terms
may be uniformly understood?
of proficiency at numerous gradations.

8. 1.-STUDENTS’ COGNITIVE LEARNING
PROCESS
teacher can give a limited number of words.
In first few days after language learning
can coax the students into some peripheral processing by practicing
language
Genuinely meaningful purposes.

9. TEA C H ER SH OU LD
B E A MODEL A N D
B EC OME A TEA C H ER -
C EN TER E D O R
MA K ING A GR OU P
A N D PA IR WOR K TO
MA K E THEM IN TO A N
IN TER A C TIVE FR A ME
OF MIN D .
2.- The role of the teacher

10. cultural notes and
comments.
Teacher should
used English
unless:
Brief descriptions
of how to carry out a
technique,
.
negotiation of
disciplinary and
other management
factors,
3.- Teacher’s talk

11. 4. AUTHENTICITY OF LANGUAGE
Use authenticity
language, not stilted.
Simple greeting and
introductions, for example
are authentic and yet
manageable. Make sure the
utterance are limited to
short, simple phrases.

12. 5. FLUENCY AND ACCURACY
For the beginner fluency is the goal for the
limited utterances. The “flow” of language
is important to establish.
6. STUDENT CREATIVITY
Don’t expect much innovation at this level
until students get more language under
their control.

13. Techniques which are
used must be short
and simple.
Listening and speaking
function for beginners are
meaningful and authentic
communication task.

14. The most important
contextual factor in teaching
reading and writing to
beginners is their literacy
level in their own native
language.
You can use students’ native
language in explaining
grammar and used an inductive
approach with suitable
examples and patters will be
more effective.
10. Grammar9. Reading and writing goal

16. 1.-STUDENTS’ COGNITIVE LEARNING
PROCESSES .
One of teacher principle
goals is to get students to
continue to automatize, to
continue to allow the bits
and pieces of language that
might clutter the mind to be
relegated to automaticity.

17. 2.- THE ROLE OF THE
TEACHER
Teacher is no longer the only initiator of language. Learner-
centered work is now possible for more length of time as
students’ language is able to maintain topics of discussion
and focus. Teacher shouldn’t set equal expectation for all
students .

18. 3 .- TEA C H ER
TA LK
I N T H I S L E V E L ,
T E A C H E R TA L K
S H O U L D N O T
O C C U P Y T H E M A J O R
P R O P O RT I O N O F A
C L A S S H O U R B U T
G I V E T H E S T U D E N T
E N O U G H
O P P O RT U N I T Y TO
TA L K .
4. AUTHENTICITY OF LANGUAGE
At this level student sometimes get
overly concern about grammatical
correctness and make esoteric
discussion of grammatical details.
Teacher should make sure them on the
track.

19. 5. FLUENCY AND
ACCURACY
Teacher must help student over the hump of
always having to say or write everything correctly.

20. 6. Student creativity
Students sometime will make interlanguage
errors like “Does John
can sing?” or “What means this?”.
Teacher should take this form of
creativity as positive sign f language
development.

21. Techniques can
increase in
complexity.
can discuss
particular
interests and
special fields of
competence
It includes chain
stories,
surveys and polls,
paired interviews
group problem
solving, role
plays,
story telling and
many other.

23. Student can participate in short
conversations, ask and answer
questions, find alternative ways
- solicit information from others
and more.

24. Reading material is
paragraph
short simple stories
and begin to
use skimming and
scanning skill
writing is
sophisticated
makes only quite
rare mistake of
pronunciation and
grammar

25. ,
keep grammatical
metalanguage to an ideal
minimum at their
level.
Progressive verbs tenses
and clauses intermediate
level
teaching

27. 1. Students’ cognitive learning process Student is competence to
put the formal structures and meaning f language. Teacher only
assists the student in attempt to automatize language.

28. Teacher only gives them opportunity for them to ask a
question and explore their curiosity. Teacher’s role is as
a directive to create the effectiveness in a
predominantly learner-centered classroom

29. Teacher can talk in natural speed and make sure the students have
enough opportunities to produce language.
Academic prose t literature to idiomatic conversation becomes a
legitimate resource for the classroom.

30. The fluency of students is varied. Teacher only has to
correct the error occasionally.
Students are able to apply classroom material to real context
beyond.

31. The activities are like group debates and argumentation, complex
role plays, writing essay and critics.

32. Focuses those carefully on all the sociolinguistic nuances of
language.
The goal is to make it closer to native speaker competence

33. The goal is to function form, to sociolinguistic
and pragmatic phenomena and to building strategic
competence

34. BIBLIOGRAPHY
. Brown, H. Douglas. (2001) .Teaching by principles an
interactive approach to language pedagogy .White Plains,
New York Longman 2001
http://en.wikipedia.org/wiki/ILR_scale
English Language Proficiency Standards For English
Language Learners