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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Teaching vocabulary, grammar, and language functions can be more thought out than what initially meets the eye. Considerations regarding criteria for vocabulary selection, form and pattern of grammatical structures, and the appropriacy of a specific language function must be taken into account when determining the right approach to teaching the targeted students. Furthermore, while a straight-arrow ESA approach may be appropriate for some lessons, others such as a boomerang or patchwork type ESA lesson may be more effective in other scenarios, such as when instructing about language functions.
This unit specifically details how the teacher is uniquely positioned to influence both what and how his/her students learn the material at hand. While native speakers have the luxury of knowing a wide range of commonly to rarely used functions, teachers must consciously prioritize certain forms, vocabulary, and usage instances for their students. This makes for lesson plans that must be pre-thought and considered.
