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CAP - Context, Analysis, Practice: A lesson planning model for language teacher education
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Anderson, Jason (2017) CAP - Context, Analysis, Practice: A lesson planning model for language teacher education. Teacher Training and Education SIG newsletter, Spring 2017 . pp. 15-18.
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Official URL: https://ttedsig.iatefl.org/newsletter/
Abstract
Given the largely undisputed recognition of the importance of context when helping foreign and second language learners to understand new language (e.g. grammar, functional language, lexis, etc.), it is somewhat strange that none of the three-stage paradigms commonly used in preservice language teacher education (e.g. PPP, ESA, ARC, TTT, etc.) make clear reference to context in their stages. This omission becomes even more apparent when working with global ELT coursebooks, where new language also tends to be introduced through a Context-Analysis-Practice sequence (Anderson, 2017a). Trends in coursebook writing since the late 1990s have tended to favour whole-text contexts, rather than image-based or text-integrated contexts (Anderson, 2017a), meaning that preparatory texts have also become more extensive. This places greater demand on learners’ receptive skills (reading and listening) to successfully notice and decode the meaning, form and use of new language. Context, it seems, is more prominent than ever in language teaching.
| Item Type: | Journal Article | ||||||
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| Subjects: | L Education > L Education (General) L Education > LT Textbooks |
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| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||||
| Journal or Publication Title: | Teacher Training and Education SIG newsletter | ||||||
| Publisher: | IATEFL | ||||||
| Official Date: | 14 April 2017 | ||||||
| Dates: |
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| Volume: | Spring 2017 | ||||||
| Page Range: | pp. 15-18 | ||||||
| Status: | Not Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Date of first compliant deposit: | 27 September 2022 |
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