Anthology Chapter 1 and 2: Theories of teaching in language teaching

As I read chapter one, I was glad to see a distinction between methods, approaches, and techniques. These terms are so often used interchangeably that I am often confused with what context to use them. Although there is no totally agreed upon definition, the terms did help to set up the rest of the chapter.

Chapter one and two, were both very applicable to my personal experiences with language learning and teaching. Having just started working at the ELI, I am teaching, for the first time, adult language learners and trying to use my own language learning as a stepping stone to "treat" my students. This chapter offered twelve principles which, I believe, language learners need to experience, in varying ways and techniques to best enhance their learning. From personal experience, I would say all 12 of these examples are right on the money. These 12 principles, intertwined with one another seem to set up almost any learner up for success. However, most of my understanding of language learning has come in hindsight to my own language learning in general, along with an education based on language learning. I wonder, how an education in language learning, such as this course, may have affected my L2 in the long run? I often feel I may have been more successful in knowing why I did certain tasks or was asked to take seemingly ridiculous assessments if I knew such things. I do keep in mind though that with aspirations to teach young children, these principles are very well comprised and easily relatable.

I also really enjoyed to 10 strategies of involvement in the classroom because they gave specific examples of which I can apply to my present day classes.

Finally, I enjoyed chapter two because it offered four separate conceptions about teaching that all have some very valid points and specific examples. In the end though, I would have to argue that a teachers concept probably changes over time depending on experience. Personally, I seem to be really attracted to the art-craft conception but I don't think I could properly apply that without many years of experience and a well rounded understanding of the other conceptions.

In general, I would also have to argue, for almost every teaching concept, that a variety of techniques, approaches, and methods is probably best to account for a diverse classroom. What seems most difficult is learning to teach in ways you personally do not learn. Challenging myself to present information in ways which I may have never considered, may be exactly what my students might need.