Adapting Approaches and Methods to Teaching English Online (eBook)

Preface 6
References 8
Acknowledgements 9
Introduction 10
References 12
Contents 13
1 Modes, Media and the Online Teaching Space 15
1.1 Synchronous, Asynchronous, and Blended 15
1.2 The Screen as the Online Teaching Setting 17
1.3 Properties of the Virtual Space and Implications for Online Language Teaching 18
1.4 Online Tools and Their Pedagogical Value 20
1.5 Practical Problems (Power, Connection, Server, System Failure, Classroom Management, Motivation, Etiquette, Integrity of Assessment) 26
1.6 The Online Setting to Come 33
References 36
2 Beyond the Online Teaching and Learning Platform 39
2.1 The Learner, the Teacher, and Other Considerations 39
2.2 Critical Digital Pedagogy (CDP) 40
2.3 Ethics 41
2.4 Teachers’ Roles and Skills 43
2.5 Learners’ Roles and Skills 50
2.6 Adapting Teacher and Learner Identity to the Online Context 52
2.7 Teacher Education for Online Language Teachers 57
References 60
3 Online Language Teaching Pedagogy 62
3.1 Theories of Learning 62
3.1.1 Behaviourism (Skinner, 1957) 63
3.1.2 Constructivism (Piaget, 1950 Chomsky, 1980)
3.1.3 Social Constructivism (Vygotsky, 1934) 64
3.1.4 Computer-Supported Collaborative Learning (CSCL) 65
3.1.5 Multiple Intelligences (Gardner, 1983) 67
3.1.6 Connectivism (Siemens, 2004 Downes, 2010)
3.2 The “established” Approaches and Methods and the Online Classroom 68
3.2.1 Grammar and Translation (GT) 69
3.2.2 Audiolingualism (ALM) 72
3.2.3 The Silent Way (Gattegno, 1972) 75
3.2.4 Total Physical Response (Asher, 1969) 78
3.2.5 Suggestopedia (Georgi Lozanov, 1978s) 81
3.2.6 Communicative Language Teaching (CLT) 86
3.2.7 The Lexical Approach (Lewis, 1993) 88
3.2.8 Task-Based Learning (Prabhu, 1987) 91
3.2.9 The Natural Approach (Krashen & Terrell, 1983)
3.2.10 Content and Language Integrated Learning (CLIL) 96
3.3 Teaching Languages Online—Eclecticism 98
3.3.1 Features of Eclecticism 99
3.3.2 A Critical Look into Eclecticism 100
3.3.3 E-clecticism—A Suggested Pedagogical Paradigm for the Online Setting 101
References 104
4 Theory and Practice 107
4.1 Online Sample Activities, Theoretical Underpinnings, and Application of Tools 107
4.2 Reading 108
4.3 Learner Training-Error Correction 110
4.4 Warmer—Speaking 112
4.5 Learner Training—Using the Dictionary 114
4.6 Speaking and Vocabulary 116
4.7 Vocabulary—Levels of Formality 118
4.8 Writing 120
4.9 Warmer—Speaking 122
4.10 Teaching Grammar 123
4.11 Language Production Activity 125
References 127
Conclusion 128
References 130