‘Exploring Language Teacher’s Roles: Personal Theories and Practices’ by Satyawan Polist

Abstract

The role and function of the language teacher has been a matter of continuous debate and discussion. A teacher, across the language teaching history, has emerged as Passive Technician, Reflective Practitioners, and Transformative Intellectuals. The teacher has been variously referred to as an artist and an architect; a scientist and a psychologist; a manager and a mentor; a controller and a counselor; a sage on the stage; a guide on the side. Every teacher has personal beliefs that bring the unique contribution to the learning situation. Teachers are not merely passive technician who dutifully execute a given set of teaching procedures rather active participants in the creation of classroom realities. A teacher assumes various roles like classroom management, interaction with learners, error correction and evaluation. Apart from this, managing large classes and use of technology in the class is another challenge for the teacher. An in-service teacher training is essential for teachers’ professional development and teaching competences.

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Impact of Societal Factors and New Linguistic Theories on Paradigm Shifts in ELT: An Overview (Volume 3 – Issue 6)

Author: SATYAWAN POLIST

ABSTRACT

Language teaching in twentieth century has witnessed frequent change and innovation in language teaching paradigms. There has been a series of language teaching methods over the years, each being succeeded by a better one until we reach the present. Common to each method is the belief that the teaching practices it supports provide a more effective and theoretically sound basis for teaching than the methods that preceded it. A long term historical perspective of language teaching paradigms from the Grammar-Translation Method  to the Post Method approach shows that there is no such thing as ‘best method’. There is a link between paradigm shift in language teaching and change in scientific and societal scenario at a particular time and place. Different approaches to teaching English did not occur by chance, but in response to changing geopolitical circumstances and social attitude and values, as well as the shifts of fashion in linguistics.

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