DIPLOMA ASSIGNMENT

STUDENT NAME: CHANDA KHATRI

Self-Study and Research module

Topic 2: Methodologies
1. What is the role of the teacher in CLT? (350 words)

It is clear that the mission of educating our children and young learners falls directly
on two essential pillars: family and school. Although in the field of the family the
essential figure that will carry out the educational and social work are the parents; in
the case of the school, the key subject of training is the teaching staff.

Nowadays the role of the teacher has changed from a transmitter of knowledge to a
facilitator and a socializing agent who has an impact on the learning lives of
children.

In communicative language teaching several roles are assumed for a teacher.

“The teacher has two main roles: the first role is to facilitate the communication
process between all participants in the classroom, and between these participants
and the various activities and texts. The second role is to act as an independent
participant within the learning-teaching group. The latter role is closely related to
the objectives of the first role and arises from it.” (Breen and Candlin, 1980: 99)

A class of CLT focuses mainly on creating an environment focused on the learner

rather than an environment focused on the teacher. This fact requires that the role
of teachers must be changed. Instead of being a class-dominator, they are shift to
become a class-supporter. Saying it in another way, Savignon (1971) also supports
this idea of changes in roles, stating that

“Autonomous learning influences teaching methodology and dramatically changes

the roles of the language teacher and the language learner. To cope with these
changes, future teachers have to be prepared both practically and academically.”
(Savignon, 1971: 27)

In addition, other authors like Richards and Lackhart (1994) claimed that when it
comes to carrying out a class of CLT, the role of teachers may vary accordingly. The
flexibility of the teacher varies from manager, scheduler, driver, organizer,
 facilitator, etc. to support the learning of their students. In addition, to meet the
need for language that learners have, it is necessary that the teacher implement
tasks based on text, or other methods that require the teacher to play a role of
adviser, analyst and process manager as well as a participant.

We can conclude that the role of the teacher in a communicative approach to

language is mainly based on three important factors. The teacher should be a
facilitator, who facilitates classroom communication and establishes situations and
contexts likely to promote communication. The teacher is also a co-communicator,
participating in activities with their students. Finally, the teacher should be an
advisor when presenting activities, answering questions from students and
monitoring their performance.

2. How is the role of a student in CLT different from that in the Audio-
lingual method? (300 words).

A CLT student is required to be able to use the language for effective

communication, where as a student in the Audio-lingual method is expected to
become an expert in the language.
The student in Audio-lingual method is viewed as an organism that has to be
directed by a skilled trainer with skilled training techniques to produce correct
response and mastery. The students play a passive role as they don’t have any
control over the content or the method of learning. The students are mere imitators
of the teacher's model. Their sole objective is to follow the teacher’s direction and
respond as precisely and as promptly as possible. Students are not encouraged to
initiate interactions, as they may make mistakes.

In contradiction to Audio-lingual method, Communicative Language Teaching (CLT) is

a learner-centred approach for language teaching and learning. In the CLT context,
learner’s role changes from that of a passive receiver to an active participant engaging
in diverse classroom activities that promote communicative competence. Again, L2
learners are supposed to learn the language by using it for different tasks, and taking part
in pair work, group work, role play, and discussion inside classrooms. The student should
contribute as much as he gains, and thereby learn in an interdependent way.

For a CLT student there is no text or grammar rules are presented, classroom
arrangement is non-standard, students are expected to interact primarily with each
other rather than with the teacher, and correction of errors may be infrequent. The
students are recommended to see that failed communication is a joint responsibility
and not the fault of the speaker or listener. Similarly, successful communication is an
accomplishment jointly achieved.
Thus, a CLT student is a communicator and negotiator, who is motivated to learn
from an interest in what is being communicated by the language. Whereas in Audio-
lingual method the student is just an imitator, who apart from imitation is expected
to respond accurately and rapidly; therefore, they are motivated from an interest in the
structure of the language.

3. Which methodology would you prefer to adopt to teach

communicative skills to a group of teen agers in an EFL class? Why?
(350 words)
I would prefer to adopt Communicative Language Teaching (CLT) Methodology to
teach communicative skills to a group of teens in an EFL class.
The First reason I chose CLT is that Learners can use communicative strategies to
support communication with other students and gain a lot of benefits.
” People who employ communication strategies achieve a lot more with their limited
language than those who do not employ (them) at all” (Bress, 2004: 30). “Moreover,
the use of communication strategies facilitates spontaneous improvisation skills and
linguistic creativity” (Dörnyei--Thurrell, 1994: 22)
CLT is a method with emphasis on “task-oriented, student-centred” language
teaching practice. CLT engages students with realistic communication to reach
success in the use of English. It is beneficial because by knowing the use of
communication in the real life, students do not feel, what they are learning is
useless. Also using realistic scenarios to teach, enables students to guess the
meaning of the message communicated, even if they do not understand the
language completely. This encourages new learners and teens who can lose
concentration and interest easily to try to listen, stay focused and participate during
the CLT class.

Secondly, CLT is a great method as it does not stress on too much information about
the language but the language itself. The materials used in CLT emphasize on role
plays, discussion and so on enabling the teacher to get the students interested and
involved the process of learning. CLT also emphasizes on being able to communicate
rather than accuracy.

Another reason is that CLT allows the teacher to use any device which helps the
learner learn, thereby giving the teacher the freedom to customize the devices and
practices used to teach the language, while adhering to the objectives and syllabus.
This freedom allows the teacher to use devices such as games and topics in which
teens will be interested in to facilitate learning of the language.

Finally, though everyone can speak a language, communicating effectively in the

language requires the understanding and interpretation of the message and CLT is a
method which not only focus on the language’s form, grammatical accuracy, more
 emphasis on the appropriateness of language use, feasibility, communication skills;
but also in training students in communicative activities in the strain and problem-
solving ability; forms a great method to use to teach the communicative skill.

Topic 3: Testing and Evaluation

1. Design a detailed self-evaluation form for teacher.

Teacher Self-Evaluation Form

Teacher____________________________________School__________________________________
Grade Level(s) ______________Subject(s)______________________Date _____________________

Directions: Consider your teaching practice and determine, for each component of the
framework for teaching, the level of performance that best reflects your own assessment.
Circle or highlight the appropriate words, and then transfer your judgments to the last page
of this form. This will provide you with a summary of your current level of practice.
Domain 1: Planning and Preparation

Component Unsatisfactory Needs Proficient Excellent

improvement
1a Demonstrating little knowledge of some awareness of the solid knowledge of the extensive
Knowledge of the content important concepts in content knowledge of the
Content and the discipline content
Pedagogy
1b Demonstrating little or no indicates the actively seeks actively seeks
Knowledge of knowledge of importance of knowledge of knowledge of
Students students’ understanding students’ students’
backgrounds, students’ backgrounds, backgrounds, cultures, backgrounds,
cultures, skills, cultures, skills, language skills, language cultures, skills,
language proficiency, proficiency, interests, proficiency, and language
interests, and special and special needs, and attains this proficiency,
needs, and does not attains this knowledge knowledge for groups interests, and
seek such for the class as a whole. of students. interests, special needs from
understanding. and special needs, a variety of sources,
and attains this
knowledge for
individual students.
1c Setting They do not permit They reflect more than The outcomes reflect They represent
Instructional viable methods of one type of learning, but opportunities for different types of
Outcomes assessment. the teacher makes no coordination. content, offer
attempt at coordination opportunities for
or integration. both coordination
and integration
1d Demonstrating little or no familiarity some familiarity with fully aware of the seeks out resources
Knowledge of with resources to resources, does not resources available in and beyond the
Resources enhance own seek to extend such school, enhance
knowledge, knowledge. own knowledge, to
use in teaching, and
for students who
need them
1e Designing does not represent a The lesson or unit has a The lesson or unit has The lesson or unit
Coherent coherent structure. recognizable structure a clear structure and is structure is clear
Instruction The experiences are and reflects partial likely to engage and allows for
suitable for only knowledge of students students in significant different pathways
some students. and resources. learning. according to
student needs
1f Designing teacher’s plan for The teacher’s plan for The teacher’s plan for fully aligned with
Student assessing student student assessment is student assessment is the instructional
Assessments learning contains no partially aligned with aligned with the outcomes, with
clear criteria or the instructional instructional clear criteria and
standards, is poorly outcomes, without outcomes, uses clear standards that
aligned with the clear criteria, and criteria, and is show evidence of
instructional inappropriate appropriate to the student
outcomes needs of students contribution to
their development.
Domain 2: The Classroom Environment
Component Unsatisfactory Needs Proficient Excellent
Improvement
2a Classroom Interactions are Instructions are polite Instructions are
Creating an interactions are generally appropriate and respectful, highly respectful,
Environment of negative, and free from reflecting general reflecting genuine
Respect and inappropriate, conflict, but may be warmth and caring, warmth and caring
characterized by characterized by and sensitivity to
Rapport
sarcasm, put-downs, occasional displays of students’ cultures
or conflict. insensitivity and levels of
development
2b a negative culture for create a culture for classroom culture is High levels of student
Establishing a learning, learning is partially characterized by high energy and teacher
Culture for Learning characterized by low successful, with little expectations for most passion for the
teacher commitment teacher commitment students and genuine subject create a
commitment culture for learning
2c Much instructional Some instructional Little instructional Students contribute to
Managing time is lost because of time is lost because time is lost because of the seamless
Classroom inefficient classroom classroom routines classroom routines operation of
Procedures routines and procedures and procedures classroom routines
and procedures
2d Response to student teacher tries, with teacher’s response to The teacher’s
Managing Student misbehaviour is uneven results, to student misbehaviour monitoring of student
Behaviour repressive or monitor student is appropriate and behaviour is subtle
disrespectful of behaviour and respects the students’ and preventative, and
student dignity. respond to student dignity the teacher’s
misbehaviour. response to student
misbehaviour is
sensitive to individual
student needs.
2e Alignment between The teacher may The teacher makes Technology is used
Organizing Physical the physical attempt to modify the effective use of skilfully, as
Space arrangement and the physical arrangement physical resources, appropriate to the
lesson activities is to suit learning including computer lesson.
poor. activities, with partial technology.
success.
Domain 3: Instruction
Component Unsatisfactory Needs Proficient Excellent
Improvement

3a Content is unclear or Contents is clarified Content is clear; oral and written

Communicating confusing to students, after initial Communications are communication is
with Students use of language confusion; use of appropriate for clear and expressive,
contains errors or is language is correct students’ cultures and appropriate for
inappropriate for but may not be levels of students’ cultures and
students’ cultures or completely development. levels of
levels of appropriate for development, and
development. students’ cultures or anticipates possible
levels of student
development. misconceptions.
 3b questions are low- Some questions elicit Most of the questions Questions reflect high
Using Questioning level or a thoughtful elicit a thoughtful expectations and are
and Discussion inappropriate, response, but most response, culturally and
Techniques eliciting limited are low-level, All students developmentally
student participation teacher’s attempts to participate in the appropriate. Students
engage all students in discussion, formulate many of
the discussion are the high-level
only partially questions and ensure
successful. that all voices are
heard.

3c Activities and Activities and Activities and Students, throughout

Engaging Students assignments, assignments, assignments, the lesson, are highly
in Learning materials, and materials, and materials, and intellectually engaged
groupings of students groupings of students groupings of students The lesson is adapted
are inappropriate. are partially are fully appropriate. as necessary to the
little intellectual appropriate. All students are needs of individuals,
engagement. moderate intellectual engaged in work of a the structure and
The lesson has no engagement. high level of rigor. pace allow for
structure or is poorly The lesson has a The lesson’s structure student reflection
paced. recognizable is coherent, with and closure.
structure, but that appropriate pace.
structure is not fully
maintained.

3d Assessment is not Assessment is Assessment is Assessment is used in

Using Assessment used in instruction occasionally used in regularly used in a sophisticated
in Instruction Students are instruction, instruction, manner in instruction,
unaware of the Feedback to students high-quality feedback high-quality feedback
assessment criteria is uneven, and to students. Students to students from a
used to evaluate their students are aware of are fully aware of the variety of sources.
work. only some of the assessment criteria
assessment criteria

3e The teacher adheres The teacher attempts The teacher The teacher seizes an
Demonstrating to the instruction to modify the lesson promotes the opportunity to
Flexibility and plan, even when a when needed and to successful learning of enhance learning,
Responsiveness change would respond to student all students, making building on a
improve the lesson or questions, with adjustments as spontaneous event or
address students’ moderate success. needed to instruction student interests.
lack of interest. plans

Domain 4: Professional Responsibilities

Component Unsatisfactory Needs Satisfactory Excellent

improvement
4a The teacher does not provides a partially provides an accurate teacher’s reflection on
Reflecting on accurately assess the accurate and and objective the lesson is
Teaching effectiveness of the objective description description of the thoughtful and
lesson and has no of the lesson; makes lesson, makes some accurate,
ideas about how the only general specific suggestions suggest alternative
lesson could be suggestions as to how as to how the lesson strategies and
improved the lesson might be might be improved. predicts the likely
improved. success of each.
4b instructional and instructional and instructional and instructional and
Maintaining noninstructional noninstructional noninstructional noninstructional
Accurate Records records are either records are records are accurate, records are accurate,
non-existent or in rudimentary and only efficient, and efficient, and
disarray, resulting in partially effective effective. effective, and
errors and confusion. students contribute
to its maintenance.

4c teacher’s makes modest teacher teacher’s

Communicating communication with attempts to engage communicates communication with
with Families families about the families in the frequently with families is frequent
instructional program instructional program, families and and sensitive to
or about individual but communications successfully engages cultural traditions;
students is sporadic are not always them in the The teacher
or culturally appropriate to the instructional program successfully engages
inappropriate. cultures of those in a culturally families in the
families. appropriate manner. instructional program,
as appropriate

4d The teacher avoids becomes involved in participates actively makes a substantial

Participating in a participating in a the professional in the professional contribution to the
Professional professional community; community; and professional
Community community; relationships with maintains positive community; and
relationships with colleagues are and productive assumes a leadership
colleagues are cordial. relationships with role among the
negative or self- colleagues. faculty.
serving.

4e makes no effort to makes limited actively shares actively pursues

Growing and share knowledge with contributions to the expertise with others. professional
Developing colleagues. The profession. The The teacher development
Professionally teacher is resistant to teacher accepts, with welcomes feedback opportunities and
feedback from some reluctance, from supervisors and initiates activities to
supervisors or feedback from colleagues. contribute to the
colleagues. supervisors and profession. In
colleagues. addition, the teacher
seeks feedback from
supervisors and
colleagues.

4f The teacher has little The teacher is honest displays a high level teacher is proactive
Showing sense of ethics and and well intentioned of ethics and and assumes a
Professionalism professionalism. in serving students professionalism and leadership role
The teacher fails to The teacher complies complies fully and The teacher displays
comply with school minimally with school voluntarily with the highest standards
and district and district school and district of ethical conduct.
regulations and time regulations, doing just regulations.
lines. enough to get by.
Form 1

Teacher__________________________________School_____________________________

Grade Level(s) _______________Subject(s) _______________________Date ____________

U = Unsatisfactory, NI = Needs Improvement, P = Proficient, E = Excellent

Domain 1: Planning and Preparation U NI P E

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments

Domain 2: Classroom Environment U NI P E

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture of Learning

2c: Managing Classroom Procedures

2d: Managing Student Behaviour

2e: Organizing Physical Space

Domain 3: Instruction U NI P E

3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities U NI P E

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Participating in a Professional Community

4e: Growing and Developing Professionally

4f: Showing Professionalism

Action summary

1) Aspects of my work being carried out well.

2) Those aspects being conducted on a less desirable level.

3) Specific areas in need of improvement.

4) My goals for self-improvement for the coming year.

(Outline in detail what you intend to do, how you will go about it, what help you
will seek to do it, etc.)

2. What are the factors one must keep in mind before evaluating a text
book? (500 words)

Since the 1970’s there has been a movement to make learners the centre of
language instruction and it is probably best to view textbooks as resources in
achieving aims and objectives that have already been set in terms of learner needs.
Therefore, we must make every effort to establish and apply a wide variety of
relevant and contextually appropriate criteria for the evaluation of the textbooks
that we use in our language classrooms. We should also ensure “that careful
selection is made, and that the materials selected closely reflect the aims, methods,
and values of the teaching program.” (Cunningsworth, 1995).

We must look into assessment of the factors such as, “aims”, “design”,” language
content”, “skills”, and “methodology”, as well as “practical considerations such as
cost and obtainability.” This information will give a basic idea of the appropriateness of
the book.

The other factors to consider are:

I. General impression
 The overall appearance is attractive and will be appealing to learners.
 The book’s description of itself appears to match the contents.

II. Appropriacy
 Who Will Use the Coursebook? In What Situation?
 The materials, language focus and activities are adaptable to personal
learning and teaching styles or in general appropriate for your learners.

III. Motivation and the Learner

 Materials with variety and pace are used while personal involvement of
learners is encouraged.
 the material is suitable for different learning styles and is it sufficiently’
transparent’ to motivate both students and teachers alike?

IV. Cultural Differences

 Any cultural bias in the book is restricted to a degree acceptable to the
learners in the sense that the cultural tone overall is appropriate for the
learners.

V. Pedagogic Analysis and the Language Content

 What techniques are used for recycling and reinforcement? (The term of
recycling refers to the situation when you meet one item more than once in
the coursebook to be able to store it in long-term memory.)
 How the language has been presented and organized into teachable units or
lessons?
 Methodologically the book is in line with your institute / language academy
approach to language learning.
 There are activities for communicative interaction and the development of
communicative strategies
 The visuals in the book are used as an integral part of teaching.
 VI. Grammar

 What grammar items are included?

 Are they presented in small enough units for easy learning?
 How balanced is the treatment of form and use?
VII. Vocabulary

 Is there any principled basis for selection of vocabulary? Is there any

distinction between active and passive vocabulary, or classroom vocabulary?

VIII. Phonology
 How thoroughly and systematically are each of the following aspects of the
phonological system covered: individual sounds, word stress, sentence stress,
intonation?

IX. Supplementary Materials

Followings are locally available?

 Student´s Book and Teacher´s Book.
 Workbook or Activity Book.
 Cassettes, Tests and Video + Activity Book + Teacher´s Book.

X. Other

 Cost Effectiveness: This is particularly the case as many students with limited
incomes are required to purchase the books for language courses.
 What materials or activities are missing from the book which should be
included?
 What helpful ways of learning are missing from the book which should be
included?
Thus, evaluations based on these factors, enable us to select the most appropriate textbook
for use.

3. Write 500 words essay on planning, preparing and administering a test.

 Tests are formal assessment instruments that are used to judge students’ cognitive
ability in an academic discipline as well as to gather information about students’
psychomotor performance. Tests usually consists of series of questions, statements,
or tasks that are administered to a student or group of students. So, it should be
properly planned and executed.
There are four main steps of standardized test construction. These steps and
procedures help us to produce a valid, reliable and objective standardized test. The
four main steps are:
1. Planning the Test
2. Preparing the Test
3. Administering the test

1. Planning the Test:

For standardized test a systematic and satisfactory planning is necessary. For this,
test constructor should carefully fix up the objectives of the test. He should
determine the nature of the content or topics and item types like long answer,
short answer, very- short answer type and the types of instructions
like knowledge, understanding, application, skill have to be included.

A Blue-print should be prepared. The method of sampling, a detailed arrangement

for the preliminary administration and the final administration should be
determined. A probable length of test, number of questions and time limit of test
completion should also be determined.

2. Preparing the Test:

The care must be taken while preparing the test items. It should be appropriate
for the learning outcome to be measured, should measure all types of
instructional objectives and the whole content area, should be free from
ambiguity, should be of appropriate difficulty level, should be free from technical
errors and irrelevant clues.
The validity and reliability of test items depend upon the instructions for the test.
So, the test maker should provide clear-cut direction about the purpose of testing,
the time allowed for testing and the basis for answering.
In addition to test items and instructions, the test maker should prepare a
comprehensive scoring procedure .

3. Administrating the test:

Once a test is prepared it has to be administered, the administration method of

a test can have great impact on the student’s performance. Before the test
avoid instilling anxiety; give necessary oral directions. Give test-taking hints
about guessing, skipping etc. and tell students the time allowed for the test.
Inform students on how to signal to you, if they have question or have
completed the test. After distributing test papers remind students to put their
names on their papers and to check to see if they have the complete test paper.
During the test, minimize interruptions and distractions; Avoid giving hints;
Monitor to check student progress and discourage cheating and give time
warnings.

Finally, evaluation should be done: grade the papers and add comments; test
analysis is to be done after scoring and before returning papers; papers must be
returned in a timely manner; test items must be discussed with students.

Thus planning, preparing and administration techniques for a test construction,

ensures successful test creation. Test maker must ensure follow each step for a
dynamic test making.