Task 6

Say whether you agree or disagree with each of the following statements. Justify your answers.

1. If you give instructions for activities in the mother tongue, you deprive students of an important
opportunity to be exposed to natural L2 use.

We agree. The language the teacher uses in the classroom may be the only opportunity students
have to listen to the target language. There are sound arguments against the unnecessary use of
L1 in the classroom; however,the use of L1 when giving complex instructions “can be justified on
the grounds that it saves time ” Ball, P. &Hockly, N. (n.d.). Classroom Management: Technique and
Reflections on Practice. FUNIBER.

2. Students should be allowed to ask the teacher (in English) if they may say something or ask
something in their own language, and all other use of their mother tongue should be prohibited.

We disagree. “Allowing students to use their L1 is a humanistic way of teaching because it allows
students to say what they want, thus avoiding frustration”. “Nevertheless,…students should be
encouraged to use L2 as far as possible to explain themselves,but that L1 should not be banned”
Ball, P. &Hockly, N. (n.d.). Classroom Management: Technique and Reflections on Practice.
FUNIBERCuanto mas corto mejor. estas citas no son de funiber. No creo que importe de donde
sean siempe y cuando este bien citado…Si! Las copie textuales de Funiber(6.4 pag 75)

3. Teachers could sometimes use mother tongue texts with students, but comprehension tasks
should require students to produce English.

We disagree.The teacher can accept comprehension tasks in L1, specially in lower levels since
according to Harbord,1992, one of the reasons for using L1 in the classroom is to facilitate
communication. Students can use it for scaffolding…and for cooperative learning with fellow
classmates(Cook,2001,p410)ok

4. If students translate the meaning of new vocabulary they will develop the mistaken idea that
there is a one-to-one correspondence between words in English and in their own language.

We agree. However, we think translation of new vocabulary is necessary with abstract concepts.
Once translated, the teacher should work on the different aspects of the word; spelling,
pronunciation, use, etc. Findings indicate that the use of L1in the classroom can be effective and is
perhaps necessary in certain situations(Auerbach, 1993,p9)

5. Instructions should always be given in both languages - but in English first.

We agree. Because L1 should be used when it is needed. AsWeschler states “use English where
possible and L1 where necessary” (1997, p.5). Cook (2001, p. 418) We have to be careful because
“Research into code-switching has also revealed that if the teacher uses more suggest providing a
shortcut for giving instructions and explanations where the cost of the L2 is too high.wrong
structure donde esta esta cita?? La cita no es de funiber no hay problema que no sea de Funiber
siempre y cuando este bien citado, lo chequeaste Daisy?Por favor Daisy si la cita no es de Funiber
escribi de donde para poder ponerla al pie en la bibliografia

6. Translation should never be used with young learners.

We disagree. Nunan and Lamb (1996) state that it is impossible to prohibit the use of L1 especially
at lower levels. The use of L1 frequently in the beginning, does tend to give way to English as the
students progress (Auerbach, 1993, p19).

Task 7

Are the following statements true or false? Justify each of your answers.

1. ‘Teacher thinking’ refers not just to the way we think as teachers, but also to what effect the
way we think has on our teaching.

True. “The domain of teacher thinking is about the teacher’s thought process. Teacher thinking is a
matter of what the teacher does in the classroom and why he/she does” Ball, P. &Hockly, N. (n.d.).
Classroom Management: Technique and Reflections on Practice. FUNIBER.

2. Our beliefs as teachers affect our classroom management more than any other factor in the
classroom.

True. According to Burden and Williams (1997:48-9) “…one of the many facets that teachers bring
to the teaching-learning process is a view of that education is all about, and this belief,whether
implicit oe explicit, will influence their actions in the classroom". Ball, P. &Hockly, N. (n.d.).
Classroom Management: Technique and Reflections on Practice. FUNIBER

3. Examining our pre-, inter- and post-active decisions as teachers is the best way to investigate
our thinking as teachers.

True. Acording to lowyck: "We divide complex activity into a chronological dissection without
attention to more meaningful categories. We emphasize isolated variable within the pre-active,
interactive, and post-active phases without great concern for the interaction between phases".
(1986:184) Ball, P. &Hockly, N. (n.d.).Classroom Management: Technique and Reflections on
Practice.

4. As teachers we are doomed to repeat teaching behaviour that we ‘learnt’ through our
‘apprenticeship of observation’.

True. Teachers learn a lot about teaching through their vast experience as learners, what Lortie
(1975) called their ‘apprenticeship of observation’. “There is ample evidence that
teachers’experiences as learners can inform cognitions about teaching and learning which
continue to exert an influence on teachers throughout their career
(Holt Reynolds 1992) http://eprints.whiterose.ac.uk/1652/1/borgs1_Language_Teaching_36-2.pdf

5. There is always a mismatch between a teachers ‘espoused’ theories and his/her real classroom
behavior.

True not always, frequently. Burden and Williams (1997) quoted: "In teaching, if the discrepancy,
where it exist, between a teacher's expressed beliefs and the ways in which that teacher acts
professionally is a large one, then learners are likely to receive confused and confusing messages"
(1997:54) Funiber chapter 7 page 85 OK Ojo que dice always en la consigna y no es “always”

6. Teachers’ beliefs, which are formed early in life, are very difficult to change.

True. Beliefs established early on in life are resistant to change even in the face of contradictory
evidence (Nisbett& Ross 1980).
http://eprints.whiterose.ac.uk/1652/1/borgs1_Language_Teaching_36-2.pdf

Green (1971) argued that some beliefs are more central to belief systems (i.e., core beliefs) and
more resistant to change than are other beliefs because the former beliefs are held with
“passionate conviction”
http://www.redorbit.com/news/education/1556601/why_do_teachers_not_practice_what_they_
believe_regarding_technology/#HC4872ysvqkOWYvd.99

Green, T. F. (1971). The activities of teaching. New York: McGraw- Hill.Que sacaste de esta ultima
bibliografia?

7. A teacher will usually have a deeply-rooted (possibly unconscious) view about who his/her
learners are, and this view is related to how the teacher believes languages are learned.

Teachers’ accounts may be retrospective and/or ad hoc rationalizations of what they did largely
unconsciously, and the manner in which the researcher prompts teacher to reflect on their work.
Bailey (1996). http://eprints.whiterose.ac.uk/1652/1/borgs1_Language_Teaching_36-2.pdf
Perdon pero no entiendo la cita, es true or false , la estuve buscando en la url pero no la encontré,
alguien la puede revisar?

8. Taking into account the affective climate in a classroom is likely to affect a teacher’s classroom
management decisions.

True. “The affective climate in the classroom is a top priority for most teachers, and the many
teaching decisions (including those relating to classroom management) are made with the element
as deciding factor.” Ball, P. &Hockly, N. (n.d.). Classroom Management: Technique and Reflections
on Practice. FUNIBER