About the Blog.

This web log is designed to serve as a classroom design and layout guide for primary TESOL teachers around the world to provide a teaching resource guide and a platform for knowledge sharing on classroom management. The guide include graphic models of different classroom arrangements with a research based justification allowing the readers to identify the underpinning TESOL theories and adapt a suitable classroom layout model to support respective teaching philosophies. The proposed classroom layout models are designed giving emphasis to the positioning of students desks and chairs, location of the teacher, and technology set up to facilitate small to medium size classes.

Teachers’ Language Content Knowledge and Pedagogical 

Content Knowledge.

In response to the growing demand for communicative competence in English language, growing number of countries have included and given recognition to English medium instruction starting from elementary level. Dearden (2014) strengthens this claim stating that out of 55 countries around the world 52.7% public primary schools and 87.3% private primary schools reported English medium instruction is allowed in respective institutions. However, when catering to this growing demand, there is a considerable concern for the teachers to be adequately prepared to teach English.

Due to the complex nature of the status of English differing from a second language, foreign language to other terms used based on the socio-political affiliations in different countries, the time allocated for the language can range from intensively learning the language every day whole day to two or three hours per week. In a similar notion, different criteria will be used when absorbing English language teachers in to the education system depending on the national and institutional goals.

To be eligible to teach English in primary school level, most countries will require a recognized degree or higher education qualification related to teaching. In some settings, education institutions absorb individuals giving recognition only to the English language skills. In such settings a diploma or a degree for English language will be sufficient regardless of having been qualified in teaching. 

Case study conducted on the level of English proficiency standards for primary school teachers in Korea, Taiwan, and Japan identifies that in Korea, substantial number of teachers were not originally trained to teach English. It is also identified that in Taiwan, English is taught by teachers with varying qualifications ranging from ‘trained English teachers’, ‘substitute teachers’ to ‘regular homeroom teachers’(Butler, 2004, p. 247). In a different inquiry on what training do teachers need?  and why theory is necessary for good teaching, Orchard and Winch (2015) argue that knowledge on education theory has a ‘necessary’ and ‘unambiguous’ role to play in teachers’ professional knowledge. 

According these claims, if theoretical knowledge on teaching has a direct impact on ‘good teaching’, grounding teaching practice on theory will enable teachers to enhance practice. Based on this background, this blog is designed to function as a guide for classroom design and layout for teachers who are qualified in English language knowledge but seeking resources to improve respective teaching practices related to ESL/ EFL/ EAL/D classroom management.  

Nature of the Blog Content.

The proposed classroom layout design models are based on methods and procedures stemmed from four widely acclaimed theoretical approaches in second language acquisition – behaviorist, innatist, cognitive and sociocultural. Terms ‘approach’, ‘method’ and ‘procedure’ in teaching have distinctive definitions. Approach is the term used to refer to the theories on nature of language acquisition. Teaching methods can be understood as the practical realization of an approach (Harmer, 2015). Direct method, Grammar translation method, audiolingualism, and communicative language teaching methods are few examples for teaching methods that have stemmed from above mentioned language learning theories. 

Teaching procedure is the manner where the teacher choose to sequence the actual lessons (Harmer, 2015). Depending on the teachers teaching philosophy, a teacher can choose an appropriate procedure to sequence the language lessons to meet the language goals. PPP (presentation, practice and production), ESA (engage, study, activate) and TLC (teaching and learning cycle) are few examples for teaching procedures where the teachers can adapt to sequence the lessons. Each approach, method and procedure has its unique understanding of how language learning takes place. 

Language teachers having a good understanding of these approaches, methods and procedures enable the teachers to diagnose language learning problems, manage behavioral issues and choose teaching materials to cater learner needs in a meaningful manner. Proposed seating arrangements in this TESOL classroom layout guide, has a theoretical grounding on the above mentioned TESOL approaches, methods and procedures. 

How to Navigate.

Each classroom layout model has a separate link with the title. To navigate and to find resources, click the links on the menu bar.  


References. 

Bulut Ozsezer, M. S., & Iflazoglu Saban, A. (2017). An Investigation of Teacher Candidates' Perceptions about Physical Dimension of Classroom Management: European Journal of Educational Research

Butler, Y. G. (2004). What Level of English Proficiency Do Elementary School Teachers Need to Attain to Teach EFL? Case Studies from Korea, Taiwan, and Japan: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.

Dearden, J. (2014). English as a medium of instruction – a growing global phenomenon. Retrieved from https://www.britishcouncil.org/sites/default/files/e484_emi_-_cover_option_3_final_web.pdf

Harmer, J. (2015). The Practice of English Language Teaching (Vol. 18). Harlow: Harlow: P.Ed Australia.

Orchard, J., & Winch, C. (2015). What training do teachers need?: Why theory is necessary to good teaching. Impact, 2015(22), 1-43. doi:10.1111/2048-416X.2015.12002.x