Ken Lackman EFL Magazine Author. Ken Lackman spent seven years in Prague teaching English and developing teaching materials for The Caledonian . He is the founder and leader of Ken Lackman & Associates, a thriving teacher training project, offering workshops, mini-conferences and other types of. Ken Lackman (B. Ed., DELTA) is a frequent presenter at IATEFL conferences and other conferences in North America. He began his teaching career in at.
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The demo lesson consisted of cycles of pairwork conversations on a topic that kej been selected by a class brainstorm and vote alternating with similar conversations between the teacher and a selected student. The lesson frameworks provide teachers with universal plans that, once learned, will enable one to teach solid lessons with virtually no planning or preparations.
Post was not sent – check your email addresses! Twitter Facebook Email Print. Ken Lackman and Associates was formed in to offer teacher training sessions to schools and other language teaching organizations. If teaching were more lexically based, then a native speaker might have an advantage.
Nice to have a hobby! Nonetheless, my students are creative, funny, bright, complex, interesting and talented people with a great deal of valuable and important things to share, who I am there to help.
Ken Lackman, Author at EFL Magazine
In my short talk there was much I had to leave out, and one point was answering this question. I shall check out the sources. Popular topics accent accuracy affect affordance articles aspect audiolingualism CELTA Chomsky chunks CLT communicative approach complexity theory construction grammar conversation corpus linguistics coursebooks critical pedagogy discourse oen ecology ELF ELT embodiment emergence English as a Lingua Franca error fluency focus on kken gender grammar grammar McNuggets grammar teaching grammar translation humanistic approaches identity input interaction Krashen Lexical Approach literacy memorization method methodology motivation multilingualism native-speakerism neoliberalism phonetics phonology practicum presentation pronunciation reading repetition scaffolding second language acquisition SLA sociocultural learning theory Spanish speaking syllabus task-based instruction teacher development teacher talk teacher training teaching unplugged technology TEFL tense testing text translation vocabulary ZPD.
Hi Scott, This is my first time posting on this blog. As Dwight Atkinson To take a look at our published works, click here. And this, surely, is a skill lacmkan should be developed in all teachers-in-training, whether Dogme-inclined or not. In short, they feel that a school staffed mostly by native speakers would be more marketable.
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The second presentation that had me wondering was lackmaan Ken Lackman: Inquiry dialogue is less about the exchange of ideas than the joint construction of ideas. And extending and deepening the kind of reformulation offered would seem to place greater demands on the teacher than on the student. Coursebooks seem to leave a lot to desire in terms of reformulation-rich affordances, demand-high implementation, and conversation-oriented practice of the exploratory lackma. This is the approach that I try to use and I find, even as a fairly well-educated native speaker, that I learn new things about the language every day.
You can view some of these testimonials here.
I think that the people who run language schools often feel that their students would prefer to learn from native speakers.
The other day, a fellow film enthusiast lackmxn I were trying to recall the title of a great classic movie The Best Years of Our Lives.
Talk to the expert: Interview with Ken Lackman
Yes, there are scores — even legions — of teachers doing wonder-ful kn without knowing there is a name for it. Keb can predict many of the kinds of things students may wish to say or importantly hear about more controversial topics and this seems to me a good starting alckman. Thanks, Leo — I was toying with the idea of weaving you into the plot too, especially your very clear breakdown of the factors such as collocation, register, semantic prosody etc that serve to distinguish synonyms, and which help explain why a word just feels wrong in particular contexts, even though its denotational meaning is correct.
In the end, though, teachers will get better at reformulating effectively only if they realise that the success of their teaching depends on it. Phil started out by asking the question: Nobody really fully understands how languages are learned, so nobody really ekn knows how languages should be taught.
After spending five years as Director of Studies at EF Toronto, he left to pursue a career as a freelance teacher trainer and writer.
Lots to think about. Talk amongst teachers and learners, Clevedon: These lesson frameworks were created to enable teachers to deliver great lessons with virtually no planning or preparation.
The answer depends on what determines good and bad teaching. That needs to come from the top.
W is for Wondering | An A-Z of ELT
I promptly went out and ordered them — hence the quote. And this is where nNESTs may have a distinct advantage as it would be much easier for them to be able to understand their learners and to have an idea about what they need and how they learn best. Does it matter to students whether their teacher is a nNEST? However, where I would disagree is that fundamental to this training is the coursebook and a critical awareness of all the language that is available in coursebooks and the affordances they provide not just those written by the authors.
We offer these workshops at English Central in Toronto, as well as sessions by other presenters. By routines, I mean the kinds of useful phrases, sentence frames, formulaic utterances etc that are commonly associated with a way of talking or, for that matter, writing about a topic and which are made available to learners in a kind of DIY spirit. Your value as a teacher is not based on the language you speak but the language you teach.
What this means is that once you know the procedure, you can use the activity or lesson framework over and over again in different teaching circumstances or for different lesson content.
None of the speakers referenced sociocultural learning theory specifically, although each talk was consistent with the notion of scaffolded instruction, and the transition from other-regulation to self-regulation.
After target language is presented and explained, one only needs to choose one or more of these activities to round off the lesson with.
Thanks for your comment, Neil. Our activity workshops are based on a similar premise, with universal activities that, once learned, can ke easily plugged into a lesson, even on the spot.
Yes, I was excited about the confluence of Dogme-related ideas, as well as the training implications of a re-conceptualized focus on form within the three-pronged Dogme methodology i. I learn along with my students.