The Missing Link in ESL Teacher Training.

Autor/in	Justen, Edward F.
Titel	The Missing Link in ESL Teacher Training.
Quelle	In: MEXTESOL Journal, 8 (1984) 2, S.49-62 (15 Seiten)Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Dramatics; English (Second Language); Graduation Requirements; Language Teachers; Nonverbal Communication; Preservice Teacher Education; Second Language Instruction; Success; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Dramatik; English as second language; English; Second Language; Englisch als Zweitsprache; Abschlussordnung; Language teacher; Sprachunterricht; Non-verbal communication; Nonverbale Kommunikation; Lehramtsstudiengang; Lehrerausbildung; Fremdsprachenunterricht; Erfolg; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Many sincere, well-prepared, and technically qualified teachers of English as a second language (ESL) are awkward in class, stressed, and insecure, showing little excitement or energy. The missing element in training programs for ESL teachers is a good basic course in drama. It is an expression at both the visual and auditory levels, is a medium of communication and interpretation, and engages students in both verbal and nonverbal learning. The study of the place of personality in second language acquisition supports the idea that development of teacher personality through drama will improve classroom teaching. A three-credit course integral to and required in ESL teacher training programs would have as its objective to develop the teacher's personality to become a more effective instrument in the classroom. Such a course would focus on movement, voice, scene study, and expertise in using English Through Drama exercises. It would expose teachers to a wide range of communication techniques for different learning styles, would raise teacher energy and self-confidence levels, and would bring out hidden teacher talents. Criticism of this kind of course is to be anticipated, but it can be argued that a teacher's demeanor, tone of voice, and personality are as important to his teaching success as technical preparation. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01