1. Teachers’ and Learners’ Language in the Classroom
This part of Module 3 tests candidates’ knowledge of the functions of classroom language, and how to adapt teacher language according to its audience and purpose. It also tests candidates’ knowledge of the appropriacy of teachers’ classroom language, how to analyse learners’ language and categorise learners’ errors. Candidates will learn concepts and terminology related to:
- The functions commonly used by the teacher in the classroom: identification of a range of classroom functions and typical exponents and appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality, use of L1
- Identifying the functions of language used by learners in the classroom (tasks may involve analysis of learner language which is not completely accurate): identification of common functions and typical exponents, identification of communicative purpose and appropriacy of use.
- Categorising learners’ mistakes: categorising types of mistakes, e.g. spelling, wrong verb form, subject–verb agreement.
2. Classroom Management
This part of Module 3 tests candidates’ knowledge of the range and function of strategies available to a teacher for managing classes in ways appropriate to learners and to teaching and learning aims. These include variety of activity and pace, ways of grouping learners, techniques for correcting learners’ mistakes and the roles a teacher can fulfil at different stages of the lesson. Candidates will learn concepts and terminology related to the following and their implications for the L2 classroom:
- The roles of the teacher: common teacher roles, e.g. manager, diagnostician, planner
- Classroom management: managing the teaching space, establishing systems for praise and reward, establishing rules, routines and procedures; analysing learners’ needs; building variety into lessons, planning lessons to meet learners’ needs
- Grouping learners: common classroom interaction patterns and their uses, grouping of learners and reasons for this correcting learners and methods of correction and their appropriacy of use
- Giving feedback: the focus and purpose of feedback and ways of giving feedback