This is my presentation on the paper English Language Teaching. How the prior knowledge i.e. basic knowledge plays important role in teacher training programs.

1. Role of Prior Knowledge and Institutional
Context
Name: Riddhi Jani
Roll No: 23
Semester: 3rd
Year:2014-2015
Paper: 12, English Language Teaching
Submitted To: Smt. S. B. Gardi Department of English
Maharaja Krishnakumarsinhji Bhavnagar University

2. About ‘Second Language Teacher
Education’
• Area of professional activity.
• By 1990, the “how” part of teaching languages was
stared thinking upon.
• “The field of teacher education is a relatively underexplored one in both
second and foreign language teaching. The literature on teacher
education in language teaching is slight compared with the literature on
issues such as methods and techniques for classroom teaching.”
-Richards and Nunan

3. Role of Prior Knowledge in L2 Teacher
Education
• ‘Role of prior knowledge’ is new notion.
• Earlier teacher education programs were made
conventionally.
• Teacher-learners were seen as ‘blank slates’.
• Assumption= “no pre-existing idea about
teaching and learning”

4. In1975,
Sociologist Dan Lortie
Exposition of the fallacy
“The Apprenticeship of
Observation”

5. • Student-life experiences become ‘raw
material’ for teacher-learners.

6. Two obstacles
for practicing
prior knowledge
Complicated
to describe
and labeled
How to form
or shape it ?

7. •How to put ‘prior knowledge’ in practice ?
• Teacher-learners’ autobiography.
• Case-studies, problem solving and other techniques.

8. Challenges
• Helping teacher-learners to express their prior
knowledge.
• Making really meaningful teacher-training
programs.
• Supporting them into carry their new notions
based on their prior knowledge.