DOCUMENT RESUME FL 027 720 ED 477 571 Gabrielatos, Costas AUTHOR The Shape of the Language Teacher. TITLE 2002-00-00 PUB DATE 5p.; Summary of paper presented at the Annual International NOTE Association of Teachers of English as a Foreign Language (IATEFL) Conference (36th, York, England, United Kingdom, March 23-27, 2002). In: Pulverness, A., Ed. IATEFL York Conference Selections. United Kingdom: IAETFL. pp75-78. Descriptive (141) Reports PUB TYPE EDRS Price MF01/PC01 Plus Postage. EDRS PRICE Elementary Secondary Education; Higher Education; *Language DESCRIPTORS Teachers; Second Language Instruction; *Teacher Characteristics; *Teacher Effectiveness; Teacher Knowledge ; Teaching Skills ABSTRACT There are two broad views about what determines language teacher effectiveness. One focuses on teachers' language and methodological knowledge/skills. The other concentrates on personality (intelligence, self- that reconciles the awareness, and rapport).'This paper presents a framework two views, proposes a way to visualize their interrelations, and takes into account research findings that indicate that teachers' practices are mostly influenced by their interpretation of methodological frameworks. The framework includes three elements: personality, methodology, and language. Teacher effectiveness is depicted as the area of a triangle, with each side representing the extent to which each element is developed. The larger the include the following: area, the higher the effectiveness. Three categories all elements are equally developed, one element is far less developed than the others, and one element is far more developed than the others. Given the perimeter of a triangle, an equilateral triangle will have the largest area from any other triangle with the same perimeter. This points to the benefits of a balanced development of all three areas. (Contains 14 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. The Shape of the Language Teacher* © 1998-2002 Costas Gabrielatos U.S. DEPARTMENT OF EDUCATION Improvement Office of Educational Research and CATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND E CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS This document has been reproduced as BEEN GRANTED BY organization received from the person or originating it. zicis Cgdoriti CO Minor changes have been made to improve reproduction quality. stated in this o Points of view or opinions document do not necessarily represent TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) official OERI position or policy. 1 AVAILANIE Tor COPY The Shape of the Language Teacher* © 1998-2002 Costas Gabrielatos Introduction There are two broad views on what determines the effectiveness of a language teacher. One focuses Rivers, 1972; Shulman, 1994; on teachers' language and methodological knowledge/skills (e.g. Woods, 1996). The other concentrates on personality, for example teachers' intelligence, self- awareness, and rapport (e.g. Bridges, 1993; Prodromou, 1998; Ur, 1997). Here I present a framework which: Reconciles the two views, giving equal weight to all elements: language knowledge/skills, methodological knowledge/skills and personality. Proposes a way to visualise their interrelations. Takes into account research findings which indicate that teachers' practices are mostly influenced by their interpretation of methodological frameworks (e.g. Karavas-Doukas, 1996; Roberts, 1998; Ulichny, 1996; Woods, 1996). Elements I have Julian Edge (2002) proposed the term "person-who-teaches" to stress the personality factor. expanded the term into person-who-teaches-language. Each word points towards an indispensable element in a language teacher's profile (Fig. 1). LANGUAGE TEACHES PERSON {J. Language: Methodology: Personality knowledge and use knowledge and skills Figure 1 I outline the key aspects of each element (adapted from Gabrielatos, 1999, In the following tables 2000, 2001). Personality Self-awareness. development, change, towards Attitude Interpersonal skills. diversity, quality, co-operation and authority. Ability to observe, think critically and use of teacher/learner learning, Perception experience. roles and professional development. Sensitivity to context. Methodology Skills Knowledge Seeing implications of theory. Views on methodology. Planning and teaching. Available materials. Balancing support and challenge. Own views on learning and teaching. Action research. 2002. It This is a summary of my paper given at the 360, International Annual IATEFL Conference, University of York, 25 March IATEFL (pp. 75-78). Here I have added was published in Pulverness, A. (ed.) 2002. IATEFL 2002: York Conference Selections. the references and bibliography, which were omitted from the IATEFL version. 3 2 The Shape of the Language Teacher Language Skills Knowledge Own language use. Ability to see the implications of language Different views/theories on language. analysis and draw conclusions from own Awareness of own views on language. contact with language. Sensitivity to learners' language level. Unavoidably, there is some overlap among the elements. For example, teachers' perception and knowledge of language will influence they way they teach (Woods, 1996: 187); teachers' general level which, in of self-awareness will affect their awareness of their beliefs about language and learning, turn, will influence the content and mode of their teaching. Interrelations with each side In this framework, the effectiveness of a teacher is depicted as the area of a triangle, larger representing the extent to which an element is developed (Gabrielatos, 1999, 2000, 2001). The the area, the higher the effectiveness (Fig. 2). Figure 2 Apart from comparing the size of different triangles, it is also helpful to compare the sides of individual triangles, that is, examine the relative degree of development of each element. In that respect, we can identify three categories. All elements are equally developed. In this case, all elements are utilised to their full capacity 1. and combined for the maximum possible effect (Fig. 2). limit One element is far less developed than the others. Here, the less developed element will 2. the effect of the others. This representation can also help explain why teachers using different methodologies show comparable success in learning outcomes (e.g. Clarke, 1999). Combinations of different levels of development can produce equal triangles (Fig. 3). Figure 3 © 1998-2002 Costas Gabrielatos 3 The Shape of the Language Teacher One element is far more developed than the others. Here, the more developed element cannot 3. be fully utilised (Fig. 4). ===1.01===g..0=3=117=1=10.0==1.0=1=11=13.01===190====g0.======.11=1.23=3.2 Figure 4 Some observations the largest Given the perimeter of a triangle (i.e. the sum of its sides), an equilateral triangle will have towards the benefits of a balanced area from any other triangle with the same perimeter. This points development of all three elements. above a It is essential that all three elements are well developed, or at the very least, developed used 'threshold of acceptability'. True, any cut-off points are arbitrary, but such thresholds are already in education and in determining entrance to professions. language. Limited or faulty language knowledge will communicate an inaccurate picture of the target Inappropriate methodology will make learning too time-consuming and may discourage learners. An uninterested or offensive teacher will offer very little support and few opportunities for learning, and may de-motivate learners. Reservations that The triangle framework is only a crude representation of the multitude of complex interrelations make up the profile of a language teacher. It is proposed only as a point of departure, a helpful way to visualise the interaction of the basic elements contributing to a language teacher's effectiveness. References Bridges, D. 1993. 'School-based teacher education.' In Kerry, T. & Shelton Mayes, A. (eds.) Issues in Mentoring. Rout ledge. Clarke, M.A. 1999. 'Improving Practice: problems, perspectives, and partnerships." In Grundy, P. (ed.) IATEFL 1999 Edinburgh Conference Selections. IATEFL Publications. 23rd Annual TESOL Greece Edge, J. 2002. 'A Choice of Horizons for People Who Teach.' Plenary talk at Convention, Athens, Greece, 10 March 2002. 5th Gabrielatos, C. 1999. 'Cooking and the Language Teacher.' Presentation/workshop given at Iguana Project Annual Event, Lamia, Greece, February 1999. Gabrielatos, C. 2000. 'The Shape of the Language Teacher.' Paper given at the 21st Annual TESOL Greece Convention, Athens, Greece, May 2000. 22nd Annual TESOL Greece Gabrielatos, C. 2001. 'Language Teachers: Born or bred?' Panel discussion at the Convention, Athens, Greece, March 2001. Karavas-Doukas, E. 1996. 'Using Attitude Scales to Investigate Teachers' Attitudes to the Communicative Approach.' ELT Journal 50/3. Prodromou, L. 1998. 'Breaking Frontiers: In Search of Teacher Development.' In Gika, A.S. & Berwick, D. (eds.) Working with Young Learners: A Way Ahead. IATEFL Publications. Rivers, W. 1972. Speaking in Many Tongues. Newbury House. Roberts, J. 1998. Language Teacher Education. Arnold. Shulman, L.S. 1994. 'Those who Understand: Knowledge and growth in teaching.' In Moon, B. & Sheldon Mayes, A. (eds.) Teaching and Learning in the Secondary School. Routledge. Ulichny, P. 1996. 'What's in a Methodology?' In Freeman, D. & Richards, J.C. (eds.) Teacher Learning in Language Teaching. Cambridge University Press. Ur, P. 1997. 'Are Teachers Born or Made?' In Grundy, P. (ed.) IATEFL 1997 Edinburgh Conference Selections. IATEFL Publications. Woods, D. 1996. Teacher Cognition in Language Teaching. Cambridge University Press. [email protected] © 1998-2002 Costas Gabrielatos 5 Od-7 7 0-2-4 U.S. Department of Education Office of Educational Research and Improvement (OERI) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) I. DOCUMENT IDENTIFICATION: The Shape of the Language Teacher Rifle: Gabrielatos 1Author(s): Costas 2002 Publication Date: ;Corporate Source: II. 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