Ineffective use of instruction language can be seen among teachers of English regardless of their age, years and experience and nationality. Instructions, when properly planned and effective delivered, ensure the overall flow of a lesson and increase students’ morale as well as attention. Badly thought out instructions can result in poor transitioning between lesson stages. To make things worse, what a teacher says in class can also have a demotivating impact on learners, especially when the teacher is ignorant of the learner’s learning mechanism and mentality, whether consciously or unconsciously. With a learner-centered approach to language instructions in the classroom, especially following a Montessorian approach, teachers of English will see a positive change in every single word they utter in the classroom. This, over a long period of time, improves the overall effectiveness of the lesson and boosts learners’ motivation.
In this workshop, participants will have a chance to look back on their daily instruction language, which can be either very effective, or lengthy, self-centered, condescending and irrelevant. From this, participants will proceed to modify the language in use with a fresh view of language instructions in the classroom.

Authors:
Duc Tien Bui, Ho Chi Minh City University of Education, Vietnam
Hoa Phuong Quynh Nguyen, Dong Nai University, Vietnam

About the Presenter(s)
BUI Duc Tien is a lecturer at Ho Chi Minh City University of Education, Vietnam. He takes a keen interest in bilingual programs, very young learners, music and songs in language acquisition, and teacher professional development programs.

See this presentation on the full schedule – Wednesday Schedule

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