Summary: Improving EL Teachers' Proficiency: Issues and Prospects by Prof. Willy A. Renadya

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Improving EL Teachers' Proficiency: Issues and Prospects by Prof. Willy A. Renadya

CEFR = SIFA

1. framework for assessing language proficiency

2. known by teachers in Japan, Malaysia, Thailand, and Vietnam


Proficiency

1. ability to use language for a variety of communicative purposes, tell a story, share good news, compliment speakers, write a report, give a speech, etc.

2. indicators of proficiency: accuracy, fluency, complexity(low intermediate - upper intermediate), appropriacy (able to use the language politely, not rude)

 3. proficiency standards


CEFR : what can you do in language 

C1 level for teachers in Malaysia.

English teachers in Indonesia has B1 level (roughly), very small number in C1 (mentioned by Prof. Joko Nurkamto).

writing and reading of English teachers proficiency in Indonesia are lower.

Proficiency is important because professional knowledge and identity: proficiency in English, knowledge about English, knowledge about pedagogy.

RELC Journal: Special Issue the role of language teacher proficiency for language teachers vol. 48 issue 1


Benefits of higher proficiency:

1. more confident teachers

2. good model

3. teach English in English

4. can improvise

5. richer language input

6. accurate and appropriate feedback


Approaches to improve proficiency:

1. teaching language as knowledge: teach language as an object. 

linear: step by step. week 1 is about 10 vocabs, week 2 is about 20 vocabs, etc.

explicit: explanation of grammatical rules

2. teaching language as ability

not linear: learn language as a whole.

implicit





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