[TBP] Teaching Across Proficiency Levels

beginning levels intermediate levels advanced levels

Ss’ cognitive  very few background schemata to rely on  some automatic processing  putting the formal structures of language on the

learning processes  little or no automaticity in producing or
comprehending the new language
 one small step with adequate repetition of new
material
 language for genuinely meaningful purposes
 a focus on the purposes not on the forms
The role of the T  highly dependent on the teacher for models of lg
 a teacher-centered classroom is appropriate
 pair work and group work are effective – interactive
frame of mine
Teacher talk  English needs to be clearly articulated.
 slow but natural
 simple vocabulary and structures that are at or just
slightly beyond their level
Authenticity of  presenting language that is as authentic as possible
peripheral so that focal attention given to the
interpretation and negotiation of meaning and to the
conveying of thought and feelings in interactive
communication
 Ss’ control  Ss’ independence
 More student-student interaction  A directive role on T’s part can create effective
 Learner-centered work learning opportunities even within a predominantly
learner-centered classroom.
 a natural pace  natural language at natural speed
 articulation is clear
 Make sure they stay on the track, but still allow for 

language  Make sure utterances are limited to short, simple some form-focused instruction.
phrases.  Helping Ss develop clear articulation of fluent speech.
Fluency and  Fluency is a goal but only within limited utterance  Fluency exercises are a must at this level. 

accuracy lengths.
 Attention to accuracy should center on the particular
grammatical, phonological, or discourse elements that
are being practiced.
Student creativity  The ultimate goal: to comprehend and produce  More opportunities for the S to be creative 
language in unrehearsed situations  When you hear persistent erroneous patterns in your
 Ss can be creative only within the confines of a highly Ss’ production, make sure you help them to notice
controlled repertoire of language. those errors and work on their eventual eradication.
 Applying their classroom language to unrehearsed
situations
Activities and tasks  Short, simple techniques  Increase in complexity  tapping into sociolinguistic and pragmatic
 Some mechanical techniques  Interactive techniques: chain stories, surveys and polls, competencies
 Teacher-initiated questions > S paired interview, group problem solving, role-plays,  group debates, argumentation, complex role-plays,
 Group and pair activities storytelling, etc. scanning and skimming reading material, determining
[TBP] Teaching Across Proficiency Levels
Listening and  The listening and conversation functions for
speaking goals beginners are meaningful and authentic
communication tasks.
Reading and  Reading and writing topics are confined to brief but
writing goals nevertheless real-life written material.
FFI  Explicit explanation in L1
 An inductive approach to grammar
 At this level some vocabulary items will be efficiently
internalized through analogy and meaningful use in
different contexts.
 Increase in complexity
 Creation of novel utterances, & participation
 Increasing complexity in terms of length, grammar,
and discourse
 Noticing
 Keep grammatical metalanguage to an ideal
minimum.
 Overt grammatical explanation has its place, in the
wings, if you will, as a prompter of sorts, but not as
the dominant focus of student attention.
and questioning author’s intent, writing essays,
critiques
 English for specific purposes
 Sociolinguistic nuances of language
 Critical reading, the role of schemata in interpreting
written texts, writing a document related to one’s
profession
 Functional forms, sociolinguistic and pragmatic
phenomena, building strategic competence
 Linguistic metalanguage: a more useful role