Teacher Training Material

“Suspension of Disbelief”* as a Pedagogical Technique

A language teacher must work on the imagination of the learner. Unless a teacher is successful in instigating the imagination of the learners of L2, the learners cannot develop ability to think about the objects so far unknown to him. Hence, teaching language is a two-forked process:

  • to make the objects part of the learner’s imagination
  • to relate words to the objects

To attain both the objectives, a class strategy, “Suspension of Disbelief” is required. This Coleridgean term implies that a teacher creates an imagined world inside the classroom. The learners get involved in the dream world of the imaginary story not only to think about the objects but also to recognize the words that describe those objects. By sharing the same “dream world” the learners enter into a democratic learning atmosphere.

* Suspension of disbelief is an aesthetic theory intended to characterize people’s relationships to art. It was coined by the poet and aesthetic philosopher Samuel Taylor Coleridge in 1817 to refer to what he called “dramatic truth”. It refers to the alleged willingness of a reader or viewer to accept as true the premises of a work of fiction, even if they are fantastic, impossible, or otherwise contradictory to “reality”.

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Ten Helpful Ideas for Learning Teaching

Learning teaching has become its own field of study as the age of compulsory English Education has become lower and lower in countries around the world. It is widely believed that starting the study of English as a foreign language (EFL) before the critical period —— 12 or 13 years old ——will build more proficient speakers of English. Levels of proficiency seem to be dependent on other factors—-type of programme and curriculum, number of hours spent in English class, and techniques and activities used.

If an early start alone is not the solution, then what can EFL teachers of young learners do to take advantage of the flexibility of young minds and the malleability of the young tongues? As the age for English education lowers in the class room across the globe, EFL teachers of young learners struggle to keep up with this trend and seek effective ways of teaching.

This presentation contains some helpful ideas to incorporates into the ELT classroom

First Road to Teaching

Learning through stories and dramas

All learners from babies to grandparents learn better with stories and dramas. Stories and dramas are energizers. When some one says, “Let me tell you a story”. Listeners perk up their ears and smile .Even hard truth can be taught easily through stories and dramas.

Stories and dramas are told, enacted and read at home and educational institutes. Both entertain and educate learners. Using stories and dramas in the classroom is a fun, but the activity should not be considered trivial .Story and drama is concerned with both the product (The performance) and the process of language leaning. Stories and dramas—–whether they are fairy tales, folktales, legends, or are based on real-life incidents experienced by students themselves—–can help learners appreciate and respect the culture and the values of various groups.

This presentation aims to tell the teachers that how they can use stories and dramas to enhance the language skills of the learners? What are the different activities of using stories and dramas through which they can boost their learning teaching experience?