A 3-Way Paradigm of Lesson Study Strategy on Teachers’ Productivity, Teaching Profession and Trainee Proficiency: A Contemporaneous Paradigm (Published)
This paper is showcasing a tripartite interwoven interactions in Education, that sychronously run to address a-3Way-Paradigm through the Lesson Study Strategy in the new millenium classroom. The quest for professionality and functionality will continue to make all educational stakeholders dive for strategies that will pave way for maximum productivity in the ocean of knowledge economy of the world. Lesson Study is a pedagogical strategy that is capable of producing productive interactions that revolve roundabout the 21st Century Classroom Teachers, the acts of Teaching and the Trainees. The process opens with a team of concerned teachers collaborating on a common discipline of interest. The goals of teaching and learning, how and what to employ in order to achieve the identified goals in the classroom are discussed. Classroom presentation is a collective resposibility of everyone in the team. One of the team members presents the teaching interactions with tthe students while others are in the classroom as observers. The team reviews and scrutinises the classroom interactive outcomes outside the classroom thereafter and effective remidiation is put in place for the overall achievement of the identified goals. In this paper therefore, the productivity of the teacher, process of teaching and proficiency of the trainees are independently focused. Lesson Study as a teaching strategy is capable of producing professionalism in the Teacher, productivity in Teaching and proficiency in the Trainees.
Keywords: Collaboration, Pedagogy, Performance, Remidiation, Tripartite, interaction, professionalism
The Study of Grammar Instruction for Communicative Purpose in High Schools of Vietnam (Published)
A large number of people have wondered how a language could absolutely exist without grammar. Most of them thought that people might communicate with each other by a language without grammar rules or forms. Even after communicative methodology appeared in the 1970s, researchers of grammar had indicated that the grammar should be ignored in teaching language. However, recent studies showed that grammar instruction within communicative contexts could let learners gain high proficiency level, both in accuracy and fluency. Ellis & Celce-Murcia (2002) claimed that learners should be provided authentic discourse samples of the contextually dependent grammatical rules. Florez (1999) emphasized that learners could not speak accurately and fluently without any grammar instruction. Clearly, grammar plays an important role in the progress of language acquisition. In this paper, a report on the application of some ways to teach English grammar for communicative purposes will be fully described. Moreover, the role of grammar instruction in language classroom should be discussed in this paper.
Keywords: CLT, Grammar Instruction, PPP, Task-based, communication, interaction