The Teaching Of Language Teaching

Humanistic is a psychological approach that highlight the research of human being. Advocate humanism examine human behavior not just from the view of observer but from the view of performing behave person. It is believed that individual’s behavior has the rapport with their inner feeling and human nature. Humanistic also specialized in the way people feel the world around them. The approach focuses on human’s ability to create our personal meaning from our experience (Spinelli, 1989). It is stated that human experience of the world consist of interaction concerning raw matter and mental of human.

Ongoing assessments and evaluations, tutorials, positive feedback and assessing learning styles will ensure the learner’s needs continue to be met (Petty: 2009 & Grimsby Institute: 2012). The humanistic school of learning is based on meeting learners needs and has demonstrated to be influential in adult learning (Petty: 2009). The tutor should also ensure that resources are available, and that a variety of learning methods are utilised to include everyone.

Effective teachers of CLD students must understand their linguistic background, culture and English language learning processes when planning instruction. Learning environments that support language acquisition, literacy development and content area achievement provide opportunities for increased academic success in reading, writing, speaking and listening. Planning and preparation for effective instruction involves building on CLD students backgrounds and experiences, scaffolding skills and concepts and appropriate strategies to engage all students.

There are many different theories of how people learn and in considering their application to how students learn and how teachers teach; educational programmes must be of holistic value. Learning according to the humanistic theory speaks to the holistic value that must be communicated through the process of acquiring new

. The Humanistic Theory is a psychological perspective that emphasizes the study of the whole person. Humanistic psychologists look at human behavior not only through the eyes of the observer, but through the eyes of the person doing the behaving (McLeod, 2007). Quality education is based on the Humanistic Theory because it is learning that is self-directed by students and students are self-evaluated. There is no pressure with standardized tests which puts pressure on students and as a result makes them cease up because students tend to learn better in a non-threatening environment. With the humanistic approach feelings, as well as knowledge, are important in the learning process. In this approach children are being taught skills that are needed to survive. Children can learn the basic skills such as reading, writing, and services in communicating,

I would have to agree with Laura Zucca-Scott on this topic. With humanistic learning, the student or pupil are the center of the learning. Students determine the learning materials as well as the quantity of learning. There is a direct focus on problem solving skills. Therefore, this focus fosters high order thinking skills, and a deeper learning from both personal and new experiences. In addition, this type of learning focuses on the “why” and the Socratic (discussion) method that allows students to express themselves and glean new learning from their peers. All students learn differently and at a different rate; therefore, a “cookie cutter” framework is not an effective way to educate students. Educators need to reflect upon their teaching

The humanistic approach favours feelings and emotions and that it is right of the person to make decisions in its own way. Therefore, the theory focuses on the student centeredness and motivation. The authoritative

During the Renaissance, Humanism played a key role in education. Humanists emphasized the importance of practical, pre-professional, and scientific schools of study for job preparation. These Humanists supported a movement that emphasized reason, scientific inquiry, and human fulfillment in the natural world and often rejected the importance of belief in God (“Humanist Thought”). They assume that humanity has the capability of morality and self-fulfillment without belief in God or any form of religion. The goal of humanist teachers was to cultivate the moral and intellectual character of citizens while training the mind to think and understand language and grammar (“Education During the Renaissance”). The purpose of Humanism teaching was to create “a universal man whose person combined intellectual and physical excellence and who was capable of functioning

Another factor is the humanist perspectives deals with learning process during training sessions, internal and external locus of control, mentoring and coaching roles in order to gain affective needs, self-directed learning and training concepts, facilitates and development as a complete person. There are different types of training sessions regarding demonstration of new concepts, role-playing models, case studies and their implementations and knowledge games. (Akdere & Conceição, 2013)

Constructivist approach explains the ways in which learners make their own personal sense of learning tasks, the environment, the teacher, and the actual process of learning. Constructivism has strong links with humanism, as both are concerned with the individual's search for personal meaning. Humanistic approaches emphasize the importance of inner world of learner and place the individuals at the forefront of all human development. Each learner is seen as a whole person. He assumes his inner world of thought and feeling in relation to others in a personalized learning to become a more active, successful, and well-rounded individual while interacting and cooperating with other learners. Humanistic approach stresses on the affective and cognitive involvement of learners in the process of learning. Teachers' and learners' beliefs, attitudes, and perceptions to the learning and teaching are brought into interaction to generate a consolidating environment for the class to be highly productive. Learners' response to a task is assessed by teacher to

Humanistic is a psychological approach that highlight the research of human being. Advocate humanism examine human behavior not just from the view of observer but from the view of performing behave person. It is believed that individual’s behavior has the rapport with their inner feeling and human nature. Humanistic also specialized in the way people feel the world around them. The approach focuses on human’s ability to create our personal meaning from our experience (Spinelli, 1989). It is stated that human experience of the world consist of interaction concerning original matter and mental of human.

Humanism teaching of learning is more effective because is known as a paradigm/ philosophy/ pedagogical approach that believes learning is view as a personal act to fulfil one’s potential. Paradigm in 1960s, it’s focuses on the human freedom, dignity, and potential. Humanists also believe that it is necessary to study the person as a whole, especially as an individual grows and developes over lifespan. It follows that the study of the self, motivation and goals are areas of particular interest. A primary purpose of humanism could be described as the development of self-actualized, autonomous people and the educator role is thet of a facilitator. Affective and cognitive needs are key, and the goal is to develop self-actualized people in a cooperative, supportive

In my future career I aspire to teach English for Specific Purposes. These purposes can include academic English, scientific English, or possibly medical English. I hope to inspire adults to expand their profession or young adults to pursue a career related to the topic of English, so that they might share and gain knowledge with others around the world. These students may come from various backgrounds and L1s (depending on where I teach) and will likely be in an EFL context. Unless I teach in Canada, and then that would be an ESL classroom.

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students

The objective of this study is to examine the general context of the communicative approach in language teaching and describe the key features of a communicatively innovative approach with a focus on form and to describe in detail four central elements of an innovative and progressive approach to second language teaching. This work will additionally discuss the challenges found in relation to the application of these two elements.