Learning Opportunities and Reactivity

A fixed lesson plan may not always be the best idea.

Individual lessons and whole courses are often judged in terms of whether or how far they meet pre-agreed aims and objectives. Such a view is reinforced through teaching qualifications, institutionally standardised assessment targets and classroom observation practices. This outcomes-oriented view of language lessons is in conflict with what we know about the second language learning process. Indeed, many methodology writers encourage teachers to deviate from their plans, to ‘teach the learners not the plan’ and to provide language ‘at the point of need.’

This workshop will explore:

• How we can create space for learning opportunities in our planning.

• Practical techniques for dealing with emerging language.

• Alternative criteria for assessing our lessons rather than aims-achievement.

• How to build reactivity into our teaching at course-level as well as in individual lessons.