TEACHING IMPLICATIONS Week1: The nature and functions of language 1.

Teacher must have better knowledge of language (centre of knowledge) in order to assist the learners to be more literate, to become more critically aware of their world and be in creative to control it. 2. Teacher must ensure the students able to access to the language of power and know how to use it effectively and appropriately. 3. Teacher needs to be aware of the types of texts we provide for our students to read because they will influence on how the students perceive literacy but also their values. 4. Teacher must have greater awareness of the languages practices validated in the classroom and their impact on our students.

Week2: Stages and theories language acquisition 1. Teachers should encourage students to use the language correctly by addressing mistakes in constructive manner. 2. Teachers should use theories wisely based on students language learning needs so that their needs are catered. This will lead to effective language learning. 3. Teachers may use interactionist theory so that students will be more interested to learn the language through everyday interactions. This will spark students interest in learning language as everyday conversation can be easily imitated.

Week 3: Culture, language and discourse

 Language and culture:

1. Teachers must instruct their students on the cultural background of language usage.

2. Language teachers must remember that people from different cultures learn things in different ways. 3. Language teachers should also choose culturally appropriate teaching style.

 Discourse and culture:

1. To understand ones culture, we must be able to understand one another, communicate and interact effectively using their discourses so that we become mutually intelligible within a shared culture. 2. We articulate our culture through language expression, whe re language is understood as any organized system of words or signs that form discourses which lies beneath a culturally coded set of meanings and practices. 3. It reminds us that cultural ways of talking and thinking about things influence the ways we act in relations to those things. Therefore discourse construct also tend to be governed by culture.

Week 4: Literacy 1. Teachers need to ensure that the competencies students have outside the classroom or in the real world are acknowledged in the learning environment. Therefore, the lesson plan must have long-term linked journeys for pursuing substantive learning of a topic and major texts construction goals that reflect community text practices and reach out to students beyond the classroom context. 2. Teacher need to design various types of texts by integrating linguistic, visual, spatial, audio and gestural information to suit with students learning style. 3. The teacher should expose students to different types of literacy , not only basic language skill reading and writing but also media literacy, cultural, etc. 4. Teacher should integrate literacy skill across the curriculum.

Week5: Critical literacy

1. In the classroom, critical literacy should be taught so that students can decide what they should believe from a text. Teacher can teach students the text analysis which focuses on the lexical and grammatical analysis. The lexical analysis will help students to examine the content word while the grammatical analysis will help students to deconstruct the relationship between the producer and the reader. 2. Critical literacy allows students to understand others culture . For example, when they read certain text they will learn about others culture because critical literacy allows them to understand that a text constructed based on social context. 3. Through critical literacy students will know how to create text for different purpose. For example, to persuade, they have to use different type of lexical and grammatical items.

Week6: Traditional grammar 1. Teacher needs to teach language step by step, from simple to a more complex and from general to specific. 2. Teacher is encouraged to employ different strategies when teaching grammar. The more varieties of learning opportunities the better the chances are that each student will be able to learn the grammar point well. 3. Teacher must engage students in creating, combining, expanding, and manipulating sentences so that students will apply their understanding of sentence construction process. 4. Teachers need to model explicit usage of Parts of speech, so that they can understand grammar explanations and use the right word form in the right place. 5. Teacher must focus on grammar as a resource for the construction of texts and help students use new resources of the grammar. 6. Teachers need to model the correct usage/pronunciation of English words . It enables the students to express their ideas effectively either in writing or speaking.

Week7: Functional grammar

1. Teacher needs to choose materials carefully when teaching about different genres so that students can identify different registers found in each genre. 2. Teacher has to create opportunities for students to write different types of texts and help them focus on how those texts are most effectively cons tructed so that students can extend their understandings and make register choices that expose new types of genres. 3. Teacher must scaffold the students and have a clear understanding of the goals of assignments they give and a means of helping students lear n how to write texts that meet the lesson goals. 4. Teacher must employ different strategies when teaching grammar. The more varieties of learning opportunities the better the chances are that each student will be able to learn the grammar point well. 5. Teacher must focus on grammar as a resource for the construction of texts and help students use new resources of the grammar. Information about grammar can be incorporated into writing instruction so that as students follow a process of drafting, revising and editing, they can be made aware of the features that are important for that writing task (because different genres employ different language features).

Week8: Classroom talk 1. Teacher should encourage interaction in class 2. Teacher should ensure students to respond spontaneously

Timing: wait one second to give time for students to think Help to develop creative thinking

3. Teacher should develop meaningful communication in controlled form 4. Possibility of using authentic input in IRE and IRF dialogues 5. Teacher must create a positive and supportive learning environment and apply suitable teaching approach

Week9: Gender and language

1. Teacher should move beyond binaries. Teacher should not be gender biased & give equal opportunity to both genders . E.g: Even though from a research, boys speak twice as much as girls & boys answer more readily; teacher should give the girls equal opportunity to answer questions and give their opinions . 2. Teacher should treat everyone equally. E.g.: In terms of correcting students pronunciation: women- nothing, men- nothin 3. Stress the importance of non- sexist language and the contexts that produce these. E.g: chairman chairperson 4. Teacher should not separate girls from boys in group work and vice versa. Students will learn and expose themselves to the differences between them in terms of language usage so that they will understand and respect each other and avoid gender stereotyping. Week12: English as second language 1. Teachers need to create an interactive and stress-free language environment in classroom in order to develop the cognitive bilinguals optimum learning potential. 2. Teachers could have more discussions regarding their real life situation in classroom as classroom language environment is of paramount importance as a social context for speaking and learning. 3. Teachers need to give positive feedback to student s speech or writing as in gaining a sense of the second language, bilinguals should be encouraged to take risks in order to develop their motivation to learn.