Companion guides for lesson planning: a planning template and the lesson plan pro forma

Developing Core Practices for EFL/ESL Teaching: A Framework for Methodology Course Design

“…The central process of developing this three‐level framework is one of decomposing and representing subject practice as informed by Grossman's notions of teaching (2011). While the EFL/ESL literature informs what the content of teaching language practice may involve, the pedagogical reasoning models of instruction developed by Shulman () and adapted by Pang (,b) guide identification of core practices at various levels of teaching. The framework of core practices thus derived constitutes a reimagined teacher education curriculum within the context of a task‐based cycle of teaching around the use of communication tasks.…”

“…The first level of teaching concerns identifying the core components or modules of practice which embody the purposes of pedagogy in specific subjects. In a more concrete discussion about teaching with a focus on lesson planning, Pang () points out the importance in keeping the ends–means relationships in focus when enabling novices to learn reasoning for teaching. If the main purpose for identifying core practices is to help novices to do ambitious teaching, core practices should be mediated towards the core learning outcomes (i.e., the targets or ends) as well as around the learning opportunities involved (i.e., the processes or means) to achieve those outcomes.…”

“…The next level of teaching marks the design phase of teaching which concerns representing content through task and process design for learning in lesson planning (Pang, ,b). As discussed earlier, designing communication tasks is the crux of a task‐based approach to EFL/ESL teaching.…”

“…As for what teachers need to do to provide such conditions for language learning, Pang () spells out what the nature of EFL/ESL teaching is about. She posits that the crux of pedagogical reasoning for an EFL/ESL lesson lies in the teacher's practice in contextualizing the language elements under planning as communication practice activities.…”

“…She posits that the crux of pedagogical reasoning for an EFL/ESL lesson lies in the teacher's practice in contextualizing the language elements under planning as communication practice activities. Using Shulman's notion of teaching as transformation (1987) of content for learner comprehension, EFL/ESL teaching is contextualization or recontextualization of language content for learners to develop an ability to use language for communication (Pang, ). To this end, teachers need to master practices in relation to provision of the core dimensions of language teaching identified by Crabbe () while learning to offer task‐based teaching designs as informed by the EFL/ESL literature.…”