The six principles of teaching English: Any room for teaching English-Majored students at the context of Hutech

557 THE SIX PRINCIPLES OF TEACHING ENGLISH: ANY ROOM FOR TEACHING ENGLISH-MAJORED STUDENTS AT THE CONTEXT OF HUTECH Tran Quoc Thao Faculty of English language, Ho Chi Minh City University of Technology ABSTRACT Among the emergent approaches, principles, and techniques for language teaching and learning, the six principles for exemplary teaching of English learners: Grades K-12, which were first presented at the TESOL international Convention and English Language Expo 2018, are supposed to be effective and rigorous enough for different English language teaching contexts. The purpose of this paper is to present the six principles for exemplary teaching of English learners. Additionally, this paper also considers the possibility of employing such principles in the practice of teaching English-majored students at the context of Ho Chi Minh City University of Technology (HUTECH). Keywords: EFL context; English-majored student; EFL lecturers; six principles; TESOL. 1. INTRODUCTION It is universally acknowledged the English language has been used as an international language, a lingua franca, and a global language, and accepted as a medium of worldwide communication [1; 2; 3; 7; 8]. Accordingly, the English language teaching and learning has evolved extensively, which entails the development of various emerging language teaching methods and approaches such as direct method, grammar translation method, audio lingual method, communicative language teaching, and so on. So as to instigate the process of language teaching and learning, a myriad of guidelines, principles as well as doctrines for language teaching methods and approaches have been developed; nevertheless, it is agreed that there is no single method for teaching languages which can best fit a single language teaching and learning context [4; 5]. In the world of ESL and EFL contexts, the English language teaching and learning processes have been always facilitated and expedited by a large number of theories and doctrines of language teaching methodology. Likewise, the EFL context of Vietnam, albeit an emerging EFL teaching and learning milieu, offers a great deal of opportunities for EFL teachers to adopt previous and current English language teaching techniques to their classroom practices. It is, notwithstanding, noticed that failures in the application of the appropriate English language teaching methods and approaches have been still witnessed, provoking English (including ESL/EFL) educators and researchers to develop English language teaching guidelines which can best fit different teaching and learning contexts. Recently, the six principles for exemplary teaching of English learners: Grades K-12, which have been developed by TESOL International Association and were presented at the TESOL international Convention and English Language Expo in Chicago 2018 and in Atlanta 2019, have been viewed as universal guidelines and targets for teaching excellence, and they should undergird any program of English language instruction [6]. This paper, therefore, endeavors to feature the six principles for exemplary teaching of English learners and discuss the possibility for applying those principles into 558 teaching English-majored students at the context of Ho Chi Minh City University of Technology (HUTECH). 2. THE TEACHING AND LEARNING OF ENGLISH AT HUTECH The English language teaching and learning at HUTECH basically has two main streams: English for non- English-majored students and for English-majored ones. The former is the teaching and learning of general English for students to study English as compulsory courses embedded in their programs. The latter is the teaching and learning of English for students to study English as their major. For the purpose of this paper, the latter is intentionally presented. The course of English language studies encompasses three English majors, viz. English for business, English for interpretation and translation, and English for TESOL methodology. For the first two years, they have to study different courses of language skills (Listening, Speaking, Reading, Writing), English pronunciation practice, Vocabulary in use, interpretation and translation. Within the third year, they study other courses of English linguistics, English for hospitality, English for marketing, and English for foreign trade. For the final year, they study their specializing courses in English for business, English for interpretation and translation, and English for TESOL methodology discretely among English majors. Apart their English studies, they have to study another foreign language, which may be Japanese, Chinese, Korean, or French totaled 18 credits. Lecturers at the Faculty of English language, HUTECH are Vietnamese and native English speakers, who are required to hold at least a master degree in TESOL, applied linguistics or English language studies. They can opt for courses to teach, depending on their expertise. For some courses in language skills, both Vietnamese and native English lecturers co-teach students consecutively. Besides, they run different clubs of English speaking, English interpretation and translation, and English language research weekly. English-majored students at HUTECH have to take roughly three to five courses per week, and during their studies, they are required to do a wide range of tasks (e.g., assignments, projects, presentations) in groups and individually. For some courses, they are required to participate in course-related seminars offered by the Faculty of English language. In addition, English-majored students at this university are always encouraged to enhance their learner autonomy to become autonomous language learners, which is one of the foremost requirements set by HUTECH. With respect to the facility, HUTECH has more than 200 classrooms, 60 experimental centres, workshops, and simulation rooms of international standards. Each classroom is equipped with a speaker system, a liquid crystal display (LCD) television or a projector, and the university campus is covered by Wi-Fi network which is free and open to all. The number of students in each class ranges from 35 to 50 students, who must take 139 credits within, more or less than four years to graduate. 3. SIX PRINCIPLES FOR EXEMPLARY TEACHING OF ENGLISH LEARNERS The six Principles for exemplary teaching of English learners were grounded in research developed by a team of language experts led by Deborah J. Short and her colleagues Helene Becker, Nancy Cloud, Andrea B. Hellman, and Linda New Levine. The purpose of the six Principles is to optimize the process of English language learning and teaching, and all educators and learners of English around the world are the targets of those principles. 559 Figure 1. Six Principles for exemplary teaching of English learners [6] As seen from Figure 1, the six Principles for exemplary teaching of English learners are interconnected with one another. Their contents are as follows: Principle 1: Know Your Learners This principle suggests that teachers should ―learn basic information about their students‘ families, languages, cultures, and educational backgrounds to engage them in the classrooms and prepare and deliver lessons more effectively‖ [6]. By understanding their students well, teachers can use students‘ background as a resource for classroom learning activities. Principle 2: Create Conditions for language learning The second principle indicates that teachers should work to create a positive classroom culture, so ―students feel comfortable. They make decisions regarding the physical environment, the materials, and the social integration of students to promote language learning‖ [6]. It is further added that ―student achievement is affected by teacher expectations of success‖ [6] who should hold high expectations for their learners and motivate them to raise their performance, and use a variety of instructional approaches to appeal to diverse learners, and teach students strategies to actively participate in academic conversations [6]. Principle 3: Design high-quality lessons for language development This principle reveals that teachers should plan meaningful lessons that promote language learning and help students develop learning strategies and critical thinking skills. These lessons evolve from the learning objectives‖ [6]. Moreover, it suggests that meaningful lessons which evolve from language and content learning objectives help learners get engaged and practice authentic language. Principle 4: Adapt lesson delivery as needed This principle features that teachers should ―continually assess as they teach—observing and reflecting on learners‘ responses to determine if the students are reaching lesson objectives. If students struggle or are not challenged enough, teachers adjust their lessons—reteaching or enhancing the tasks accordingly. This decision-making may occur on any day and sometimes you will need to make decisions within seconds‖ [6]. Principle 5: Monitor and assess student language development 560 This fifth Principle, which is closely an expansion of Principle 4, presents that because it is agreed that learners learn at different rates, so teachers should ―regularly monitor and assess their [learners‘] language development to advance their learning efficiently and measure language growth. They design a variety of classroom assessments to evaluate student learning and inform their instruction‖ [6]. Principle 6: Engage and collaborate within a community of practice The last but not least principle, which is about professional development and collaboration with others in, recommends that teachers should ―collaborate with others in the profession to provide the best support for their learners‖ and ―continue their own professional learning‖ [6]. 4. THE POSSIBILITY FOR TEACHING ENGLISH-MAJORED STUDENTS AT HUTECH The reality depicts that the English language teaching and learning at different contexts may be diverse, so no two discrete teaching and learning contexts are found alike. As such, the English language teaching and learning at HUTECH may be unique per se. Although it is advocated that no single language teaching method is found to best fit a single language teaching and learning context [4; 5], the set of six Principles for exemplary teaching of English learners is alleged to universally match all contexts [6]. It is, from my personal perspective, postulated that HUTECH can find its room for the six Principles of exemplary teaching of English learners, but questionably how are they effectuated? Regarding the first principle, it is recommended that at the beginning of any courses, lecturers at HUTECH should understand their students well in terms of students‘ backgrounds (e.g., name, interests, learning strengths and weaknesses). It is, to be honest, relatively tough to remember all students‘ names, but it may be true and rewarding that students love their names to be remembered by their teachers. A good rapport between teacher and students is established, which can lead to the success of the teaching and learning process. What is more, it is advisory that lecturers should be able to recognize their students‘ learning needs. Only if students‘ learning needs are well recognized, can teachers find ways to meet such needs. Consequently, students feel motivated, respected and important in study. Therefore, this principle is the foremost foundation for effective teaching and learning in general and English language teaching and learning in specific. It is the key to every success in English language teaching. Within the second Principle, it is assumed that the English language teaching and learning can take place fruitfully and productively under positive conditions. Within the context of HUTECH, English-majored students should be learning in a friendly learning environment so that they can maximize their learning ability. Every student should be inclusively encouraged to get involved in the teaching and learning in- and-out-of-class activities regardless of their physical, intellectual, social, emotional, linguistic and other conditions. Plus, in order for students to feel comfortable in their learning, lecturers should select materials and teaching strategies appropriate and challenging enough to trigger and activate students‘ innate intellectual abilities for their study. An example is that project-based learning tasks are often given to English-majored students, but not all types of students are required to do. It depends on students‘ interests and learning capacity, so project-based learning tasks or other kinds of tasks should be appropriately given to students. As for the Principle of designing high-quality lessons, which is one of the most prioritized requirements for teachers in general and English language ones in particular, lecturers teaching English to English- majored students should be proactive in lesson plans. Moreover, practical and authentic materials for language enhancement and up-to-date materials for English-majored subject matters should be periodically modified. An obvious instance is that the six principles of exemplary teaching of English 561 learners should be included in the content of the course of TESOL methodology offered to the senior English-majored students. In respect of the Principle 4, it is observed that HUTECH English-majored students, albeit in the same classes, are not equal in terms of language performance, and sometimes they cannot catch up with the sequencing lessons. It is advisory that lecturers should observe and pay attention to students and decide on proceeding to deliver new knowledge or remaining at the old one. As far as the Principle 5 is concerned, it is obvious that the monitoring and assessing of students‘ learning progress is in practice at all courses at HUTECH; nevertheless, it is recommended that the evaluation of students‘ formative outcomes and the adjustment of teaching approaches should be carried out in time. As regards the last Principle, HUTECH lecturers at the Faculty of English language are always encouraged to enrich and widen their professional knowledge by workshops, conferences and symposiums at different levels. For instance, invited lecturers from other tertiary institutions are invited to annual conferences convened by Faculty of English language, HUTECH to share their teaching experiences. What is more, HUTECH lecturers are also given opportunities to conduct research to deepen their professional understanding and present it at both international and national conferences. 5. CONCLUSION The six principles of exemplary teaching of English learners are applicable to the teaching and learning of English at the HUTECH, and HUTECH lecturers and students should benefit from having these principles applied as follows: 1. Devoted lecturers and students and a mutual rapport-based cooperation; 2. A friendly teaching and learning environment; 3. Top-notch and cutting-edge lessons; 4. Student performance-based lesson delivery; 5. Regular low-anxiety assessment; 6. State-of the art teaching approaches/techniques. Therefore, it is recommended that this set of principles should be disseminated among lecturers teaching English-majored and non-English-majored students at HUTECH as there is a great possibility for conducting English language teaching appropriately and effectively. REFERENCES [1] Brumfit, C. (2004). Language and Higher Education: Two Current Challenges. Arts and Humanities in Higher Education, 3(2), 163-173. [2] Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and reflections. Great Britain: Cromwell Press, Lt. [3] Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian Contexts. Hong Kong: Hong Kong University Press. [4] Prabhu, N. S. (1990). There is no best method-Why? TESOL quarterly, 24(2), 161-176. [5] Samaranayake, S.W (2010). Which method is best in L2 teaching? Retrieved from https://bit.ly/2GKX2em 562 [6] TESOL International Association (TESOL) (2018). 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