COLLEGE OF EDUCATION

M. A. In Education, TESOL Option Program

EESL 501 Instructional Plan by In Young Choi

Course type: English private institute lesson

Grade level: 3^rd-5^th grade in EFL

ELD level: Beginning ELD level

Duration: Three 50-minute classes

Objectives:

Content Objective: To explore the story, Lion King and different kinds of wild animals

Language Objective: To learn animal names and action verbs and to make a short show-and-tell presentation

Learning Objective: To analyze simple description

Standards: ELD Standards Grade 6-8

Reading standard

Decoding and Word Recognition and Vocabulary and Concept Development: Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabi-cation rules and phonics).

Comprehension and Analysis of Grade-Level-Appropriate Text: Identify, using key words or pictures, the basic sequence of events in stories read aloud. Identify, using key words and/or phrases, the main idea in a story read aloud. Point out text features, such as the title, table of contents, and chapter headings. Orally identify, using simple sentences, the basic sequence of events in text that one reads. Read text and orally identify the main ideas by using simple sentences and drawing inferences about the text. Read and identify basic text features such as the title, table of contents, and chapter headings. Use detailed sentences to respond orally to comprehension questions about text (e.g., “The brown bear lives with his family in the forest”). Read text and identify features, such as the title, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts. Read text and use detailed sentences to identify orally the main ideas and use them to make predictions and support them with details. Describe the main ideas and supporting details of a text. Generate and respond to comprehension questions related to the text. Describe relation-ships between the text and one’s personal experience. Use the text (such as the ideas, illustrations, titles) to draw inferences and conclusions and make generalizations.  

Writing standard

Sentence Structure, Grammar, and Spelling: Use standard word order but may have inconsistent grammatical forms (e.g., subject/verb agreement). Use standard word order but may have more consistent grammatical forms, including inflections.

Materials:

Relevant hand-out, Paper and pencils, DVD player or computer, Sketchbook, crayons, storybook of the Lion King, Picture book of animals

Work Sheet A-1: Briefly summarized script

Work Sheet A-2: Interactive quiz

Work Sheet A-3: New Vocabulary list

Work Sheet A-4: Vocabulary drills

Work Sheet A-5: Assessment Rubric

Work Sheet A-6: descriptive writing sample

Work Sheet A-7: Graphic organizer

Warm-up:

Prior to the lesson, the teacher shows the pictures (Using DVD/Internet or Worksheet A-1) of the famous animation “Lion King” and has students make predictions about the book. The teacher asks simple questions such as “Do you know what we are going to read about?”, “What do you expect to happen in this story?”, and “Who was your favorite character?” After that, students read the briefly summarized script of Lion King together during the class. After reading comprehension and activities are completed, start working on writing short stories about animals.

Task Chain 1: Exploring the story about Lion King and different kinds of wild animals

1. Before reading the story, instructor shows some pictures (Worksheet A-1) of the popular animation, Lion King, and draws background knowledge.

2. Instructor finds wild animals through books or internet with students.

3. After finding and learning animals, instructor forms groups of 2~3 students and has the students ask and answer the interactive quizzes (Worksheet A-2) in each group.

4. Instructor gives handout and has students solve all the quizzes (Worksheet A-2) as an assignment.

Summative assessment: 2 points/question in Worksheet A-2

Formative assessment: instructor monitors and helps all the members engage in interactive quizzes in each group

Task Chain 2: Learning animal names and action verbs and practicing a short show-and-tell presentation writing

1. Instructor reads aloud first and teaches how to read new vocabularies (Worksheet A-3). After vocabulary acquisition, instructor has the students solve the vocabulary drills (Worksheet A-4).

2. Instructor explains writing task by questioning: Who do you think is the best or worst character in this story? How does the character look like? How can you tell its personality? Why do you like or dislike it? If you were the character you focus on, what would you do to solve the problem?

3. Students begin writing rough draft. If they need more time to complete, they can do it as an assignment. Instructor notes that students use the graphic organizer when writing the first draft.

4. After finishing the first draft, instructor asks peer revision: How does the description similar or different from the story? Do you agree or disagree? Which part is the best? What should be revised or supplemented?

5. Based on the revision, students make show-and-tell presentation posters. After that, students submit them to the instructor.

Summative assessment: 2 points/question in Worksheet A-3,4 / See Worksheet A-5 Assessment rubric

Formative assessment: Self and Peer assessment helps to create a learning community within a classroom. Students who can reflect while engaged in metacognitive thinking are involved in their learning. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria.

Task Chain 3: Analyzing simple description and writing a basic form of the impression of the book (after reading activity)

1. Instructor shows sample descriptive writing (Worksheet A-6) and gives a lesson how to write the impression of the book.

2. Students have oral practices describing animal pictures which they found in Task Chain 1.

3. Students have some time to brainstorm and fill in the graphic organizer (Worksheet A-7).

4. While students filling in the graphic organizer, instructor circulates to encourage completing and provide feedback.

Summative assessment: See Worksheet A-5 Assessment rubric

Formative assessment: instructor inspects students understand how to describe appearance and personality in written expression and examine them to fill out the graphic organizer correctly.

References

Tompkins, Gail. (2008). Teaching writing. Prentice Hall.

California State Standard retrieved from

http://www.lessonplanet.com/standards

Animal pictures and resources retrieved from

http://animals.nationalgeographic.com/animals/lions-quiz/

WORKSHEET A-1

Everything in the animal kingdom had its place in the circle of life. When the Lion King, Mufasa, and his queen, Sarabi, had a cub named Simba, Mufasa knew that one day Simba would be king. Everyone bowed in respect as Rafiki the baboon introduced the young prince to all the animals. Only one lion – Mufasa’s brother, Scar – refused to attend the ceremony. He was not happy that Simba would be next in line for Mufasa’s throne. But Simba grew into a happy, healthy cub. One day he proudly told his uncle, “Someday I’m going to rule the whole kingdom! Everything except that shadowy place. “I’m not allowed to go there.” “You’re absolutely right, Simba,” his uncle agreed slyly. “Only the bravest lions can go to the elephant graveyard.” Scar deliberately tempted his adventurous nephew. Simba immediately raced home and convinced his friend Nala to explore the elephant graveyard. It was creepier than they ever imagined. Zazu, Mufasa’s advisor, caught up with the cubs and warned them it was dangerous, too. But Simba only laughed at Zazu. Then he heard someone laughing back. He turned to see three enemy hyenas ready for lunch. “He’s a king fit for a meal,” laughed one.

The nasty hyenas chased the cubs right into a trap. Suddenly there was a tremendous roar. Mufasa arrived and frightened the hyenas away. Simba was very proud of his father. “We’ll always be together, right?” he asked later that evening. “Look up at the stars, Simba,” said Mufasa. “Those are the great kings of the past looking down on us. Remember those kings will always be there to guide you. So will I.”

Although Scar was very angry with the hyenas for letting Simba escape, he made a bargain with them. If they helped him become king, they could have the run of the Pride Lands. And Scar had a plan. Later Scar brought Simba to a gorge and promised him a wonderful surprise if he would wait on a certain rock. Then he signaled the hyenas.

The surprise was a stampeding herd of wildebeest! The earth trembled as the wildebeests headed right into the gorge and straight toward Simba. Simba held onto a tree branch but was slipping fast. In an instant Mufasa appeared and grabbed his son.  He got Simba to safety, but then he slipped off the ledge and fell into the thundering stampede. When everything was quiet once more, Simba found his father lying lifeless at the foot of a cliff. Simba had not seen Scar push Mufasa to his death. Simba believed it was all his fault. “Run away, Simba,” Scar advised the young cub. “Run away and never return.” Scar watched as the young cub ran away, chased by the hyenas.

Then Scar returned to Pride Rock and announced to the lions that he would be their new king. Simba ended up in the desert where he collapsed from heat and exhaustion. Luckily two curious creatures found him – a meerkat called Timon and a warthog named Pumbaa. Simba’s new friends took him home to the jungle where they introduced him to Timon’s idea of hakuna matata — “no worries.” Simba tried to put the past behind him, but it was difficult. One day a young lioness appeared looking for help.

It was Nala. She told Simba the sad story of what had happened since Scar had taken over the Pride Lands. But Simba could not face going back – at least not until Rafiki appeared and led him to a vision of his father. “You are my son and the one true king. You must take your place in the circle of life,” Mufasa explained. So Simba returned to the Pride Lands with his friends by his side. There was a great battle. Finally, Scar cornered Simba and confessed what he had done many years ago. “You didn’t kill your father,” Scar said evilly. “I did.” At last Simba found the strength to fight back. He flipped the evil lion right over the edge of the rock into the jaws of the waiting hyenas.  When the fighting was over, Simba took his rightful place as king and restored the Pride Lands to a place of peace. And when Simba and Nala’s little cub was born, a brand-new circle of life began.

WORKSHEET A-2

New Vocabulary list (WORKSHEET A-3)

 << Nouns >>

   camel              zebra          lion

   elephant        hippopotamus       snake

giraffe                 tiger           monkey

  rhinoceros        kangaroo        seal        bear

<< Adjectives >>

Big /small           long / short    strong / weak

   Sharp / soft    dark / light    old / young

   Fast / slow          brave / coward 

Vocabulary Drills (WORKSHEET A-4)

 << Word Bank >>

    giraffe                 tiger                     monkey

  rhinoceros        kangaroo          seal           bear

camel            zebra             rabbit            lion

   elephant                 hippopotamus           snake

A. Write animal’s name and fill in the blank.

         trunk is long.                     mouth is big.

         legs are long.                     ears are big.

          skin is soft.                      necks are long.

          teeth are sharp.                  Tails are short.

B. What animals are they?

1. It’s small and brown. It has a long tail. It has long arms. It can swing.

2. It’s big and black-and-white. It has strong legs. It can run very fast.

3. It’s long and thin. It has sharp teeth and a long tail. It can hide.

4. It’s big and gray. It has a long trunk and big ears. It can stomp.

C. Answer the questions

 1.  Does a camel have big ears?

2.  Can a seal jump?

3.  Does a hippo have a long tail?

4.  Does an elephant have a long trunk?

5.  Can a monkey fly?

6.  Does a giraffe have a short neck?

7.  Can a kangaroo jump?

8.  Can a lion sing?

Goog Job!

Assessment Rubric (WORKSHEET A-5)

Descriptive Writing Sample (WORKSHEET A-6)

Hippopotamuses love water, which is why the Greeks named them the “river horse.” Hippos spend up to 16 hours a day submerged in rivers and lakes to keep their massive bodies cool under the hot African sun. Hippos are graceful in water, good swimmers, and can hold their breath underwater for up to five minutes. However, they are often large enough to simply walk or stand on the lake floor, or lie in the shallows. Their eyes and nostrils are located high on their heads, which allows them to see and breathe while mostly submerged.

Hippo calves weigh nearly 100 pounds (45 kilograms) at birth and can suckle on land or underwater by closing their ears and nostrils. Each female has only one calf every two years. Soon after birth, mother and young join schools that provide some protection against crocodiles, lions, and hyenas.

WORKSHEET A-7

We already know that self-motivated and self-managed students perform better in every field, and the pride in achieving their goals finally leads them to be more successful in life. That’s why we are here in TESOL course to study more effective ways of teaching. I would like my students to get joy of learning rather than techniques of tests from me.

Unfortunately, however, there are not enough opportunities to teach Thinking Power itself. In limited classes, teachers can hardly have students enhance learning by knowing cognitive, metacognitive and social-affective strategies. Standardized and test-centered education system may correspond with cramming method of teaching. Sad… but true… As private teachers, we both feel guilty.

While visiting some of my fellow’s blogs, Sujin Kim’s blog drew my attention. For chapter 7, her comprehensive and detailed summary was impressive. Firstly, her citation of May and Rizzardi (2002), to learn how to read is the same as to learn to ride a bicycle, was suitable metaphor for learning how to read. Children should feel the joy of reading. Instructors should help students get motivated to read rather than get skilled to read.

The other point of view I agree with her is the emphasis on a balanced literacy approach in which instructors design a variety of activities to help students become better readers and writers. It is also related to her concern about English education environment in Korea for early immersion to English. I think Reading Comprehension is not just for language acquirement, but for knowledge acquisition.

Her ideas about motivation of writing in the social context in which the writing takes place were similar with mine. Learners just need proper opportunities and real reasons for writing. Through these, students are able to share the multicultural interaction and improve their writing unconsciously.

In this chapter, the author talks about reading and writing processes in English. Getting advanced skills of reading in second language starts from acquiring the ways how the letters sound to knowing what they mean, and the language learners should be able to relate these basic skills to further and difficult areas. This means that the learners should be able to transform their own backgrounds when they are trying to understand and interpret the social, cultural meaning of the reading materials.

About this point, I was impressed on page 168 when the author talks about hegemony in the reading process. The author slightly criticizes the tendency of the ESL students, which she described as “Gramsci identified this as a movement toward hegemony (defined as the attempt by the dominant class to persuade the subordinated classes to act in the interests of the dominant class). When English learners are led to believe that only literacy in English is socially useful and acceptable-…-the literacy that they acquire, often imperfectly, serves the interests of others.” (Diaz-Rico, 2008, p.168). Instead, she suggests that the ESL students also do care about social and cultural context have transformed properly.

Other than this point, the author handles many aspects of gaining literacy in English. She introduces purposes for reading, and several ways of approach to reading: Standards-Based Reading Instruction, Emergent Literacy, Language Experience Approach, Direct Teaching of Reading, A Balanced Literacy Approach, etc. She also mentions The Basics of Learning to Read and The Three-Stage Reading Process. She puts an emphasis on Transition Reading and Teaching Literature in later parts.

In the next part, the author talks about the writing process. She firstly introduces the role of writing in academic literacy, the social construction of writing, and what do writers need, such as “a real reason for writing, a genuine audience, role models, a safe environment for writing, support for the writing at different phases of the work, useful feedback, and a sense of community.” (p.193-194). I especially agree with the needs for the writers because I think that the motivation from oneself is the most important thing in writing, and these needs would encourage the writers find and keep their motivations to complete the writing in a proper way.

Later in the part, the author talks about plagiarism. I think that the instructor should be really careful with the plagiarism for the ESL students. In case of Korea, students are not that familiar with the notion of plagiarism. Yet it is obvious that knowing what plagiarism is very important in English writing. Therefore, it is very significant job of the instructor to let the students know how to put the citation and the importance of courtesy in plagiarism.

COLLEGE OF EDUCATION

M. A. in Education, TESOL Option Program

 In Young Choi                                                            EESL 501 : Foundation of TESOL

Describe the Program/Site visited

To do my teacher interview task, I revisited LCI Kids Club in Seogu, Incheonsi where I visited for site visit task before. This time, I was along with my little son because he left his kindergarten to move to LCI this March. Vice president, Young Hee Park greeted me at before. LCI (Language Club International) has produced programs helping kids understand spoken English and build the ability to think in English. LCI Kids Club focuses on PK-6 levels of young learners and the kindergarten program was the most specialized of all the target-teaching level.

Policy for Grading English Learners

             Among the levels of PreK-6, I focused on Pre-kindergarten and Grade 1~2, which I had difficulties grading those young students. Unlike other English kindergartens in my town, there is very strict placement test to place students into one of three levels. They classify students of the same age into the first, second, and third year group according to the test result. Non-native teacher tests a student by oral interview for listening and speaking and phonics test for reading and writing. The placement test discovers how much the child can understand classroom language and read English textbooks. Not only a good grade but also attentive and active manners take into account in order to place a proper level.

             After classifying levels of students, teachers value them by daily and monthly assessment. LCI has special program which is called ‘Verbal Academy’ and ‘Written Academy’. Every morning all the students have a short presentation, Verbal Academy, about what they learned on the previous day in order to review and check up what they learned and how they understood it well. After classes, students write down key words and sentences what they learned that day. Their daily grading looks like not a test but a part of lessons. For those young learners, I agree that formative assessment is appropriate and effective. From the second year level, reading storybooks and written academic lessons increase importance for the advanced goal so that all the kids higher than the second year level can read basic storybooks in English and write short sentences. Their assessment is based on formative and summative form as well.

From Assignments to Grades                    

              Along with text books, 3-D multi-computer program and online storybooks helps students review what they learned from the classes and let parents help them practice English at home. LCI Kids Club puts stress on parents’ participation and encouragement as strong as its language program to have best result. Parents and children prepare for Show and Tell and they can find anything from abundant materials offered by the kindergarten online program. Assignments are adjusted to meet the language levels and students’ work is assessed based on achievement, effort, and behavior.

Focus Students

However, its courses are mainly designed to be joyful diverse learning experiences for kindergarteners so that they can develop a positive attitude for learning and self-esteem. In addition to regular classes of listening, speaking, reading and writing, kindergarten curriculum provides a caring and stimulating atmosphere and theme-based special activities such as science experiments, ballet, art and crafts, Orda, musical dramas, cooking, and Chinese. This multiple criteria include standardized tests in listening, speaking, reading and writing, students’ performances, so students receive a separate grade in the subject areas.

Achieving the Standards

             Overall, I was satisfied with the LCI Kids Club program. However, there are still a few things that I express my concern. First, the placement test which places much more emphasis on phonics and reading comprehension than listening comprehension even though they are just 4-5 years old needs to be complemented. Second, formative assessment and summative assessment should be varied to meet goals for a variety of children’s abilities. I feel like that they don’t value enough each student’s unique talent and there is insufficient feedback between students. Too much strengthen on English ability makes me worry that little children will be able to adopt themselves to the new circumstance. As a Korean mother and an English teacher, how can I balance two languages well? 2 years later, I hope to visit here to answer my question.

In this chapter, the author suggests ways of instructing students how to listen and speak in English as a second language. To suggest an efficient way of teaching English for those students, the author relates the idea of language to broader concepts such as communication, social context, cultural context, and so on. She says that “… the natural sociability of children in their first language is the foundation for their intellectual development” (Diaz-Rico, 2008, p.146). This is important point since the goal of chapter 6 is to discuss the oracy processes-how people learn to listen and speak in a second language-that make academic success possible. Also, about this point, I think that educating listening and speaking skills in English is especially significant because these two parts of learning English are the most important parts for the students to acquire “the natural sociability” as much as possible.

The more ESL students get fluency in English, the faster and easier they make academic success in the language and culture. In addition, the author puts quotation from Bourdieu, “cultural capitals (p.146)”. “Cultural capital” implies that the natives can make academic success more easily because they are accustomed to listen and speak-communicate- in their first language. To make ESL students learn English easier, the teachers try to give the students “capital” in English-speaking cultures: how to communicate, how to be accustomed to the classroom environment in English speaking countries. In this sense, cultural capital can account for the necessity of making proper situations for teaching and learning English both for the teachers and the students. This is related to the author’s insist which introduce chapter 6 to “…present ways in which oracy develops within a social context and is enhanced by strategic teaching, based on a foundation of how the mind functions (p.146)”. The author says that these ways of approach to teach English is especially important in a democratic society.

Along with these basic instructions, she gives readers the role of teacher in the classroom when they are teaching how to listen and speak for ESL students. In the listening part, she suggests the role of the teacher as “to set up situations in which students can develop their own purposes and goals for listening, acquire the English that is most useful in their daily lives, feel a sense of purpose, and engage in real communication (p.147)”. Also, she encourages the teachers to maximize the use of activities in teaching, and it is categorized under three of listening to repeat, listening to understand, and listening for communication.

In ‘speaking process’ part in this chapter, she reinforces the points with social and cultural context when teaching oracy ability in English by putting this part: “Teachers of English must become aware that oracy is inextricably joined with cultural identity and social differences, and that opportunities to listen and speak are differentiated according to the individual’s relationship to institutions and sociocultural contexts (p.147)”. Then, the author goes on to talk about the role of the teacher in speaking process. She says that it is to help ESL students assimilate and produce discourse in both of the informal and formal purposes, providing the students enough chances to describe their opinions. The speaking process is categorized under difficulties with spoken discourse, basic interpersonal communication skills, developing oral language, situations for spoken discourse, resources for spoken discourse, improving pronunciation. She mainly discusses speaking situations in class and various activities for the students.

In chapter 5, the emphasis on learner autonomy drew my attention. How to realize learner autonomy and how to build learner strategies may be the core of this TESOL course for me. Like many other English instructors in Korea, I’m concerning the passive attitude of Korean students. I rarely met self-motivated and self-managed students and unfortunately I am a teacher who can’t stand that passive atmosphere. Thus, I had to spend both a lot of time and energy improving active and interactive atmosphere. However, it was never easy and it sometimes made me exhausted.

Nowadays many child psychologists open study habit clinic and they also give students lessons how to learn self-motivated and self-regulated study habit. This is also an irony. I think they can affect students have extrinsic motivation but how about intrinsic motivation? I think the pleasure of learning is too far from Korean students yet because they have received standardized and test-centered education for a long time.

As learner strategies which teachers can help learners increase learning, briefly there are Indirect and Direct strategies in this book(Diaz-Rico, 2008, p.109). Indirect strategies refer Second-Language Acquisition(SLA) and learning style preferences. Direct strategies are cognitive, meta-cognitive, and social-affective. To provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of engaging strategies that acknowledge the brain’s limitations of capacity and processing, cognitive strategy is very important. Now I am processing Team A assignment, I studied some more about cognitive strategies such as schema building, scaffolding, and CALLA(Cognitive Academic Language Learning Approach). But the more I approached to the topic, the more I had to study because of the profound concept in psychological and pedagogical theories. Further study is needed to describe and explain spontaneous developmental acquisitions in this area and find effective ways of teaching cognitive and meta-cognitive learning and monitoring skills

According to Diaz-Rico (2008), in Second Language Acquisition(SLA), the need for autonomy is especially important, yet especially difficult to attain. I hope my studying complicated and profound theories will be the key to solve the problem.

In chapter 4, the author set a high value on relationship between objectives and assessment. All the objectives are apt to be accomplished by careful and extensive instruction, so teachers should understand the importance of assessment and provide well-organized rubrics for students in a proper time. During the first quarter, I was impressed by Dr. Peggy Marcy’s CALL class. I’ve never experienced such a well-instructed online class. She gave us detailed instructional plans for each assignment with easy steps that we could follow and clear rubrics that we should consider to accomplish a goal. (Rubric was also unfamiliar with Korean students like me, though, but I could follow without many difficulties.)

 Task chains also can be an effective tool for leading learners to accomplish given tasks of specific objectives step by step. I considered task chains are the same as teaching plans before I read this chapter. However, I learned that attaching formative and summative assessment is necessary for good plans.

As common methods of assessment, it showed various types of tests. Unlike traditional measurement based on tests such as multiple-choice tests, updated measurement focuses on performance and authentic assessment. I think practical outcome is more useful than academic outcome in general. And there are many pedagogic theories focusing on student-centered learning. For example, more and more Korean applies Legio Emmile term. For example, a group of children makes a topic of ‘Frogs’, they learned anything about frogs; they read, they sing, they draw, they write, they watch, they discuss anything about frogs along with peers’ suggestion or teacher’s instruction. At the end of the course, they are evaluated by performance and presentation about the topic without fixed standard or paper based test. I prefer this type of assessment especially for the young learners because every child’s product can be respected and they can develop their self-esteem by achieving a certain goal. Otherwise, they could be hurt by stereotyped assessment.  

Without failure there is no learning; there is only the ‘already known.’ For in the last analysis, errors,-when assessment shows these clearly and precisely-are the best teachers, providing the opportunity for failure to be converted to wisdom (Diaz-Rico, 2008, p.102). I want measuring and assessment to be not a tool of screening out poor students but a tool of complementing their week points.

Even though I have taught English for 10 years, this is the first time I have ever studied Pedagogy. I thought that the theories were not necessary to teach students because I had deep affection for children and enough field experiences for teaching. As I read this book, especially chapter 3, I regretted my wrong belief. Moreover, every line of this chapter made me open eyes and refreshed me to take courage for continuing my study in TESOL –in fact, I was discouraged a lot because of so much work to do with limited time and energy-.

We teachers who have been also learners were educated by mixture of methods: behaviorism, cognitive view, humanistic education, constructivist learning with the change of times. I didn’t know what those theories were, but I already applied many of practical methods from them. In this chapter, comparing the cognitive view and behaviorism and the change of behavioral method were interesting.

While applying those theories to changes in many English educational methods in Korea, I remembered my early school days with Grammar Translation, my first private English lesson with the Audiolingual method as well as my early teaching period with TPR and Direct Teaching, and so on. Besides, teachers had to have a certain philosophy with socialogical and psychological understanding. Because attitudes toward the teacher and the classroom environment play an important role and parents’ positive attitudes toward them are also important to their children’s success in learning. What I like most was my long belief in Self-Esteem was mentioned as a crucial factor of humanistic education. I have tried to make my students have self-esteem so that they would find the reason they studied English. Way to go.. Why teachers should have so many things to concern?

And I finally got an answer. Diaz-Rico (2008) said “Strategic English teaching no longer concerns a search for methods and techniques that are so useful that they transcend learner, culture, and context. On the contrary, successful strategies are built on these specifics… Culture, identity, and motivation are inextricably linked.” (p.66)

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