Pre-recorded Session Oral Presentations (30 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh Maximizing differentiated instruction in large English classes through various activities

Over the past years, differentiated instruction has been proved to result in effective language teaching (Harmer, 2012). However, differentiation has never been easy, especially when teachers have to teach large classes, let alone large English classes. For effective differentiation, teachers need to allocate lots of time and energy to plan for their lessons to satisfy students' of different needs. Besides, challenges are numerous when teachers of English teach large classes in areas with poor resources (Shamim et. al., 2010). In addition, in these classes students are of mixed-ability, learning styles, levels of language proficiency, cognitive ability and so on. Nevertheless, opportunities are also available for teachers who work with large groups of students when teachers can exploit these students' resources. This presentation aims to (1)clarify the challenges facing teachers who teach large English classes; (2)outline possible opportunities to teach large English classes effectively through using appropriate differentiated instructions, and (3)highlight a number of practical activities that can be used in large classes to increase students' interaction and collaboration in both offline and online learning environments. Keywords: differentiated instruction, large class management References Harmer, J. (2012). Essential Teacher Knowledge. Pearson. Renaud, S., Tannenbaum, E, & Stantial, P. (2007). Student-Centered Teaching in Large Classes with Limited Resources. English Teaching Forum. No3. Shamim, F. et.al. (2010). Maximizing learning in large classes. British Council. Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press.

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

Over the past years, differentiated instruction has been proved to result in effective language teaching (Harmer, 2012). However, differentiation has never been easy, especially when teachers have to teach large classes, let alone large English classes. For effective differentiation, teachers need to allocate lots of time and energy to plan for their lessons to satisfy students' of different needs. Besides, challenges are numerous when teachers of English teach large classes in areas with poor resources (Shamim et. al., 2010). In addition, in these classes students are of mixed-ability, learning styles, levels of language proficiency, cognitive ability and so on. Nevertheless, opportunities are also available for teachers who work with large groups of students when teachers can exploit these students' resources. This presentation aims to (1)clarify the challenges facing teachers who teach large English classes; (2)outline possible opportunities to teach large English classes effectively through using appropriate differentiated instructions, and (3)highlight a number of practical activities that can be used in large classes to increase students' interaction and collaboration in both offline and online learning environments. Keywords: differentiated instruction, large class management References Harmer, J. (2012). Essential Teacher Knowledge. Pearson. Renaud, S., Tannenbaum, E, & Stantial, P. (2007). Student-Centered Teaching in Large Classes with Limited Resources. English Teaching Forum. No3. Shamim, F. et.al. (2010). Maximizing learning in large classes. British Council. Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press.

Lecturer
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University of Languages and International Studies, VNU Hanoi
No moderator for this session!
Mrs. Thanh Pham
Lecturer of English
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National Economics University
lecturer
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Vinh University
teacher
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Vietnam Banking Academy
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