Pedagogic approaches for English language programme
28. The Educational Organisations (schools, lyceums, gymnasiums) in the Republic of Kazakhstan are committed to the principle that learners need to learn how to learn as part of the process of education and become independent, self-motivated, engaged, confident, responsible and reflective learners.
29. Teachers are expected to nurture and develop these qualities through using a wide variety of teaching and learning strategies that include:
1) listening to the voice of the individual learner and recognising that it is essential to engage with their prior knowledge and understanding in order to develop it;
2) challenging and extending learners through carefully scaffolding assignments and activities;
3) challenging and extending learners by providing meaningful contexts, tasks and activities;
4) modelling and exemplifying problem solving strategies in a way that is understandable to the learner;
5) supporting learning through assessment for learning;
6) encouraging active enquiry based learning and learner research;
7) developing learners’ critical thinking skills;
8) employing a mixture of whole class, individual and collaborative activities;
9) facilitating research projects where learners can apply a variety of skills which will help them not only in their English language lessons but also in other subjects studied at primary school.
30. Teachers at State Schools will use a variety of approaches to create a safe and comfortable learning environment for all of the learners in the classroom. The different approaches and strategies employed are both inductive and deductive approaches. Traditional teaching approaches such as the Audio-Lingual Method and Presentation, Practice, Production can be used to deliver lessons alongside more modern communicative approaches such as Task-Based Learning, Test-Teach-Test and the Lexical Approach. Teachers also use methods which are particularly suitable for young learners such as Total Physical Response and Natural Approach. Using a variety of approaches in a principled way, by considering the aim of the activity or lesson, learners’ ages, previous knowledge and learning style, as well as considering practicalities such as available supplementary or course book material, time and class size, is preferable to adopting any one approach dogmatically.
31. In English, examples of these teaching and learning strategies are:
1) carrying out surveys as part of a topic or project;
2) practising and reviewing vocabulary on a regular basis and encouraging the use of language journals to record new vocabulary;
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3) using conversational posters;
4) making presentations to the class;
5) using sets of reading books for guided reading, graded according to challenge and difficulty;
6) oral and written comprehension exercises;
7) acting out dialogues;
8) encouraging a process of drafting and redrafting, including the use of ICT;
9) providing opportunities for individual and collaborative writing;
10) regular teaching of spelling strategies;
11) patterns and sight vocabulary;
12) encouraging dictionary/thesaurus use;
13) predicting exercises or activities.
32. Developing respect for diversity of culture and opinion in English language programme.
33. Being citizens of a multinational Kazakhstan state learners respect diversity of cultures and opinion which requires personal, interpersonal and intercultural competences. Developing positive attitude to multicultural diversity will lead learners to effective and constructive participation in social and working life in various societies worldwide.
34. In the English programme this will include:
1) learning, comparing and sharing prior knowledge about Kazakhstani, the traditional English-speaking countries’ and other cultural contexts worldwide. This is important as English is used globally as a lingua franca by hundreds of millions of people in increasingly diverse settings;
2) maintaining, respecting and supporting national and Kazakh cultural identity, ideas of patriotism, respect and tolerance of the representatives of diverse nations and cultures and traditions;
3) drawing concepts and conclusions from a range of spoken and written genres which reflect the Kazakh culture and the cultures of the English speaking world;
4) developing the ability and language to summarise different points of view on emotive topics without being biased or intolerant;
5) developing language skills in Kazakh, Russian and English.
35. Developing communication skills in English.
36. The Educational Programme aims to develop citizens who are able to communicate effectively with different audiences. Developing the skills which are needed to achieve this should be accompanied by the fostering and promoting an environment in which communication in a range of forms is encouraged and valued, and where learners feel confident in expressing themselves.
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37. Throughout the curriculum, learners will be encouraged to communicate with their fellow learners, teachers and wider audiences, using a range of media in oral and written form.
38. Examples of listening activities in the English programme:
1) understanding general information by listening to a range of media including TV, radio and internet sites;
2) creating information grids to be completed through listening;
3) listening to peers in order to engage in discussion or to problem solve.
39. Examples of speaking activities in the English programme:
1) exchanging opinions and views in small groups (monitored by the teacher) following a listening or reading activity;
2) using formal and informal language appropriately in role play activities;
3) practising word stress and intonation through interesting pronunciation practice activities.
40. Examples of reading activities in the English programme:
1) identifying a writer’s argument and opinion;
2) ‘jigsawing’ texts for learners to report to each other on what they have read;
3) deducing the meaning of unknown words from the context in pairs before reading an appropriate text type for detail.
41. Examples of writing activities in the English programme:
1) practising punctuation by inserting punctuation into a text where the punctuation has been removed;
2) managing the entire writing process including brainstorming, planning, outlining, drafting, editing, revising and proofreading a written text over a series of lessons;
3) self-correcting writing by referring to the teacher’s use of correction symbols.
42. Examples of use of English activities in the English programme:
1) providing opportunities for learners to notice how language works in different contexts and texts by highlighting phrases or lexis in texts or tape scripts;
2) sentence completion activities in order to practise a recently learnt grammatical structure;
3) encouraging learners to ‘test’ each other on recently learnt lexis useful as a ‘warmer’ in a lesson.
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