teachability hypothesis n
the idea that the teachability of language is constrained by what the learner
is ready to acquire. Instruction can only promote acquisition if the inter-
language is close to the point when the structure to be taught is learnable
without instruction in natural settings.
see also learnability hypothesis
teacher aids n
resources that a teacher makes use of in presenting a lesson, such as Cuisenaire
rods, white-boards, computers and educational software designed for
use in classrooms. Those which make use of visual support such as video,
powerpoint, posters, visuals, etc. are known as audio-visual aids.
teacher belief systems n
in language teaching, ideas and theories that teachers hold about them-
selves, teaching, language, learning and their students. Teachers’ beliefs are
thought to be stable constructs derived from their experience, observations,
training and other sources and serve as a source of reference when teachers
encounter new ideas, sometimes impeding the acceptance of new ideas or
practices. Beliefs also serve as the source of teachers’ classroom practices.
Beliefs form a system or network that may be difficult to change. In teacher
education a focus on belief systems is considered important since teacher
development involves both the development of skills and knowledge as well
as the development or modification of belief systems.
see learner beliefs
teacher burnout n
a condition sometimes triggered by the demands of teaching or job condi-
tions and which results in a state of physical and emotional depletion.
Burnout can lead to fatigue, depression, decreased motivation, anxiety and
stress. It is often a reason teachers leave the teaching profession.
teacher-centred instruction n
also teacher-directed instruction, teacher-fronted instruction
a teaching style in which instruction is closely managed and controlled by
the teacher, where students often respond in unison to teacher questions,
and where whole-class instruction is preferred to other methods. Many cur-
rent teaching approaches try to encourage less teacher-directed interaction
through the use of individualized activities or group work.
see also co-operative learning, communicative approach, group
work
teachability hypothesis