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Language education and teacher education: The pre-service education of teachers of languages at the Centre for Education, University of Tasmania


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de Salis, SC 1987 , 'Language education and teacher education: The pre-service education of teachers of languages at the Centre for Education, University of Tasmania', Research Master thesis, University of Tasmania.

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Recent developments and changes in language education
have been described,and their implications explored
by many theorists and practitioners with regard to
their effects on language syllabuses, materials and
assessment. There has been less discussion about how
these changes should affect the initial preparation
of those who are to teach languages in the schools.
Changes discernible at present in language education
include more overt support for such education and
related changes in its aims and approaches which,by
now,are sufficiently well-established to be summed
up by the label of the 'communicative approach'.
Despite this 'improvement' in the approach to language
education, an examination of the student teachers'
experiences as language learners during their secondary
and tertiary years shows some deficiencies which have
to be remedied during the Dip.Ed. year if they are to
become competent and informed language teachers.
The Dip.Ed. course at the Tasmanian Centre for
Education is examined with particular reference to
those components which introduce students to the
specific areas of knowledge and skill required of
language teachers. The Tasmanian course is compared
with equivalent courses in other Australian states,
in Britain and in the West German state of Bremen.
An examination of the ways in which students are
assessed suggests that there is a lack of coherence
in the course which imposes an unnecessary burden on
students in this area. The perennial question of the relationship between
theory and practice is addressed, with reference to
both language education and teacher education. Both
are interlocking parts of one educational process, and
several inadequacies of the Dip.Ed. course result from
a destructive distinction between the two areas.
There is also a failure to conceptualise the Dip.Ed.
course as one part of an on-going developmental
process which begins when students first become
language learners, and which must continue after
they have become language teachers. The concluding
chapter describes ways in which the Dip.Ed. course
could perform its role more effectively.

Item Type: Thesis - Research Master
Authors/Creators:de Salis, SC
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