Teacher training packets operationalize communicative competence theory through workshop activities, pre/posttests, and guided discussion rather than expert knowledge alone¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The packet converts theories of communicative competence into classroom practice through a workshop approach containing agendas, objectives, activities, pre/posttests, transparencies, and guided discussion items, so trainees can apply theory without outside readings. The introduction argues that past teacher training based entirely on experts' knowledge and designers' reasoning is insufficient, and that empirical knowledge improves educators' ability to predict student outcomes. Teachers adopting a communicative approach take on a dual role of facilitating both natural acquisition and learning.

Design Implications¶

Context¶

Requirements¶

• Materials should be applied to the trainees' situation to ensure transfer of training; number of sessions depends on level, interest, format, and trainee background

Constraints¶

• The packet recommends use as part two of a three-packet series (theory, methods, assessment) for the best basis for discussion and application

Target Learners¶

• bilingual education teachers
• teacher trainees in undergraduate, graduate, and inservice programs

Target Learning Goals¶

• applying communicative competence theory to bilingual classroom practice

Related Strategies¶

• Offline Learning Packets
• Train ITD competencies through cross-training, guided boundary-object creation, coaching, and early reflexivity learning objectives

Examples¶

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Key Sources¶

• Calderon, Margarita; DiPietro, Robert J.; Larsen-Pusey, Mary Ann; Rubio, Olga. (1982). Methods and Techniques for Communicative Competence in Bilingual Education, Packet II. Series B. Teacher Edition. Evaluation, Dissemination and Assessment Center, Dallas. https://eric.ed.gov/?id=ED226608