b. Teaching Principles and Teacher’s Role
Richard 2002 describes teaching model and principles. The former can be viewed as a teaching model compatible with a mechanistic model of
organization design and the later to the organic model. In planning the kind of teaching that will characterize a language course, it is necessary to develop a
model of teaching that is compatible with the overall assumptions and ideology of the curriculum and of the language program. Different models of
teaching make different assumptions about the nature of language and of language learning, the roles of teachers, learners, and instructional materials,
and different assumptions about the processes of language learning and teaching.
In language teaching programs, teaching models are often based on particular methods or approaches. Richard 2002 promotes some teaching
approaches as quoted below. The communicative approach: The focus of teaching is authentic
communication; extensive use is made of pair and group activities that involve negotiation of meaning and information sharing. Fluency is a
priority. The cooperative learning model: Students work in cooperative learning
situations and are encouraged to work together on common tasks and to coordinate their efforts to complete tasks. Rewards systems are group
oriented rather than individually oriented.
The process approach: In writing classes, students take part in activities that develop their understanding of writing as a process. Different stages in
the writing process planning, generating ideas, drafting, reviewing, revising, editing form the focus of teaching.
The whole-language approach: Language is taught as a whole and not through its separate components. Students are taught to read and write
naturally, with a focus on real communication, authentic texts, and reading and writing for pleasure.
Other teaching approaches are proposed by Fenstermacher and Soltis 2004: 5. They propose three approaches of teaching. These approaches also
contain the role of the teacher in the teaching learning process. The first approach, the teacher as executive, views the teacher as a
manager of complex classroom processes, a person charges with bringing about certain outcomes with students through using the best skills and
techniques available. The teachers carefully develop curriculum materials and methods of teaching. The teachers are also provided with techniques and
understandings to use in the management of the classroom and the production of learning.
The facilitator approach is the second of the three approaches. It places a high value on what students bring to the classroom setting. It places
considerable emphasis on making use of students’ prior experiences. The facilitative teacher is typically an empathetic person who believes in helping
individual grow personally and reach a high level of self-actualization and self-understanding.
The liberationist approach, the third and final approach, views the teacher as one who frees and opens the mind of the learner, initiating him or
her into human ways of knowing and assisting the learner in becoming a well- rounded, knowledgeable, and moral human being.
c. Principles for Teaching Writing
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