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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
I am reminded to delineate class activities by function and order them so that each proceeding activity facilitates the next. Sometimes I find myself getting students involved in something that I have not adequately prepared them for, forcing me to backtrack and causing confusion. I'm now looking at the ESA model as promising for my classes as well, although at the moment I'm not strictly a whole language EFL instructor but rather concerned with the analysis of spoken English and colloquial styles. I'm hardly concerned with new vocab. or grammar at all actually, but rather with intonation, pitch, reductions, liaisons, etc. In other words I'm teaching the colloquial expressions of structures they have already learned (on paper though, not orally- at least not properly).
I am considering therefore how I might apply ESA to a pronunciation class.
