Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

AWARENESS triggers and monitors attention to:
SKILLS
KNOWLEDGE
ATTITUDE
A stance toward self, activity, 
and other that links intrapersonal
dynamics with external performance
and behaviors
Knowledge-Transmission
View of Language Teacher Education
The how of teaching:
method
technique
activity
materials/tools
subject matter
knowledge of students
sociocultural/
institutional context
The what of teaching:
Figure Six. KASA Model (Freeman, 1989).
This model can be used for language teachers to identify their strengths 
and weaknesses in teaching and learning. Additionally, the model shows 
that when one aspect of KASA changes, then all other aspects shift as well. 
Thus, our attitude towards language teaching is tied directly to the skills 

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CHAPTER TWO: LANGUAGE TEACHING
that we use and the knowledge of the subject matter. The specific tech-
niques, methods, activities and materials that you use in the classroom have 
an underlying reason – which is often tied to your attitude. Therefore, for 
learning to happen for teachers, there should be awareness raising, which 
results in a change in attitude, knowledge, and skills of teaching.
KEY CONCEPTS
There are three key concepts in this section: cognitive principles, affec-
tive principles, and linguistic principles. We will explain aspect below. 
There are twelve overarching principles that teachers of EFL can em-
ploy to learn how to teach language better. These principles might help 
language teachers gain an ‘all-important ability to comprehend when to 
use a technique, with whom it will work, how to adapt it for your audience, 
or how to judge its effectiveness (Brown, 2000). The twelve principles are 
grouped in three strands: cognitive, affective and linguistic, although some 
with no clear boundaries. 
TASK 1
Write one or two sentences in your own words to describe each of the 
twelve principles (Brown, 2000). 
To teach more effectively teachers must understand how learners learn 
and what cognitive processes they go through. We cannot teach effective-
ly if we do not know how people create knowledge, how they retain and 
extract it from the memory. Exploratory learning (Allwright, 2001) can help 
create a positive learning climate and ensure the learner movement from 
unconscious incompetence towards unconscious competence (Underhill, 
1992).