Teacher’s View of Language

The teacher perceive languague: focused in communication, for example he was telling to the kids that when he says 5 they have to put their feet on the floor, and also with 4: hands on the desk, 3: eyes on he, 2: listen to him, 1: be quiet, the he repeat and the students follow him. Thas was a way to communication.

It is EFL, Foreign Language, because English is not the primary language there, china.

The teacher uses the Audio-Lingual method. Because it focuses on the acquisition of oral expression and pronunciation also on repetition and support on behaviorism.

He focuses more on implicit way, because he uses oral expression,and they listen, he is not teaching grammatical rules. also using pictures.

nothing, because in my opinion he is teaching perfect according to their ages.

Initially, the videos show a clear contrast between the two approaches. For example, in the video from the Chinese school, communication is more assertive and dynamic. In contrast, in South Korea, the approach is more structured and formal. This difference is evident because, in China, English is treated as something secondary, whereas in South Korea, it is presented as an essential and necessary part of the school curriculum.

It is easy to identify which video represents English as a second language—it is the one from South Korea. This is clearly confirmed by the examples given previously. Additionally, English is officially taught as a second language in South Korean schools. The video also demonstrates, in a structured way, how grammar is taught, how correct pronunciation is emphasized, and the attention provided by the classroom tutor or teacher.

Another important point to note is how the two teachers in the Korean video are shown to follow a systematic approach to English language instruction.

In contrast, in China, English is clearly taught as a foreign language. We can identify this through several examples. First, the dynamic that the English teacher uses is noticeably different from that in Korea, as is the content being taught in the classroom. The level of freedom students have during class is also worth noting. When interacting with the teacher, the students in the Chinese classroom speak more naturally, without being strictly bound by rules to speak the language perfectly from the beginning.

First, the Chinese video focuses more on the theory of a natural approach. Therefore, it emphasizes only the comprehension of messages or phrases—in this case, "And"—and gives no importance to error correction. As a result, we also notice that the students do not have grammar books or an English syllabus.

Second, in South Korea, task-based learning is used or is more evident. That is, students are expected to create or produce something during class, which they did at the end of the session, demonstrating what they had learned. Additionally, grammar instruction and error correction are incorporated, highlighting the contrast between the two approaches.

The implicit approach is evident in the Chinese teacher’s way of teaching English. Based on previous observations, it is clear that he teaches in a more natural way, aligned with the theory mentioned earlier. In contrast, the Korean approach is more explicit, as it follows specific rules on how English should be taught as a second language, which is also supported by their theoretical framework. We also know that explicit instruction is rule-based, something clearly reflected in the Korean classroom, which aligns with the fact that English is being taught as a second language.

Nothing, I think that teaching English depends on your population, context, and ages.

The teacher sees language mainly as a tool for communication. He gives clear instructions using numbers to manage classroom behavior—for example, when he says “5,” students put their feet on the floor; He repeats the instructions until students follow them. Additionally, he speaks to them in their native language when necessary, helping them understand better. He also supports learning by using images and sounds to guide them and help them recognize and differentiate what he is saying.

The context is clearly EFL (English as a Foreign Language) because English is not the main language spoken in the country—here, it is being taught as a foreign language, like in China or many other non-English-speaking countries.

The teacher appears to use the Audio-Lingual Method. This method is based on behaviorist theories and emphasizes repetition, pronunciation, and oral practice. The focus is on forming correct habits through imitation and drilling, rather than on learning grammar rules explicitly.

His teaching style leans more toward an implicit approach. He encourages oral expression and listening rather than focusing on grammar explanations. He also uses visual aids, like pictures, to support understanding. This shows he prioritizes natural communication and exposure over formal instruction.

I really enjoyed the way the teacher conducts the class because it is very didactic, clear, and entertaining. His strategies make learning feel natural and engaging for the students. I find this kind of example incredibly valuable. Many times, we are full of theory but don’t yet know how to put it into practice in a real classroom setting. Watching videos like this one gives us useful tools and ideas that we can adapt to our own style. It also helps us build our teaching identity by showing us how to connect with students, how to guide them effectively, and how to make our lessons meaningful.

Teacher sees language as a tool for communication, he uses real context situation and expresions. Students interact with each others, they create conversations, phrases like ''what does he looks like?'' prepare students for real life context.

The teacher sees language as a way to communicate, not just as a list of grammar rules. For example, students talk to each other, ask questions, and play games in english. The goal is to use the language in real world situations, not just study grammar

This is an EFL class

Two key features: 1. it takes place in South Korea where english is not the main language

2. students mostly hear and use english only in class, not in everyday life.

The teacher uses the communicative lenguage teaching because students work in pairs or groups and practice talking to each other and they do activities that help them to use english in real situations like roleplays or games

The teacher uses implicit instruction because students learn by using english naturally and not by getting long and boring grammar lessons. They practice speaking and listening while doing fun activities

Improvements

-give personal feedback: that could help each student to know what and how to improve their mistakes

-provide real life materials: such as videos or songs to make lessons more fun and realistic

The teacher notices language as a tool for effective communication. This is detected in the way he focuses on interaction and conversation in the class

Examples:

 - The teacher inquire the students to discuss in pairs about a specific thing.

- The teacher uses role-play activities to practice communication in different situations.

It's a ESL since they are constantly using the english. They are Corean according to the video

Evidences:

- The teacher speaks in English for most of the class: This suggests that the students are exposed to English in their daily lives and need practice in the classroom.

The teacher uses a communicative approach, as they focus on interaction and communication in the class, also kind of repetition during the lesson.

 Evidence:

 - The teacher uses role-play activities and group discussions to practice communication.

- The teacher focuses on correcting errors in communication, rather than just grammar.

The teacher appears to focus more on implicit instruction, as they use activities and exercises that allow students to learn the language in a natural and spontaneous way, however there are some explicit instructions since the main teacher repeated back the instructions ater the native instructed the students and the main teacher repeated back it also sometimes in their own language.

 How:

 - The teacher uses role-play activities and group discussions to practice communication.

- The teacher does not focus on explicit explanation of grammatical rules, but rather on practice and interaction.

- The main teacher repeated back once the students get the instructions

Advices

- More oral practice: Students could benefit from more spaces to practice oral production in different contexts.

- More personalized feedback: The teacher could provide more individualized feedback to students on their progress and areas for improvement.

The teacher views language as a tool for effective communication, focusing on interaction and conversation in the class. This is reflected in their approach to practicing communication in different situations and contexts.

Examples

- The teacher uses role-play activities to practice communication in different situations.

- The teacher asks students to discuss in groups about a specific topic.

The class is ESL, as the students, although not fully immersed in the language in their daily lives, are frequently spoken in their home countries. The need for classroom practice is emphasized to improve their language skills.

-The teacher speaks in English for most of the class: This suggests that students are not exposed to English in their daily lives and need practice in the classroom.

The teacher uses a communicative approach, focusing on interaction and communication in the class. This is reflected in their use of role-play activities and group discussions to practice communication.

- The teacher uses group discussions to practice communication. and giving positive feedbacks

- The teacher focuses on work on pairs, focus in the interactive learning.

The teacher focuses more on implicit instruction, using activities and exercises that allow students to learn the language in a natural and spontaneous way. This is reflected in their approach to practice and interaction in the class.

- The teacher uses role-play activities and group discussions to practice communication in different situations and contexts.

- The teacher provides feedback and error correction in an implicit way, without focusing on explicit explanation of grammatical rules.

- More opportunities for writing practice: Students could benefit from more opportunities to practice writing in different contexts and situations.

-More use of technology: The teacher could consider using technology to improve language teaching and learning, such as using online applications and tools to practice communication and writing.

The teacher's perception is the language like a way of comucation, rather than as a set of grammatical rules. An example of this is that the teachers include constant interaction in the class, they model simple dialogues promoting functional communication using real situations and common vocabulary not just the grammar.

The class is EFL first because occurs in South Korea and the english is not the mother tongue also the students only use or practice the english in class because it is not the language for commucation in their daily environment.

The method that the teacher use is Teaching Method and the evidence includes: -used interactive activities like games and pair work also -the teachers focus on fluency and communication over grammar correction and the students actively practice speaking.

The instruction is mostly implicit because the grammar is not taught directly, and grammatical rules are not explained. Students learn phrases and structures through repetition and use in communicative activities, rather than through analysis of form. Teachers correct gently through reformulation or modeling, without interrupting the communicative flow.

Provide Individual Feedback: Offering personalized feedback can help address specific language challenges faced by students, promoting more targeted improvement.

In the first video you can see how teachers perceive language as something more logical and following the rules for example they use, slides and materials to teach, while the teacher in the second video also uses slides but focuses more on students learning while having fun and moving their bodies.

In South korea, english is taught as a foreign language, as t is not the official or dominant language i the country.

The first, the chinese video focuses more on a theory of a narutal approach it only focuses in a comparation of phrases now in south korea is taks-based learning is more evident in howl the students create something in class and focuses in grammar and correction of errors.

The implicite instruction it´s evidence in the chinese video because the teacher teaching a natural form with the students, korea it´s more explicity, well can see how the students follow rules according the teacher supprsed other proffessor

Nothing, in my opinion the teacher teaching it´s acording to population, context and ages.

The teacher sees language as communication, using songs, games and simple questions to get the children talking, without focusing so much on rules.

In this classroom they are in an EFL context because English is not spoken outside the classroom.

The main methodology of the video appears to be Communicative Approach, this is evident in the way the teacher encourages interaction between students with activities such as dialogues and games, and there is little focus on error correction as the important thing is for the children to express themselves in English.

Teaching is implicit, with songs, gestures and natural activities without explaining grammatical rules.

Although I think it is a good methodology for teaching English, I can recommend more opportunities for students to speak individually.