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E. as a finished story. But the task of the teacher isn’t really to put the story into the children—it’s to put the children into the story! For that, we need dialogue and not just narrative. g. g. teacher to whole class). L. Thorndike reduces the teacher to a rickshaw puller by forcing the teacher to provide all the content in the form of information. ” “With some exaggeration,” he adds, “it may be said that the whole reform of contemporary pedagogics revolves around this theme: how to reduce the role of teacher as closely as possible to zero when he, just like the rickshaw-puller, plays the role of the engine and part of his own pedagogical machine, and how to base everything on his other role—the role of organizer of the social environment?

They might go on to differentiate between referential questions and known-information questions (Ellis, 1994: 587). They might even assure us that “earnest questions” are pedagogically better (Thornbury, 2006: 55) or even morally superior (Sauveur, 1874: 27-28). All that may be true, and “earnest questions” might be just the thing for teachng outside the classroom. But classroom language learning cannot overcome the contradiction between asking a lot of questions and already knowing some of the answers.

Illustrated by Eric Carle). New York: Holt, Rinehart and Winston. F. (1995). Getting the Most from Predictable Books: Strategies and activities for teaching with more than 75 favorite children’s books. New York: Scholastic. -S. -H. (1998). 짱둥이의 ‘나의 살던 고향은’ (Jjangdungi oui ‘Naoui Saldeon Gohyangeun’). Seoul: Parangse Orini. Rosen, M. (1989). We’re Going on a Bear Hunt. London: Walker. S. (1998). Penseé et langage. Paris: La Dispute. S. (1978). Mind in Society. M. Cole, V. John-Steiner, S. Scribner, and E.

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