Teacher roles

Learner roles in an instructional system are closely linked to the teacher’s status and function. Some methods are totally dependent on the teacher as a source of knowledge and direction; others see the teacher’s role as consultant, guide, and model for learning:

Teacher and learner roles define the type of interaction characteristic of a particular method.

Teacher roles in methods are related to the following problems:

a) the types of functions teachers are expected to fulfill: of practice director, counselor, or model;

b) The degree of control the teacher has over the learning process;

c) The degree which the teacher is responsible for determining the content of what is taught;

d) The interactional patterns that develop between teachers and learners.

In the classical Audiolingual method the teacher is regarded as the primary source of language and of language learning.

In Silent Way the role of the teacher depends upon thorough training and methodological initiation, only very skilled teachers will risk departure from the traditional textbook- oriented teaching

Individual approaches to learning shift the responsibility for learning gradually from the teacher to the learner.

Counseling learning regards the teacher as psychological counselor.

As these examples suggest the potential relationships of learner and teacher are many and varied, they may be such as those of conductor to orchestra member, doctor to patient, coach to player. Some contemporary methodologists try to establish more symmetrical kinds of relationships, such as friend to friend, colleague to colleague, teammate to teammate.

The role of the teacher will reflect both the objective of the method and the learning theory of the method, as the success of the method may depend on the teacher’s ability to provide the content and create the conditions for successful language learning.

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