Bridging the gap between ELT theory and practice

If you ask any novice teacher of English how she finds teaching in the
English classroom, the preeminent answer will be: there is a huge gap between
theory and practice. Most new teachers have spent much time absorbing ELT
literature, yet few were trained on how to apply their knowledge in the teaching
space: the classroom. In this paper, a humble endeavor has been made to define
the bridge between theory and practice in ELT and punctuate some key
ingredients of effective theory-practice bridging.
Bridging the gap between theory and practice is possible through lesson
planning. Planning is the process of connecting theory to practice. It is also the
process during which lesson success or failure is planned. While planning, English
teachers apply ELT knowledge by devising a set of procedures that incorporate
definite activities for definite objectives, naming the necessary tools and
requirements, accounting for assessment, and distributing the possible lesson
whole time in accordance with the lesson phases from opening to closing. Yet
what ingredients does a cook need to prepare a delicious meal?
Lesson planning needs mature theoretical awareness. Even though some
teachers underestimate, and even mock at all that is theoretical in ELT, still,
theories and approaches work. The importance of ELT theories lies in raising our
awareness of every action we take for teaching and learning purposes. And
because they reflect a number of experiences in a particular time and space, ELT
theories do help in beefing up our predictability in the field of teaching, blowing
up our disciplinary knowledge, and making our actions so principled and
organized. Further, an ELT theory tells us how English is viewed, how it is learned,
what style is adequate to what learner, how an activity is to be assessed, and
what procedures and techniques are to opt for to meet certain aims.
Lesson planning calls for multiple intelligences and creativity. Since the
clients we target have multiple moods, preferences, needs and demands, we as
guides and assistants have to have an intelligent and creative soul. We need to
cater for the needs of our students and ponder about smooth and efficient deeds
to meet their needs and satisfy their expectations. To be knowledgeable in your
subject is not enough. You also need to be smart in the art of communication to
get your students to taste, not to say learn, the flavor of language as a
combination of multiple components of which behavior is the backbone. How you
can smoothly, briefly, and inductively get your students into picking up new skills
determines your level of creativity and intelligence in planning a lesson. How you
start up, proceed, and close a lesson tells us whether you are a principled teacher
or chaotic one.
Lesson planning requires high level of imagination and expectation. While
planning your lesson, imagine how it will possibly work, the reactions it will
possibly bring about, and the feedback you will provide. The power of imagination
and expectation does not only help you predict your performance while in class,
but it also empowers you with the ability to create suitable situations for the
target objectives. Language is function, and the situation is the cradle of both.
Theoretical awareness, intelligence, creativity, imagination and expectation
are therefore key elements of effective lesson planning. More consideration of
these elements will undeniably improve your lesson performance and enlarge
your design skills in ELT as well as in other disciplines.