Englishteacher should not limit themselves to knowledge but also should nurture students.docVIP

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Englishteacher should not limit themselves to knowledge but also should nurture students.doc

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Englishteacher should not limit themselves to knowledge but also should nurture students

Introduction Some people favor that English teacher should just do the same as Math and Physics teacher. However, since the term humanistic education has come into being, the emphasis is now on nurturing students to be nicer and better people. A question has puzzled the ELT educators and trainers for quite a long time. Should English teachers just limit themselves to knowledge? There are 2 typical teaching approaches involved: rhetorical tradition which mainly focuses on language and romantic humanism which cares more about the learners inner self. This essay attempts to solve the question by comparing and contrasting the benefits and drawbacks of two different teaching approaches, and the relationship between teachers and students. It also introduces an ideal way—pragmatic humanism which teaches students knowledge and nurtures students and it puts forward some important issues that must be carefully dealt with in the implementation of the pragmatic humanism. Limited to knowledge only: Rhetorical tradition According to Gadd (1998), it is hypocritical for teachers to impose their own morals and values on their students and when the moral teaching starts, it becomes an excuse for educators not to take the responsibility to teach students some pragmatic knowledge because they think it is students who are in control of lessons. However, in fact the courses may be too hard for students to deal with, students can learn nothing. Rhetorical tradition which mainly focuses on knowledge ensures students to gain pragmatic knowledge (Hunter, 1988). In classes using rhetorical tradition, power is teacher-centered. Authoritative power is preferred, and the teacher takes most of the responsibility to help students with their learning. Teachers are passionate and active speakers, while students are quite passive note-takers. The teacher also should be a supervisor to ensure the students in class are practicing and using the target language. It is stated by Appel (1989), that as