I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

CHAFTDR )(III
GUIDE LINES FOR A TRAINING COIJRSE
f or a leder{.itercd spFoach ro eive fiuit t<strong>hr</strong>e must be
teacheE who are already leamcrce<strong>rt</strong> rcd oriented. Tlis can be
don€ ody if they have some trainirs on l@-ce €EdDBs. There
are rwo kinds of training pre-servic€ ed in-service t"aining. Both
ar€ g@d. But in the reseeher's opinion it is th€ turDer ihat ca, be
of lalting etrectsi this is so because fte t"in€es $emselv€s wil b.
taught by lhjs approach- lts at tl|€ srm line they wil be lEined
how !o apply thi! in ften nirue Eachin& So le$Er-c€dered ideas
will b€ lnorc .oot€d in them unlike fte in-service raiilees who will
b€ only trained to t€ach but th€y lh€mselves are not taught by what
th€y are EquiEd to do. h Yem€n it ;s nor di$oult !o rain the pr€s€rvice
tainee bccaue they sp€nd fou yes studying English in
college (Unive6ity). Theefore, it is quite possible to i$lude a
trainirg couse on leamer-ceDlded appo&h€s. This Faining couse
should consist ofthe folowirs main suide liresi
T* n.t 'r'iog ro be included i. <strong>rt</strong>c propos€d o"a$n8
cose is to know what leahd-ccntered approach lne6, why n is
neede4 dd whlt rhat djsringuilll€s it fion the kro\I'I traditioBl
approaches. This should include disculsion ofrhe different concepts
of largMge l€aming and ieaclin& Tb€ p$sp€ctive t€chers DUs!
be ar@ $at tlEy ieaE a rcal lbguage and <strong>rt</strong>al lsDguage h.!Il!
the laog@ge of iodal ihe la.guage lhar j! usd; it is tle irDguge
nol sp€cifically Mde up ofto sene an exdcis€ or !o stay ngidly
within the bouft of what bas been taryht. R€al use D@s being
used as an iruruent not as a conpon€rn of ar er€rcise md lhis
rBI use is Dol tlErcfore, @Dfied io extemal utilitariaD realiry
(anon. 19931. T6inces should hlve a cl@ pictur! ofthe mtur! of
le.mjrg in l@r-centeFn approehs. Th€y hav. ro how that