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Mtm 512: Language Teacher Mentoring Question Paper
Mtm 512: Language Teacher Mentoring
Course:Master Of Philosophy
Institution: Kenyatta University question papers
Exam Year:2008
KENYATTA UNIVERSITY
UNIVERSITY EXAMINATIONS 2008/2009
KU-BRAEBURN DEGREE PROGRAMMES
EXAMINATION FOR THE DEGREE OF MASTER OF PHILOSOPHY -
TEACHER MENTORING
MTM 512: LANGUAGE TEACHER MENTORING
DATE: SATURDAY, 13TH DECEMBER 2008 TIME: 9.30 A.M. – 12.30 P.M.
INSTRUCTIONS: Answer question one and any other two.
Question One
a)
Differentiate between language for living and language for learning. Explain the
advice you could give your protégé regarding to what extent he/she can emphasize
any of the two views to language teaching and learning.
(5 marks)
b)
Describe the scope and importance of the use of the English language in Kenya.
(5 marks)
c)
Identify four types of syllabuses. Which of these syllabuses has influenced the
language syllabus used in your institution and how can the teacher mentor help
the mentee in interpreting the relevant syllabus correctly?
(5 marks)
d)
“Written English is probably more familiar to most teachers as a subject of
analysis than is spoken English” (David Palmer, 1986). Discuss this assertion
in the light of how you can guide a beginning teacher in the methodology for
teaching composition writing skills.
(5 marks)
e)
Discuss the following suggestions of what protégé need from language teacher
mentors:
i)
Confidentiality
ii)
Professional development
iii)
Need for practical skills and information
2
iv)
The art and science of teaching and polishing classroom management skills
(5 marks)
f)
Discuss the rationale behind language across the curriculum movement. What
language teacher mentor roles are underpinned by use of such an approach? (5 marks)
Question Two
(a)
Using English language teaching contexts, describe how you would organize
your language teacher mentoring around the following supportive activities:
i)
Observation
ii)
Demonstration
iii)
Conferencing
iv)
Joint preparation
(10 marks)
b)
Identify and describe two examples of how English language teacher mentoring
has been implemented elsewhere in the world.
(10 marks)
Question Three
a)
The use of small group activities, particularly in language teaching, should become
a far more common practice than has been the case so far. Do you agree with this
statement? Give reasons for your answer?
(5 marks)
b)
From your observation of actual classroom practice, could you explain why the
use of small group work is often less effective than it ought to be.
(5 marks)
c)
Select a suitable topic from the secondary school (KS3) syllabus for English and
show briefly how it could be effectively taught by using small group activities.
(10 marks)
3
Question Four
(a)
Explain the purposes of needs assessment and the process one has to follow
in conducting needs assessment during syllabus design.
(10 marks)
(b)
Explain how progress monitoring and evaluation is done in English in secondary
schools in Kenya and discuss five purposes of conducting English language tests.
(10 marks)
Question Five
a)
“Language teacher mentors should create a climate such that their protégé are
willing to look at their own practices and then willing to make adjustments in
their routines” (J.C Richards, 1988). Describe the language mentor’s role in
providing the right climate for the protégé who is used to teaching oral skills
inappropriately.
(5 marks)
b)
The modern language teacher is able to use any approach from the past, as long
it is appropriate and useful. Describe any five approaches that you may advice your
protégé to peg his/her language teaching strategies on and show how and why.
(15 marks)
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