The use of simulation in courses for language teachers

Abstract

The technique of peer teaching has been utilized in training programs for foreign and second language teachers since audio-lingual days. As a primitive simulation activity, it has certain benefits. More recently, however, simulation-gaming has opened up new vistas. In contrast to traditional educational formats, which would include lectures, discussions, and readings exclusively, simulations provide teachers-in-training with opportunities to experience the kinds of activities which current language teaching theory advocates for programs which foster communicative goals. But the subject matter of a foreign or second language class is not the same as that of a TEFL/TESL or applied linguistics course. What adaptations must be made? This article first gives a rationale for including simulation in teacher training programs, then discusses three broad aims of training simulations: (1) embodying issues directly related to professional concerns, (2) fostering cross-cultural sensitivity, and (3) presenting the subject content of special purpose courses. In addition, the article illustrated adapted vs original material as well as three formats: open-ended, sketched, and fully-developed.