Summary of Stern Framework

According to Stern (1983, 1992), the construction of appropriate teaching beliefs should
cover four fundamental concepts: language, social context, learning, and teaching. Because
beliefs are so important in constructing educational material, we must first understand where
they come from. According to Graves (2000, p. 26), our teaching beliefs are influenced by our
previous education and job experiences.
1. Beliefs about language
As pedagogy researchers continue to investigate many components of language, they
argue on how language should be taught. A key issue of disagreement is whether language
instruction should emphasize form or function. The emphasis of education was not just on
instructing students about language but also on encouraging them to use it.
As a follow-up task, it is critical to assess the students' comprehension of the topic. The
instructor must always encourage all students to come forward and repeat the topic in their own
language in this case. Students were not just exposed to understandable output as a result of this.
In a word, they used the language both receptively and constructively.
2. Beliefs about society
Stern's perspective on the social context of language could be divided into three
categories: sociolinguistic, sociocultural, and sociopolitical. Sociolinguistic fields are concerned
with adapting language to the environment in which it is used, whereas sociocultural areas are
concerned with how language and culture are connected, and sociopolitical areas are concerned
with the critical awareness of language use. Language learning success is related to several
elements, including the social environment of the learning and cultural ideas about language
learning. To meet the needs of the students, the teachers, for example, might make required
modifications to the original text book and find another topic connected to their work.
The students would not get much benefit from attending the class if the teacher only
referenced to the book subjects. Topics for language learning should be customized to the needs
of the students in the classroom. However, special consideration should be given to the language-
culture connection. While it is essential to expose students to the culture of the target language,
language teachers should also consider the students' beliefs and values. According to research,
students from a variety of cultures feel respected and comfortable learning when their native
culture and language are valued by the teacher.
3. Beliefs about learning
The beliefs about how students learn in terms of process, roles, and focus are particularly
important for the study of language teaching (Graves, 2000, p. 30). Learning can be seen from a
variety of viewpoints, such as an inductive, deductive, or cognitive process. While learning roles
can occur in situations where the learner works independently or in groups, learning focus is
frequently related with the acquisition of knowledge or the development of certain skills. The
capacity and development of learners is essential in determining the process, roles, and focus of
language learning.
Teachers would get essential information regarding what to focus on and how to teach in
the future if they were constantly watching and assessing their students' abilities and
development. Student interaction with other language users, as well as chances to hear and
practice language in a language-rich environment, determine language achievement. Students
learn best and become more engaged in language learning when they can perceive obvious
connections between what they learn and what they use in their everyday lives.
4. Beliefs about teaching
Teaching beliefs are frequently related with the roles of the teacher toward the learners.
According to learning beliefs, the teacher may be viewed as a decision maker, knowledge
transmitter, and provider of learning frameworks. Teachers are essential in creating positive
change in student learning. As students come to school from various language backgrounds, a
teacher should be able to identify these differences in order to transform their language. In this
aspect, a teacher's role and approach are critical in the development of a learner's language
abilities.
According to research, learners are dissatisfied when the teaching methods in which they
are involved differ from what they perceive such teaching methods should be. One essential
aspect of teaching that Stern should have expanded on is the concept of teacher as learner, also
known as "professional development." The job of a teacher should include not just the transfer of
information and skills to students, but also the pursuit of new knowledge and abilities. Teachers
must continue their professional development through participating in continuous readings,
presentations, seminars, articles, or courses. Professional development would allow instructors to
reflect on their beliefs and practices, allowing them to be better equipped to base their lessons on
a more comprehensive understanding of language teaching.