THE SPRINGBOARD EFFECT OF USING RHYMES IN AN EFL CLASS IN TEACHER EDUCATION

Abstract

In this article we argue that in teacher education much of what you do with
the would-be teachers to help them learn English has a springboard effect, in the
sense that it is replicated by the pre-service teachers in their practice, in much the
same way as they experienced it in the teaching- training course. We illustrate this
idea with the use of nursery rhymes in an Integrated English Practice first-year
class.