Gaps in language

Not everything is perfect, and this approach is not the exception. While I was observing this class I had a big concern in regard to several language gaps most students had. These 10 students were able to communicate their ideas in several topics ... but as they were doing this, there were lots of gaps in pronunciation, vocabulary and grammar in general.

I organized these three areas from the most critical to the the least one, not saying there are fewer mistakes in grammar, but that mistakes are less observable there. I'm pretty sure most students know of these three weaknesses because they low their voice and stop talking when they are to talk in front of the class or with a strangers (as I was there), apart from considering shyness and other individual factors.   

This particular teacher did correct most of their grammar and pronunciation mistakes, but she frequently used 'recast', the most typical technique but at the same time most ineffective. It was obvious that this teacher was bugged by their mistakes, therefore she was trying to correct them from time to time; but students didn't care for her corrections, they just wanted to be done with whatever they were saying.

About vocabulary, this teacher was always listing new words on the board, and asked her students to copy them down at the end of the day for them to review and study at home. She even added some other words so students had less academic vocabulary, as the goal of the institute is to prepare students for academic and daily life. But I didn't observe follow up activities or much recycling throughout next classes, so her effort was lost and students continued going around the same paths.

I have observed this in other classes too (when I was working at that institute before) ... I had the same problems with intermediate and higher proficiency students ... and I wondered if it was my fault or the institute's. Now I think it is not the new approach, and that it has to do more with the institute and its policy of accepting lots of new teachers semester after semester. Every semester there are new teachers, who struggle for mastering the new approach (Task Based Learning) and getting familiar with the new environment, but forget about polishing students language proficiency, and making use of Krashen's 'i + 1'. 

I conclude this is a personal policy difficult to control in a language institute as big and important as the one I was doing my field experience, but it is a pity some teachers let basic things pass. Personally I believe I have to do the best for my students to learn, and the product of what they learn is the product of what I am as a teacher.