Ending and Beginning

As I complete the ESL TCP, it is an ending, but a beginning...

These last few months have most definitely been a challenge for me.  I started this program in January and completed the first 3 courses at the same time.  Followed by this culminating course and a whirlwind practicum, the program almost feels too short ;) ! I learned an amazing amount of new information about how languages are acquired, how we learn first and second (or fifth!) languages, and how adults learn in general.  I learned so many new strategies about teaching reading, writing, listening and speaking.  Although I had some experience in EFL in Egypt, I was surprised how much I didn't know!

The teaching of grammar in a task-based, communicative way is perhaps the most challenging thing I have learned through these courses, but is one of the first things I want to try in the classroom!  Because it places language in context, I anticipate learners will find it very rewarding.

Completing my practicum was very demanding.  I needed to finish it quickly because I was only in Winnipeg for a short time and everyone did their very best to accommodate me.  Being in the classroom again was like a spark of energy.  I learned a lot from my supervisor and sponsor teachers and I'm sure I will take those lessons forward with me as I begin working with language learners - hopefully in the very near future!

I may have said this before, but it deserves to be said again here:  THANK YOU to all my classmates throughout the four courses and to Kaleigh and Terena, who, each in their own way, helped make my experience smooth and valuable!

More thoughts on autonomy - AFTER

It seems that Thornbury, when describing 'feeling fluent' is talking about the ability to stop focusing on the accuracy of producing the language and begin focusing on the meaning involved in the interaction.  Thus, an autonomous language user is one that is able to communicate meaning with speed, economy, accuracy, anticipation and reliability because he or she has now gained control over skills that others once monitored and managed.

What kinds of tasks can create autonomous learners? Tasks that are:

• PRODUCTIVE: learners are really producing as much language as possible
• PURPOSEFUL: tasks have clear outcomes that require learners to work together towards a common goal
• INTERACTIVE:  the more learners interact, the more they are required to produce language!
• CHALLENGING:  just enough, and not too much!
• SAFE:  risk-taking and experimenting are encouraged, but within the protective environment of the classroom
• AUTHENTIC:  real-life language that is within 'real operating conditions' in that it is:
• spontaneous
• unassisted
• involves minimal preparation

While my previous discussion may include the idea that learners are now in control over certain skills, it is clear that my definition was not as comprehensive as Thornbury's.

What is 'autonomous' language use? BEFORE

Without first having read the module material about autonomous language use, I suppose I might define it as the capacity to use language effectively, especially when confronted with unfamiliar language. In other words, autonomous learners would not necessarily possess perfect language skills, but would definitely possess strategies that would assist them to compensate when they do not understand communication or cannot easily express an idea. These strategies would include awareness building, being able to specifically identify when and where misunderstanding has happened, clarifying, restating, questioning, summarizing, etc.

One Writing Task

The following is a short description of how I would address a writing task included in my module of choice, Healthful Food Choices and Habits.

Task: Write a menu for 3 days (9 meals) and include a list of included nutrients and amount of daily recommended servings

Approach: I would teach this task by first making sure that the learners have learned how to read the documents which would help them determine the included nutrients (Nutrient Value of Some Common Foods) and servings (Count Food Guide).  These lessons are to be addressed earlier in week 2 of my module.  The task addressed here (writing a menu) would be most likely set for the last day of the week, after the learners have had a chance to use these documents with a number of other activities.

Next, a bit of scaffolding and reflection:  I would most likely have them reflect on the structures they observed as they analyzed a menu in Thursday's activity (choosing healthful items from a restaurant menu).  I would ask them to look again at the same menus and take note of the structure of the menu.  What comes first?  What comes next?  Are any words larger than others? Why?  Are any words in bold or highlighted? Why?  I would have prepared a few other menus for them to look at and identify similarities and differences.  Which do they find the most informative?  Which is the easiest to read? Why? Which is the most attractive? Why?

Next, a bit of brainstorming and development of autonomy: Then, I would probably invite learners to brainstorm in pairs or small groups some of the ideas they could include in their menu.  They could use the earlier documents (Canada's Food Guide, Nutrient Value of Some Common Foods, My Food Guide, Count Food Guide) as tools, too.  Maybe they could draw up some mind maps.  Then, I would have them work on their own for a while and develop their menu.  I would probably have pairs switch drafts and discuss the formats and structural elements highlighted earlier.

Sharing and assessment:  Finally, I would have the learners who would like to, share their menus with the others in the class.  I would collect the finish products and give feedback built upon the stated rubric.

To Keep in Mind While Planning...

The process of lesson planning is, in fact, a very complex activity.  While we have been given many tools and guidelines throughout our coursework, we have also become highly aware of the importance of attention to detail in combination with the awareness of the 'big picture'.  As I wrote in my last post, both are essential.  One without the other would result in ineffective lessons lacking one or another important aspect.

In Module 3, we have been focusing on the development of reading and writing skills by considering the types of activities that are possible at different stages in the learning process and their potential impact.  Some of the main topics I would like to keep in mind as I plan are listed below for future reference.

Teacher's role in teaching reading:

• select / create appropriate texts
• design useful tasks
• set up effective classroom procedures
• encourage critical reading 
• create supportive environment for practicing reading

Considerations for text selection:

• interest
• value
• abilities
• complexities of text
• complexities of task
• content appropriateness
• provide a range of texts

Purposes for reading include:

• get information
• respond to curiosity about a topic
• follow instructions
• pleasure / enjoyment
• to keep in touch 
• know what is happening in the world
• find out when and where

Pre-reading activities:

• structures of text
• vocabulary and meaning

While-reading activities:

• guided
• literal and interpretive

Post-reading activities:

• connect to reading purpose
• check and discuss
• make use of information in an informative way

SQ3R:

• Survey
• Question
• Read
• Recite
• Review

Writing:

Writing for learning:

• Reinforcement writing
• Preparation writing
• Activity writing

Writing for writing:

• focus is on the process of writing and how to do it more effectively
• Purposes:
• ESL
• ESP
• EFL
• Creative

Role of the Teacher in writing:

• Demonstrate
• Motivate and Provoke
• Support
• Respond
• Evaluate

Perspectives and Reflections from Course Planning

Perspective makes a difference.  In previous courses, we had the opportunity to consider one particular skill or language function and build an activity or lesson in which we would guide learning experiences for our students.  In last week's assignment, we had the opportunity to view the learning experiences from a more comprehensive perspective.  The experience of considering the major, over-arching themes and objectives and then working downward was challenging, but instructive.  It helped connect the ideas of flow that we discussed in our Grammar course to the idea of language learning in an entire course.

I suppose this experience made me more intensely aware that when we are planning the very specific elements of learning experiences, we also must always keep our learner's final objectives - through the design of main themes and focuses - within our sight.

I would like to take the opportunity to say that the University of Winnipeg program for teaching English as another language has been designed in a very effective way.  It has encouraged us to look at the learning of language from many perspectives and provides opportunities to implement the ideas in detail.  I am looking forward to the experience of the practicum, anxious to experience these issues in the classroom.

Bridging to Developing the Language Skills

My journey through the four courses of this certificate program has been quite enlightening.  I have thoroughly enjoyed the new information, reflection, activities, and processing involved.

In the first course, we learned quite a bit about language learning theory.  Although I have taught language before and have a masters degree in education,  I had not specifically studied the history and development of theory related to language learning in particular.  It was enthralling and I learned a lot that will most definitely impact the approach I use in my classroom.  We also learned about adult learners and their characteristics.  I had studied this in some depth before, but it always surprises me how significant a role learning plays in the lives of adults, whether they recognize it or not.

Skills became our focus in the second course, where we learned, among other things, specific techniques for teaching listening, speaking, reading and writing.  I discovered so many useful ideas and I made significant connections between the modalities and needs and progress assessments.  Learning about the modalities, planning for activities and assessments was an essential part of my development as a language teacher.

We spent our third course with a focus on grammar and vocabulary.  Although I didn't expect to, I enjoyed learning about the most effective ways to teach grammar and vocabulary.  I learned many new ideas I intend to implement in the classroom with my future students.  Through various exercises, we learned about planning, presenting, and practicing grammar, how and when to use error correction in an effective way and many new strategies for teaching vocabulary.  This course was incredibly important because it dealt with an issue that many of us may avoid - dealing with grammar!

I anticipate the upcoming course will provide us with opportunities to synthesize and apply our prior learning and experiences to planning, presentation, and instruction along with assessment within a larger scope of an entire course.  I am looking forward to the challenge of using my newly acquired knowledge in combination with previous experience to create better learning experiences for language learners.

Let's get started!