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!

Some Reflections on Theory

Thinking About Theory has certainly provided a comprehensive overview of theories involved in language learning and teaching.  Over these last 10 modules, we spent time learning about how adults learn, the history of language learning, communicative competence and its characteristics as well as communicative classrooms, constructing meaning, getting to know learners, learning styles,  the roles of teachers and learners, and managing the classroom.  The modules have been packed with useful, insightful, essential information about the teaching and learning of English as another language.

Many of the issues we studied throughout these modules has caught my interest.  I will try limit my reflections to just a few of them in this post.

One interesting thing I enjoyed learning more about was the history of language teaching and the significant swings back and forth that we can observe.  While this is probably expected, it was also interesting to read about and reflect on how some of the older methods are still used in one form or another within today's classroom and even within the communicative classroom.  It was especially interesting for me to discover the elements from Grammar Translation Method that can be effectively used today within a communicative classroom.

Another issue that caught my attention are the significant number of factors that may affect learning - either positively or negatively.  In particular, the seven affective factors outlined by Hedge emphasize how important it is for teachers to be aware of and sensitive to the learners' emotions because of the influence they may have on the experience of learning.

Other issues were noteworthy as well.  The discussion surrounding error correction and its techniques is essential for a teacher to spend time considering.  Furthermore, the challenge of providing rich, comprehensible input for learners that is slightly above their competence but not too overwhelming remains a difficult, but critical task.

As I reflect on these issues, I know they will become a part of my practice.  When in the classroom, I will choose activities with communicative interaction as a goal, but I will no longer strictly exclude elements of older methods, when their use may be of benefit.  I will most definitely make an effort to know my students well, and to be aware of and sensitive to their needs and wants. I will be sure to consider this from a language learning standpoint, but also taking into consideration the influence of affective factors as well as other factors that have an impact on learning.  I will intently study my error correction techniques and make adjustments as necessary, endeavoring to use the most effective technique in the most effective way at the right time.

While these are only a few ways I will make adjustments, they only represent a fraction of the changes I will make over time.  I am compelled to limit my work to a set of priorities that I will constantly review, setting new priorities as I grow and develop as an educator.

One of the areas in which I probably will need to seek out more formal development, or at least some specific informal learning goals is within the area of comprehensible input.  I would like to be able to provide the right language at the right time so as to empower learners to improve their competence.  This may have to do with my choice of materials, or scaffolding strategies, but I believe these are specific areas within which I can do work to improve my skills.

    

Reflections about Grammar and Vocabulary

We approach the end of this course and it is time to do a bit of reflection.

I have learned a great deal in the course about specific techniques for presenting and practicing grammar.  I was quite surprised to find the rich variety of ways to present and practice grammar that we studied throughout the modules.  I was intrigued as I attempted to use these techniques in a lesson plan or two of my own and discovered that I enjoyed doing so.  I also especially enjoyed the modules on vocabulary, and strategies for teaching it in a comprehensive, contextual way that will better provide for deep learning.  

Having said that, I did struggle at several points throughout the course.  The work was demanding and intense.  In some modules, I felt I was unprepared for the material and needed to do some background work before I could actually comprehend, analyze and synthesize my own thoughts.  While this took some extra time, it definitely has paid off.  I feel more confident now even though I understand I still lack experience, especially with grammar.  However, I know I now have a firm basis of knowledge and skill that I will be able to apply to future coursework and my work with students in the classroom.  

I would like to throw in an extra word of praise for course design and implementation.  I do feel that the course provided a step-by-step approach, directed me to needed resources, and had a logical sequence that  led to the achievement of its goals.  I also greatly appreciate the guidance of our teacher, Terena, and the contributions of my colleagues through discussions and comments.  All these elements combined to create a rich environment in which to grow.  Thanks, all!

Learning Objectives in Planning Instruction

Learning objectives draw a framework for expectations, provide a guide for action, and even a kind of tool for assessment of progress.

Expectations: Having considered learner's needs, wants, and the particular situation, a well-written objective clearly defines the expected outcomes for learners once they have completed a certain activity or lesson.   Because it is specific and measurable, it is a clear way of establishing what results learners can expect to achieve.

Guide for action:  At the same time, the objective also is achievable, relevant, and timely.  When teachers and / or learners create their learning objectives, they tailor their objective to be sure it can actually be accomplished, that it is applicable to the learners and the context, and that it can be done within the given time frame.  This tailoring ensures that the objective provides a path to success.  The teacher and learners then set out on the path, framed in the objective, keeping their eye on the objective and using it as a reference point.  Thus, the objective focuses the teacher and learner on what needs to be done by consistently reminding them of their goal.

Assessment of progress:  As the learners and teachers continue down the path, with their eye on the objective, they will constantly question how far along they are in the accomplishment of their goal.  If they find themselves off track for some reason, the objective becomes a way to regroup and move forward  in the right direction again.  It could be that the learners and / or teacher will realize that the original objective wasn't really achievable or timely and will require adjustment.  Or it could be that such a review of the objective will reveal that it has actually been achieved and it's time to write a new one!

Objectives, when written well, are essential in the planning, implementation and evaluation of instruction.

Reflection on the Communicative Classroom

This module helped crystallize what communicative learning is and how it translates into lessons in the classroom.  Some of the highlights I'd like to take away from this module include the following:

Criteria for a lesson based on communicative method principles:

a.  Language should be a means to an end; ie. the focus in lessons should be on meaning, not form.
b. Language in the classroom, as far as possible, should be real.
c. Content should be determined to a significant degree by the learners, so that they are forced to wrestle with the meaning-making process.
d. There must be negotiation of meaning between learners, so that they learn to interpret and clarify communications before responding.
e. Learners should be presented with language that is not predictable; ie. there should be an information, reasoning or opinion gap.

What does this mean for teachers and learners?

• Use of authentic language: Since the main goal for language learning in the communicative method is communicative competence, it follows that learners must not only be exposed to a rich variety of authentic language, but also must develop the skill of using it both fluently and accurately.
• Focus on the use of English for specific purposes: Teachers and learners are aware that language needs vary according to the demands of the situation.  Thus, it is expected that the content of content of specified courses will target these special demands.  For example, the needs of learners who are preparing to study medicine in an English-speaking university may be quite different from those who are studying English because they are planning to settle in an English-speaking country.
• Prevalence of information-gap activities:  One way that learners will use as much language as possible in situations where they are focused on negotiating meaning is through the use of information-gap activities.  These activities are intentionally designed to so as to require learners to communicate with one another in order to complete a certain task or get certain information.  The activity provides one learner with certain information and his or her partner with other information.  In order to complete the activity, however, they must have both parts of the information and therefore, must ask for, share, and clarify information.  These types of activities are guaranteed to get learners involved and using the target language.
•  Use of task-based learning: Task -based learning involves a challenge of interest to the learners.  The teacher presents a question or task for the learners and with some limited support, they must work together to plan, perform, and report on the task.  Throughout, the teacher may help with some language items, but the bulk of the language focus activities (analysis or practice) are implemented at the end of the lesson.  This technique has both benefits and disadvantages.  One of the main benefits is that the learners use their full arsenal of language skills and knowledge throughout the task, making the interaction more like real-life communication.  On the other hand, some have expressed concern that there is not enough focus on form.  

As we learn to implement each of these tools in an effort to create a more effective communicative language classroom, we must be careful to:

• maintain a good balance between focus on form and focus on meaning
• BOTH!
• all communication should always have a skills developmental purpose 
• it's not the point to have learners talking all the time - there must be purpose 
• authentic language should be used, but may need to be adapted so as not to overwhelm learners
• the language tasks should include some unfamiliar language, but not too much, otherwise some preliminary work will be required in order for them to be able to perform the task
• consider classroom management issues specific to communicative language classrooms
• pair / group work
• cultural assumptions about group work
• role of the teacher as a 'guide on the side'

A Pause for Reflection

Now is the the perfect time to take a time-out and reflect.  We have just completed four modules of in-depth study of the four modalities of language (reading, writing, listening, and speaking).  During our exploration of each the modalities, we have been exposed to a significant amount of new information, ideas, and terminology.  A review at this point will most definitely be helpful as we synthesize and apply our new learning.

As we move forward through this course and the coming ones in this certificate program (and then into the classroom!), these four modules and the information they contain about the four language modalities will be a core from which we can work.  I thought I would take this reflection post to just touch on some highlights from each module:

Reading

We learned that there are 6 kinds of knowledge that can be used to make sense of text:

• syntactic knowledge
• morphological knowledge
• general world knowledge
• sociocultural knowledge
• topic knowledge
• genre knowledge

We also learned that it is important to help learners use schematic knowledge in pre-reading activities where they can make predictions.

Another thing we learned about reading was that specific language knowledge can be used during a reading activity to help learners decode the text.  This can include text cohesion, deletion, discourse signals, and vocabulary.

Finally, we learned how teachers can apply certain strategies to help learners decode different types of text.  They can assign extensive reading, choose text in such a way as to capitalize on learner's existing knowledge, and engage learners in analytical activities that draw attention to specific features of the text.

Writing

As for writing, we learned about the different stages of writing and the purposes of each.

• planning:  deciding what to say (purpose, audience, content structures)
• drafting: writing first and / or subsequent versions with the intention for future editing
• editing: reading through a composition for general meaning, overall structure, detailed features, and perhaps receiving comments and suggestions from others
• final version:  incorporating changes, comments, or suggestions into a final version for presentation to audience

We also performed a very informative comparison of the two productive skills, writing and speaking.  

We examined the different possible purposes of writing including academic, creative, professional, functional, and electronic.

We learned about the qualities of a well-written narrative text, including the following:

• text construction suitable to genre, topic and audience (or discourse community)
• text is cohesive both lexically and grammatically
• text is coherent (both the writer's purpose and line of thought are clear)
• text uses appropriate register (tone and vocabulary)

Finally, we explored the role of the teacher in the development of learners' writing skills.  Specifically, this will include things like raising learners' awareness of the importance of genre, topic, audience and tone, explicitly teaching how and when to use cohesive devices, and providing for a significant amount of reading with the opportunity to analyze texts, as well as the use of some texts as models or examples from which to parallel write.

Listening

When learning about listening, it was quite surprising to learn that little research has been done about its use in the language learning classroom and that it is perhaps the most neglected of the four modalities.  

We learned that there are four main purposes for listening:

• listening for gist
• listening for specific information
• listening for details
• inferential listening

As we did with the two productive skills, writing and speaking, we compared the two receptive skills, reading and listening.  This was very enlightening.

We learned that many types of factors influence the difficulty level of a listening task.  These factors can be categorized into four main groups:

• characteristics of the message itself
• characteristics of the delivery
• characteristics of the listener
• characteristics of the environment

We learned that schematic knowledge may be significantly helpful for listeners' comprehension since the language makes connections to learners' prior knowledge.

We read a stimulating debate about whether or not texts used for listening tasks should be limited to authentic or include scripted ones, as well.  It seems that both are beneficial for different reasons.

We also learned about the development of different types of listening skills through various types of activities.

Speaking   

As we began the module on speaking, we learned first about the characteristics of good speakers.  With a focus on what good speakers do, we learned that they

• conceptualize, formulate, and then articulate messages
• self-monitor and repair
• exhibit automaticity and fluency
• manage talk

We learned what discourse markers are and how they are used to send certain signals during conversations.  We learned a significant number of these.

We learned specific strategies that speakers use to manage talk, including:

• turn-taking
• discourse markers
• backchannel devices

We learned that certain types of knowledge make significant contributions to communicative competence.  Some are listed below.

• extralinguistic: topic / culture / context
• sociocultural: social values / norms of behavior (these may be both linguistic or extralinguistic)
• linguistic: grammar / vocab / genre
• discourse: organization / connection of utterances / markers
• pragmatic: language in context / speech acts / functions / co-operative principle / politeness / register

We learned about the importance of tone and register in speech and that learners need to be taught this specifically.

Finally, we learned about the promotion of fluency and accuracy in speech through error correction, explicit drills, role plays, and other task-based activities like information gap activities.

Putting it all together

The study of the four modalities has been extremely helpful.  It has included a comparison and contrast of several separate modalities.  Learning what competent learners in each of these skills can do and what knowledge they need in order to do it is essential for language teachers.  The information contained in these modules will help us create and perform more balanced, comprehensive assessments of our learners' needs.  It will also help us approach the learning in the classroom using a balanced application of the four modalities that will enable our learners to achieve a grammatical, functional, and sociocultural competence.

I believe that since language involves these four modalities, it is only logical that we use them to teach language.  Even grammar, which may seem somehow separate or overly formulaic with a reliance on drilling, can be taught in a way that incorporates the four modalities.  In fact, it is probably best taught in such a way.  When the learners will have the opportunity to use all four language modalities to explore a structure or form, it is possible that they will actually be better equipped to use it outside the classroom.

Within each module, we learned about implications for the teaching and learning process.  If we apply these to our practice, it is more likely that our students' language competence will improve.  It remains our challenge to keep this detailed, complex information at our fingertips in order to empower us to provide the most effective, efficient and beneficial learning environment for our students.

Listening and Language Learning

Listening is an essential part of language learning.  Although a lack of research exists surrounding listening and its value, an increase in recent studies about listening suggests that, as in the development of first languages, the acquisition of second languages also begins with listening.

It would be wise for language teachers to devote time in their class for focused study on listening skills.  Exposing learners to dialogues, whether authentic, scripted, authentic-based, or semi-scripted, exposes them to the target language.  This exposure provides opportunity for, as Krashen called it, comprehensible input.  Through this input, learners can expect to be exposed to discourse markers, vocabulary, and target grammar.  Exposure to this input also provides for incidental vocabulary learning wherein learners may more effectively retain certain words because of their own personal interest in the topic.  All the elements of this input makes it possible for learners to add new language.

Using more listening experiences in the classroom can also have other important effects on language learners.  First, it can provide a model.  If teachers choose listening texts well, the dialogues learners listen to and process can serve as a model for their future live interactions, either inside or outside the classroom.    This modeling helps learners feel more comfortable, more likely to take risks, and gives them a base from which to copy language chunks and use them in their own personal situations.

A second way that using listening texts in the classroom improves learning and encourages learners is that it builds confidence.  By giving the learners the opportunity to listen and respond to specific authentic situations inside the classroom, the teacher reduces fear and builds courage to try out the language in situations outside the classroom.

Finally, while working with listening texts, just like writing, reading, and speaking, teachers will have the opportunity to guide learners' attention to strategies.  By directly teaching specific strategies to improve listening skills, teachers give language learners the tools they need to continue increasing their listening skills in any situation in which they are exposed to new language.

By developing learners' language, providing models for behavior, teaching strategies, and building confidence, teachers not only help students strengthen one language modality, they also help learners become more independent.

Learning Styles and Strategies: To Assess or Not to Assess?

In Module 7 of our Theory course, we have been learning about learning styles and learning strategies.

So, what is a learning style?
   A learning style is a preference or a tendency to use a particular learning pattern (or method) when learning something.

And how does one distinguish a learning style from a learning strategy?
    A learning strategy is a series of steps or behaviors employed in a specific situation to assist in the acquisition, storage, retention, recall and use of new information.

Is it valuable for students to be assessed for learning style and strategy?  Why or why not?

Yes, because....

• Students will become more aware of their own preferences and those preferences ascribed to by others, which will in turn help enable them to be better equipped as learners.  They can become more effective and efficient by experimenting with different strategies or even expand their preferences to include others and thus improve their capability to learn in different situations.
• When students' learning preferences and styles are assessed, teachers can more effectively attempt to plan learning activities that meet students' preferences and needs in a more efficient way.

But, no, because....

• Many instruments used to assess learning styles in particular have not been found to be reliable or accurate.  Great care must be taken when using them.
• Much more research about the different learning style models needs to be implemented in order to establish a more informed theory surrounding the models.
• Sometimes the styles are misused as labels and can affect learners' impressions of themselves or teachers' impressions of them.  In practice, the styles cannot yet be viewed to be entirely stable, or restrictive.  There has been some evidence that the styles are flexible and can expand and change over time and with new and varied experience. 

Although I have written more cons than pros for assessment, I do believe that a heightened awareness among learners about how they learn is a very valuable tool.  If the assessments are used with caution and explained in detail so as not to be misunderstood or misused, I believe their use can have significant positive impact on a learner's capability to improve their learning skills.  

Writing Right in the 21st Century

As technology has developed, communication has evolved.  Consider the following quote:

"Language is constantly evolving, and so we must begin to accept - and even teach – the shortened forms of communication that are used with technology. This language may contain abbreviations, symbols (emoticons) and even untraditional grammar and punctuation, which would be considered “errors” in many classrooms. We accept different forms of oral communication without penalty … we should do the same with written communication."


It's true that language is constantly evolving.  Even Harmer acknowledges this evolution when discussing how text messages and emoticons are now common ways of communicating in certain discourse communities.  I believe the author of the above quote has a very valid point for a number of reasons.

1. Membership in a Discourse Community
Probably no teachers of English as another language would disagree that if learners of English as another language want to be able to read, understand, and write for English-speaking audiences, they will need to gain membership in the discourse community on some level.  They will need to understand conventions they may read and they will need to use those conventions to communicate their own messages through text as well.

2.  Changes within the Discourse Community

Most teachers of English as another language will also agree that while there are constraints guiding the comprehension and production of most genres and sub-genres, in response to new technology, new forms (genres of their own?) have developed.  This is apparent in the micro-blogging world of Twitter:  140 characters to share important news, ideas, and some fun.

While it's possible that some teachers may disregard the importance of Twitter and other forms of technology, but in I my opinion, it would be to the detriment of the learners.  These environments now are serious places for interaction with possible business clients, professional colleagues, future employers, fellow students, and practicers of common interests.

3.  Changes within Language Conventions
Because of the change in the discourse community, it would be logical to assume that changes within our language conventions would result.  It is important for a learner who will use Twitter, LinkedIn or even text messaging to understand what lol means or what c u @ 2 might mean.  If we are seriously committed to helping our students gain competence and schematic knowledge, we will need to help them understand and use these new conventions.

Having said all of that, here is a qualifier:

At the beginning of Chapter 2, Harmer himself says "different purposes provoke different kinds of writing".  Being able to communicate a piece of news around the world a half hour before the international stories are published is one way Twitter makes its name for itself.  But that's Twitter.  There are also many other purposes for which our learners will be writing.  They will also need to comprehend and be fluent in the use of the conventions for other genres of writing.  We should not neglect one for the other.

I would hold that it is a valuable investment of time to learn the conventions of both more traditional genres and those that are developing today.  Learners should become competent in both, and know when to use which accordingly.  I'm not sure I would go as far as our original quote and say "We accept different forms of oral communication without penalty".  Rather, I would say that we should help learners understand the complexities of the genres and the conventions and decide when it is appropriate to use any of these newer conventions.  It would be hard for me to imagine any employer accepting an application that closed with the text.... c u l8r

It is this sensitivity that we can teach and for which we should hold our learners accountable.

Presenting Grammar

Given your comfort with teaching, which strategy would you be more inclined to use to present grammar? How could you encourage yourself to be more comfortable with the other strategy?
When grammar is taught deductively, the teacher:

1. Explains the rule clearly to the students
2. Does not necessarily provide content or communicative function for the grammar
3. Focuses on the form and then the meaning
4. Creates drills and repetition for students to learn the desired structure
5. Takes all responsibility for students’ learning

When grammar is taught inductively, the teacher:

1. Presents students with many examples of the target language
2. Helps the learner to induce the rule
3. Provides students with a context for the language and a purpose for its use
4. Focuses on the meaning and then the form
5. Provides opportunities for meaningful communication through which students can discover the rule
6. Empowers the students to problem-solve

Although I may have had extensive experience in the classroom, I must admit I have not had extensive experience teaching grammar.  As I read over the disadvantages and advantages of inductive and deductive approaches as put forward by Thornbury, it seems that a less-experienced educator would probably feel most comfortable using a deductive approach.  This may be true for several reasons.  First, it is a straight-forward approach that gets straight to the point of explanation of a rule.  It allows the teacher some freedom to deal with grammar points as they arise, rather than anticipating them in advance.  It also can be quick and provide time for lots of practice.  It seems that not having significant experience with the teaching of grammar structures, I would probably feel more secure in this traditional, succinct approach. 

On the other hand, the benefits for the learners in the inductive approach appear to be exceptional.  When teachers challenge learners to infer the rules of form and usage from a group of carefully chosen examples, they invite them to spend mental energy recognizing and hypothesizing rules.  This cognitive effort may make the rules more memorable and encourages learners to depend on themselves.  Such benefits can be reaped in the event that educators have spent significant effort preparing relevant, meaningful examples and / or situations. This approach seems to be more taxing on educators in a variety of ways even though it provides specific benefits to learners.  

I believe that in order to feel more comfortable with an inductive approach, I will need to feel more confident in general as a teacher of grammar.  I will need to better familiarize myself with language rules, structures and forms, their intricate interplays and exceptions.  I will need to build a better repertoire of grammar-teaching resources, including textbooks, and the use of software like corpora or concordancing programming.    

As we have been discussing, it is probably most beneficial for learners to be exposed to both approaches so that they are given communicative contexts within which to practice communication at the same time they are guided with identification and reproduction of particular patterns and structures.  It seems to be a delicate balance that challenges teachers to develop skills in both inductive and deductive strategies.

Least Appealing Teaching Methods

So far this week, throughout our discussions together, the members of our class have pointed out and discussed reasons they dislike the Grammar-Translation Method and the Audio-Lingual Approach in particular.

Since we certainly don't want the guy in this image to be the result of our grammar lesson, a reflective discussion of these methods and why they are disliked is warranted.

Grammar-Translation:
Some of my colleagues and I wrote about the grammar-translation method and how it lacks an attention to the development of language skills for the purpose of authentic communication.  The method focuses on reading and some writing, but mainly neglects speaking and listening.

Several of the discussion participants brought up excellent points that this method is well-known in the world of language learning and teaching and may be THE expectation for learners about how they will be learning language.  They may think other approaches are incorrect or will not properly prepare them for the use of the language.  Of course, we should always take a learner's background and preferred learning styles into consideration when planning our lessons, in order to meet their needs and wants.

Audio-Lingual:
My colleagues expressed several reasons for their dislike of the audio-lingual approach.  Restrictions on students, level of teacher control, and the use of boring, repetitive drills were main reasons mentioned.

However, as was in the case of the grammar-translation method, some participants shared positive results they themselves experienced or results they observed from other learners.  The use of songs, rhymes, and chants played a particular role in this success.

It is probably not wise to label an approach or method as entirely lacking value for learners.  It seems that each approach has some benefit to contribute in some situation for some learner.  It is essential, then, that we adequately assess and endeavor to know learners' needs and preferred learning styles.  The results will help guide us as we plan successful, engaging lessons for our learners. That means we will probably be using the Grammar-Translation and Audio-Lingual approaches in one way or another in our classrooms - no matter how much we may dislike them.  The key is for us to know each one well, focus on the benefits of each and use them when appropriate. As was written in our reading, the key is to 'adapt, not adopt'.

Get grammar lessons 'flow'ing...

As a reminder, there are 9 elements that contribute to flow (read more about flow here):

1. clear goals every step of the way
2. immediate feedback for one's actions
3. balance between challenges and skills
4. action and awareness are merged
5. distractions are excluded from consciousness
6. no worry of failure
7. self-consciousness disappears
8. sense of time becomes distorted
9. activity becomes 'autotelic' (an end in itself)

How can we write lesson plans that apply these principles?  

When we use clear goals in our lesson plans, they help us create a focused, concentrated sequence of activities that will start from the assessed learner's needs and gradually build on their skills and knowledge to ensure that new content is learned one concept at a time with increasing levels of independence. This makes it possible for learners to gain confidence with new material in an environment that balances skill with challenge in such a way as to produce the feeling of flow, which will be discussed in a following point.

What does this look like in practice?  Goals will be specific and focused.  They will be few.  Activities in the lesson will be gradually building confidence.  First, the topic will be presented, learners will practice first in a 'safer' environment among peers with activities that involve group or peer work.  Learners at this point will correct themselves or others.  By doing so, adequate feedback is given, learners are less self-conscious and they are interacting and using the language, so they are aware.  Then, learners may practice independently with yet a more advanced activity that will increase the level of challenge since skill and knowledge have also increased.  

In fact, is essential that challenge and skill are well balanced if we want to achieve a sense of flow.  If activities planned in our lessons are too easy or have already been mastered by our learners, they will either be too relaxed, bored, or basically indifferent.  At the same time, if we have planned lessons that are too difficult, disregard gaps in learner skills and / or knowledge, or require learners to independently perform activities they are not yet prepared to perform in a small group or pair, we have misjudged our learners' readiness.  In this case, learners may feel frustrated, anxious, or worried.  

Whether it is indifference or anxiety, such feelings will not contribute to learning and will not result in flow.  Lessons with a good balance of challenge and skill do not throw learners into the sea without first teaching them to swim - or at least giving them a life jacket.  Rather, learners are well prepared for the challenges presented to them throughout the lesson (by the teaching of specific skills and knowledge necessary to effectively achieve the goal of the lesson).  Because he or she has mastered the required tools for the challenge, the learner does not fear it and will apply themselves and the newly acquired tools (skills and knowledge) to the challenge with joy.

A good balance of challenge and skill also keeps learners involved and on task.  As Mihaly Csikszentmihalyi describes in his video about flow, the brain can handle only so much stimulation at a time.  Thus, when learners are adequately challenged and have the right skills required by the activity, they will be busy, focused on the application of their skills, their awareness will be heightened and the activity will become autotelic or an 'end to itself'. 

What does this look like in practice?  It appears as a progression from perception (through presentation) to recognition and comprehension (through focused practice) to use (independent free use).  Activities will be planned in such a way as to reflect this progression, moving gradually from one stage to another, providing adequate feedback and confidence along the way.

If we want our learners to be 'in a state of flow' as they are learning language, it is essential that we apply these techniques to our lesson planning.      

The Role of Assessment

Assessment is an essential tool without which educators could not adequately, effectively or efficiently meet learners' needs and wants.  

Why assess?

Performing assessments will help educators determine learner placement, develop materials, curriculum, and teaching approaches. It also provides important information about what learners bring to the course, what they already have accomplished and what they want or need to know next.

When to assess?

Assessment is most useful when it occurs before, during and after courses. Having done so gives educators a baseline from which to start, an opportunity to check progress midway and change course if needed, and evaluate end results.

Who benefits from assessment?

First and foremost - the learner reaps the benefits. When educators have a good idea of what the learner has learned, wants or needs to learn and how he or she prefers to learn it, the most effective learning setting is prepared. Others also benefit from assessment including educational authorities, program funders and employers.

What information is included in an assessment?

6 main types of information may be included in assessments. Personal information, language-related information, learning-related information, teaching-related information, goal-oriented information, and miscellaneous information.  


When educators include comprehensive assessments before, during and after their courses, they are better equipped to provide learners opportunities to achieve. Educators can use the information from the assessments to drive the development of materials, to guide the direction of the curriculum, and to inform approaches used. Rather than using the same material over and over again with different learners who have different needs, wants, and objectives from the learning, educators who use assessment results effectively can ensure a "flexible, responsive curriculum."


As our the author of our text so poetically put it,
"If we know what's of interest to our students, we can package the desired with the required, and can provide a more effective and dynamic learning environment for everyone."

What is competence?

When it comes to language, what is competence?  Can we define it as skill or ability - demonstrable through performance?  But what are the components of this language competence?   If it changes over time, why?  What's the difference between competence and proficiency?

Before I read the article including a history and research overview of the definition of "competence",  here is what I wrote in my notebook as a definition of competence:

"the ability to communicate clearly and meaningfully about relevant, important topics with others who are native speakers"

As we read through the article, Defining Communicative Competence, we learned there are 3 main models of communicative competence created by theorists and developed through research.

1.   Canale and Swain (1980, 1981) and then Canale (1983, 1984):

• 3 main types of skills: 
• grammatical (grasp of language rules, forms and structures)
• sociolinguistic (the right use of the right language in the right place at the right time with the right cultural considerations)
• strategic (verbal and nonverbal tactics used when a breakdown in communication happens as a result of an underdeveloped area of competence)
• later Canale (1983, 1984) added discourse (putting the right words or texts together in the right way to make meaningful utterances)

2.  Bachman and Palmer (1996)

• Crucial ability is language ability, but strategic knowledge also plays a role
• Language ability is made up of two main elements:
• organizational knowledge (mostly formal language structures)
• pragmatic knowledge (mostly production and understanding of communication)
• These elements complement each other and also have subcomponents as is clear below in the figure.

3.  Common European Framework (CEF)

• 3 basic components, each including both knowledge and ability to apply (strategic competence, is not separate on its own): 
• language competence: (knowledge of and ability to form required structures)
• sociolinguistic competence: (knowledge of and correct use of language skills in social context) 
• pragmatic: discourse and function

These three sets of theories, and the differences therein, are illustrated below in the figure.

Reading the history and research review certainly added to my understanding of the concept.  I especially enjoyed the visual images that represent the various theorists' opinions.  Their points of view and theories about language learning inspired many more questions, too.  Reflection on the philosophy behind the nature of language learning certainly opens our understanding to new ideas, new questions, and possible new interpretations of old world views.  After having read the article, I believe it is worthwhile to do much more investigation and study about the nature of language learning. At the same time, it will be essential to keep up with new theories or contributions.

So, perhaps I could rephrase my first definition of competence to read:    

"a dynamic set of knowledge, skills, and behaviors resulting in clear, meaningful communication, including language, sociolinguistic and pragmatic competence"

I really don't like grammar!

What do you remember about grammar instruction?  How did the teacher present, explore or share the rules and patterns of the new language with the students? What was effective? What was ineffective? What do you remember enjoying? What was more challenging and perhaps less enjoyable?

As a student learning the grammar of my native language (English), the most significant memory I have is that of diagramming sentences.  This activity was visual representation of the language system.  We used flat, horizontal lines for the basic parts of the sentence (subject and verb) and then other lines at angles below or to the side in order to clarify how each of the other words functioned in the sentence (as modifiers, etc.).  I suppose that my predilection towards visual learning made this approach to grammar useful and meaningful for me.  On the other hand, I really disliked taking a rule and applying it to a set of twenty sentences (drilling).  I sometimes took this as an insult to my intelligence. 

As a student learning the grammar of another language (Arabic), however, my perspective changed a bit.  I first began learning Arabic on my own, through observation and trial and error.  I only started studying with a private tutor after about 3 years in Egypt.  Because I already had a significant amount of basic Arabic under my belt, we began with some simple grammar rules and patterns.  Most of the time, my instructor would present a grammar rule or pattern through explanation in the target language (Arabic) and then reinforce it using some examples in the target language.  We would do some exercises using that rule, including those dreaded drilling sets.  In this case, notably, I found that practicing the rule in a controlled, safe environment that was not high-stakes (my workplace) was very useful and gave me the chance to make mistakes without consequences.  The instructor also would present some text (comprehension passages) in which these rules were also observable.  Thus, she put the rule into a context, and added meaning.  This was especially useful for me.

A student in your class approaches you and tells you she is very bored with the grammar lessons, and that she feels she can learn English without learning grammar separately. What would you tell her?

Write a script of the explanation you could give this student and post it to your blog. Read the other scripts and consider which explanations might be the most meaningful, comprehensible, and authentic to a student learning English.  Also, write about what you might do differently in your instruction as a result of the conversation.

Sandra: Ms. Jennifer, I really don't like grammar.  Do we have to learn it?

Ms. Jennifer: Well, Sandra, why do you think we include grammar in our English course?

Sandra:  Because it helps us speak and write better.  But, I think if I read more and talk to more speakers of English, my grammar will get better.

Ms. Jennifer:  You're right, Sandra.  Reading more and spending more time communicating will definitely expose you to more language and give you a chance to use your language in many ways.  I know you are sharp, Sandra.  You easily pick up on language patterns, sometimes without any direct instruction.  But, what if I told you that sometimes, we need help to notice these patterns?  

Sandra:  Yes, sometimes I feel like something I'm saying doesn't sound right, but I don't know why.

Ms. Jennifer:  That's right - you have a keen sensitivity for languages, like many students do.  But, sometimes if a rule or a specific structure is explained to you directly, that knowledge will help you figure out the pattern and use it with fluency and accuracy faster than if you try to understand it by yourself. 

Sandra:  But, most of the time, even if I make mistakes, people can understand what I mean. 

Ms.  Jennifer:  Maybe that's true, now, Sandra.  But, as you develop your language, you may want to discuss more complex topics, you may want to apply to study formally in a university, or you may want to get a job.  In these situations, you don't want to take a chance that people will misunderstand you, right?  And sometimes, people are not fair.  They may think that you don't understand the content or the facts because you can't communicate clearly about them.  They may judge you based on their own ability to understand you.  That's why it's important to use every tool you have to be as fluent and accurate as possible.

Sandra: But sometimes I feel overwhelmed and think I will never be able to sound or write like a native speaker.

Ms. Jennifer:  Well, Sandra, learning another language is a life-long process for most people.  Let's focus on today.  Let's figure out where you are in your language learning process, what specific goals we can focus on, and find the strategies for work that you most enjoy.  In that way, we can meet your goal of being as fluent and accurate as possible.

Sandra:  Okay, Ms. Jennifer.  I agree that grammar is important so I can communicate clearly.  But, let's try to do less mindless drilling, please! 

Ms. Jennifer: (smiling)  Of course, Sandra!  We will work together to find ways to practice grammar that you enjoy.  

As a result of this conversation, I would spend more time creating activities that not only practice specific patterns and structures in particular, but also within a more comprehensive format that involves      relevant, meaningful, context to the language with some elements of games or competition that would motivate Sandra and her colleagues.

Discovering the CLB

Now that you have had an opportunity to peruse the CLBs, what is your beginning understanding of how this tool could be practically applied in a language learning classroom environment? As an instructor, how could you utilize it in a way that "makes sense?" Further, how could it be presented and made useful to students?  

The Canadian language benchmarks (CLBs) provide a set of standards for language learning that is comprehensive and detailed.  The benchmarks create a common foundation for educators upon which they can build their communication, their assessment, and their materials.  Because they are learner-centered, task-based, applicable to community, academic and work contexts, as well as competency-based, they are highly useful for both practitioners and learners.  

As an instructor, it seems important to remember that the benchmarks are not meant to be a test, a curriculum or a syllabus.  They also do not represent public policy on education, however, they may be affected by such policy.  What do they do?  They form a framework.  They help educators understand each other when they communicate about learners' language levels, expectations for language performance through language tasks, and provide detailed descriptions of strategies for development across the four levels of each of the three stages of language learning.  

As a language learner, I imagine it would be motivating to know exactly what skills I have, what skills I am developing and what skills lie ahead of me to be developed, especially when those skills are described in a task-based way.  I will be able to have a good understanding of where I am and what kinds of things I should be able to accomplish now and in the near future.  I would be able to help myself reach those goals in a more intentional way.  Of course, when presenting the benchmarks to students, it may be counterproductive to overwhelm them with long lists of tasks that are far beyond their level.  The can-do lists are succinct, simple, straight-forward visions of a learner's skills at particular levels and seem to be an ideal way to use the benchmarks with students.  

A Summarized History of Language Learning Theory

Knowing the history of how ideas, perspectives, and practices develop gives us power.  It provides an understanding with which we can better discern whether or not certain concepts, behaviors or practices match our value system and are worthy of our support and adherence.

Module 2 in our Thinking About Theory course includes a PowerPoint presentation that gives a broad summary of the significant phases of the history of teaching and learning languages. Below I reflect on the high points of language teaching and learning history through some questions.


1. How would you summarize the changes in language teaching and learning over the centuries? 
On one level the changes that have happened in language teaching and learning theories, approaches, methodologies and even techniques seem to be on a pendulum, first swinging one direction, then another.  And, in a sense, it's true.  Many of the perspectives about language teaching and learning were developed in reaction to a previous perspective, adding an aspect that seemed to missing, or proposing a completely opposite point of view.  For example, the Direct Method (an approach focusing on use, not analysis of structure) developed in response to the Grammar-Translation Approach, which was entirely focused on a systematic study of language forms.

On the other hand, as each new approach and its related methods were created, implemented, and evaluated, theorists themselves were learning.  When language learning started to be a significant field of study, research contributed noteworthy contributions and new questions were considered.  As time went by, there was still an ebb and flow of the pendulum, but it seemed to be a bit less extreme.  Other factors were considered in the learning of language including culture and social interactions and affect.  New technologies developed and new materials were created as learners started to learn in new situations.  Social changes brought new developments like bilingual schooling, individualized instruction and immersion strategies.   It seems to me, that, whereas some approaches remained closed off to any of the newer information and change, other approaches, like the communicative approach that is most popular now, developed into an eclectic, varied type of approach that would offer a balance of theory within one approach.    


2. What kinds of factors affected the development of language learning theories over time?
Some of the main factors that had significant impact on the theory of language learning over time are reflected in the way in which educators answer 3 main questions about language learning:

• What is the nature of learning?
• What is the nature of language learning?
• What is the nature of teaching?

Answers to these questions make up the core of why one approach may be different from another.  For example, the Situational Language Teaching approach has the perspective that learning happens in a natural way, in context.  Language learning in particular would be best learned within particular, realistic situations.  Teaching in such an approach would involve helping the learner experience these situations using realia, demonstation, practice, and humorous situations.  Grammar may be taught in this case through the use of substitution practice which involves learning producing a number of sentences matching a pattern they have learned.

On the other hand, the Grammar-Translation Method considers language learning to be a tool for scholarship.  Proponents of this method also hold that writing is the most important skill of a language and that this can be learned mostly through the memorization of specific rules and lists of vocabulary.  Translation is one prominent way that language is taught using this method and the teacher's role is to explain rules and meanings, organize practice, and correct mistakes.  It stands in stark contrast to the Situational Language Teaching approach and others like it.

Besides the basic answers to these three questions, other factors, besides difference in perspectives or world views, have had impact on the theories of language learning.  The development of new technologies has made it possible for the use of various media in the language classroom and the internet and pushed the limits even further, redefining what is a 'classroom'.  We have also seen the rise of alternatives to conventional schools that have developed as a reaction to the nature of the prominence of English language, and/or the will to maintain and develop first languages while living in cultures where another language is dominant.  These include bilingual schooling, individualized instruction and immersion courses.

3. Describe five approaches that have been used to teach languages over the centuries. You do not need to name methods, just general approaches.

Approach Name	view of language	view of language learning	view of roles of teacher	view of roles of learner	examples of teaching-learning activities
Grammar - Translation	*academic *used for scholarship *systems of rules	*main goal is to enable learners to read and comprehend the target language for use in academics	*uses the native language primarily *explains grammatical forms and structures *drills *corrects mistakes *does not necessarily have to speak the target language	*listens *practices through assigned exercises *memorizes rules and lists	*reading difficult texts *translation of texts from target language to native language or vice-versa
Direct	*is meant for communication	*should be carried out entirely in the target language (in fact, teachers may not even know the learner’s native language) *should be learned in a way that reflects the way first languages are learned	*must be native speaker or have native-like proficiency *corrects *demonstrates *organizes practice	*participates actively *imitates	*showing *drawing *asking questions *answering questions
Audiolingual	*system of communication	*learned through hearing and imitating	*teaches grammar in a sequence *teaches grammar inductively *sequences the teaching into first listening, then speaking, then reading, then writing *limits vocabulary appropriately *prevents learner errors *corrects learners	*repeats *memorizes	*dialogues *pronunciation activities are stressed *substitution drilling
Oral-Situational	*spoken language is primary *language is a system of communication	*language is best understood within a context	*presents language orally and in context *uses only target language *uses practice exercises within a specific, realistic situation	*complete practice exercises	*use of sentence patterns in substitution practice *speaking exercises primarily, but may use reading and writing as supports
Communicative	*language is a system of communication including both specific forms and social purposes	*main goal is to enable learners to communicate in the target language *long process	*plans integrated activities that function to increase communication *corrects errors as a secondary role *must be fluent in target language *exerts less control over what language to which learners are exposed, giving learners more control	*communicates *participates *engages in real-life activities *participates in guiding / directing the learning	*linguistic structures and social functions are practiced through integrated, contextual situations *role-plays, events, and communications that are authentic and require engagement in the target language

4. What is the current approach to language learning and teaching? What are some characteristics of the current approach?
The most current approach is the communicative approach. I have written about it here, but here is a short summary:
What CLT is not:
*just about oral communication
*limited to group or pair work
*incompatible with knowledge about rules or specific language forms

What CLT is:
*a comprehensive approach including the interpretation, expression, and negotiation of meaning in the spoken and written word
*may include both group/ pair work and individual work
*inclusive of metalinguistic knowledge
*full of activity, tasks, and discovery
*functional
*tailored to learner's needs and contexts
*an interrelated set of competences that include language structure (grammatical competence), meaning in context (discourse competence), coping strategies that enable communication despite limitations (strategic competence), and meaning making while taking into consideration cultural conventions and potential differences (sociocultural competence)

5. Can you think of examples of languages being taught for “specific purposes"?
Sometimes, learners have specific needs.  Once a needs assessment is completed, it may be most beneficial for learners to have particular programs designed to meet their needs.  I have experienced something like this in my own work.  While in Egypt, the language school at which I taught intended to  provide an immersion experience for its learners in which even some of the activity courses taught would be taught in the English language.  Since I was responsible for the music department, it was decided that our music teachers would teach in English and use English language songs as their main content.  Because the music teachers had only a basic level of English, they required some help with the language used in the songs, as well as the language used to describe musical terminology used in the courses.  Of course, this differed depending on the level the teacher was teaching and required that each teacher would have a special program developed for her needs.


6. Which methods appeal most to you, and why?
I am especially attracted to the learner-centered and task-based learning developments that have been surging for some time now.  While they may not qualify as 'methods' on their own, they could be considered aspects of the communicative approach.
These two particular 'methods' appeal to me because I believe that the more the learners are involved in their own learning, the more they will reap its benefits.  By being actively involved in the planning and implementation of specific activities or directions for the learning, I believe teachers using learner-centered techniques are more likely to encourage their learners to be life-long learners.  Furthermore, when learners are involved in specific, well-defined tasks that are relevant and meaningful, they will also achieve a deep, enriching experience that will result in a love of learning.

7. Provide examples of the older approaches to language teaching that you might use in your own classroom. Explain how they might be useful.
Professionals in marketing know that repetition is important.  They have thousands of strategies to make sure their brand appears in your conscious or subconscious enough so that you may decide to purchase their product.
I believe there is a necessity in repetition of information in order to have fully understood it and deeply processed it.  Whether it is reading several articles on a similar issue, or reading, discussing, then reflecting through an essay, I, myself as a student, use repetition as I direct my own learning.  It helps me see an issue or concept or technique from several viewpoints, analyze it and develop my own response.  I believe that this will be true for other learners, as well, for many fields of study.