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.

Reflections on Joy and Flow

What makes life worth living?

It’s a question that’s probably been asked by many philosophers, researchers and regular folks like you and me.  It’s the question that led one researcher in psychology, Mihaly Csikszentmihalyi, to develop the idea that the feeling of ‘flow’ is a major contributor to the joy and happiness that sometimes is felt in our lives.  He describes this feeling as central to joy and creativity and is sometimes known as being in ‘the zone’.  Specific characteristics of the experience of flow include a state of focus, concentration, clarity, balance between skill and challenge, serenity, timelessness, and a sense that the activity is worth doing for its own sake.

While this ‘flow’ is frequently associated with athletes, musicians, or other artists, it can be experienced during any kind of activity, so long as the conditions are right.  Mihaly Csikszentmihalyi created a an image showing the relationship between challenge and skill and pinpointing exactly when flow is most likely to be experienced.  It is an interesting image and reminds us that ‘flow’ is not the only state we may experience.

When we consider this concept as teachers (and students), it is highly useful!  Personally, as a student, I have experienced flow numerous times.  One time in particular I remember was when I was studying statistics in college.  I was not particularly skilled in statistics, never really enjoyed working with numbers of any kind, and I didn’t have much motivation to approach the subject.  However, while I was taking this particular course, I consistently found myself not only enjoying the class time, but also highly motivated to attend the next class and work on the next project our instructor would present.  Because statistics was such a daunting topic for me, I was surprised at my feelings and reflected upon them often. What could explain why I felt excited and inspired by this course?  I believe the extent to which I was feeling ‘flow’ in the course, the way I felt time was flying and I was entirely engaged, was directly dependent upon specific actions and capabilities of the instructor.  The instructor concentrated on knowing each of us independently and learning the main reason we were taking the course.  She was able to accurately evaluate the skills and knowledge we already possessed and what we needed to work on.  She would take this information and create challenges that built off of our already-present knowledge and skills, but challenged us to apply our new knowledge.  These challenges were directly related to reasons we were taking the course - fields of study that we were particularly interested in.  So, through her knowledge of us and her knowledge of statistics, she was able to create the right balance of challenge and skill to motivate us and get us in ‘the zone’.  

I imagine the concept of flow could also help with the learning of language and specifically with that of grammar.  My statistics teacher always presented material in a clearly defined step-by-step process that helped us gain new skills gradually and in a safe environment.  Then, she would give us a challenge, a task, or a problem through which we were required to apply both our previous and newly acquired knowledge in a new way.  Because grammar works with structures and forms, I can see that such an approach will also be beneficial.  

I believe that Larissa and Kerri highlight valuable points when they discuss the importance of flexibility, student choice, and teachable moments.  When I remember my classroom experiences in that statistics course, I remember that we often had choices of 3 or 4 projects on which to work and that we sometimes would move in new directions because we stumbled upon an insight or application as a result of our work on a project.  Most definitely a teacher’s ability to know when to add, subtract, skip around, or move in an entirely new direction - and then do so - on the spot is a sign of their greatness as a teacher.

In the video provided as part of the more information for this assignment, Mihaly Csikszentmihalyi says something to the effect that you can’t be creating anything with less than 10 years of technical knowledge in a particular field.  In fact, I am sure that those who experience flow most of the time are both highly skilled and highly challenged, as is suggested by the chart.  Maybe that explains why we sometimes rarely experience this condition.  Our challenge as teachers is to create the right amount of challenge to suit our learners’ skill so that they can experience flow as much as possible.  Not to mention, of course, that we want to avoid the other areas of the chart labeled anxiety, worry, apathy, boredom and relaxation.  As Mihaly Csikszentmihalyi suggests, our experiences best happen in flow, but learning can also happen when in the states of arousal and control.  Here are a couple questions for us, though.  

Just because our students experience flow, does that mean we, as teachers, are?  
And the opposite:  Just because we are experiencing flow, does that mean our students are?  
And I suppose, according to this theory and considering that every learner is different, we should ask how can we get a majority (or -dare I say- all) our students to experience flow together?

Observations and Games

Today I spent a long time browsing through videos on YouTube that came up for my search for "ESL".  I have observed many teachers in their classrooms before and have been observed by others, as well.  I always appreciate the privilege to watch another teacher work with learners.  I never fail to learn something new!

I performed two observations today, as required for this assignment.  I chose to watch two that were using games in the EAL classroom.  I have always LOVED using games in my classroom.  In fact, when I was teaching music, we used a set of games known as the Music Mind Games, that were based on Maria Montessori's philosophies.  For me, when planned and used appropriately, games seem to offer functional,  relevant, activities or tasks for learners that give them the opportunity to apply what they have learned.

In case you'd like to view them as well, here are the two videos I watched today.

What do you think about the use of games in the EAL classroom?

CLT and Sandra Savignon (Refresher)

I am new to the English as a second language teacher certificate program.  Right now, I am enrolled in all three of the first courses at the same time.  While this is great because it gives me the chance to do an intense, focused study, it also means I have to play a bit of catch-up.  The first activity in Understanding the Language Skills, our second course, is meant to be a refresher of material learned in the first course, Thinking About Theory.  For me, however, it is new material, and thus warrants a blog post all on its own!

Reading Sandra Savignon's Communicative Language Teaching for the Twenty-First Century has clarified and highlighted a number of important points for me.  As I address the reading questions, these points will become clear.

a.  What are the limitations of the terms “passive/active” or  “receptive/productive” as Savignon sees it?

Savignon argues that the terms passive/active or receptive/productive do not accurately capture the nature of the skills of listening, speaking, reading, and writing.  Specifically, they do not adequately reflect the interactive, collaborative nature of meaning making in language.  Meaning making is active, participative, and interrelated.  Thus, Savignon suggests using terms like "interpretation, expression, and negotiation" when referring to communication and language learning in particular. 

b. What role did the Threshold Level play in the development of communicative competence?

The Threshold Level, originating in Europe, helped focus on the context of language systems, and functions necessitated by learner needs. Through this focus, a new direction was forged for language learning.  LSP, or languages for specific purposes, started to grow and develop as a movement.

c. What role did Savignon herself play in its development?

Savignon, through her research, helped establish the concept of "communicative competence".  This concept is basically the idea that students would authentically interact in the target language, rather than merely use the memorized dialogs from texts.  This competence requires a certain amount of risk-taking and the development of strategizing.

d. At the end of page 16, Savignon states that as language teachers, we need to have an understanding of “… language learning as both an educational and political issue”. What does she mean?

Education and politics overlap because education, even (and especially) language education, is of concern to society.  Individuals who have a stake in the selection and implementation of materials and methods for language learning include educators, learners, parents, researchers, policy makers, and community members.  This connection of mutual interest makes standardizing, designing, regulating,  and evaluating language programs complicated, and at many times, political.

e. What makes cultural awareness so important in language learning?

This question was especially intriguing for me.  I have spent many years learning Arabic.  Having lived in Egypt for 15 years, I have experienced what many learners of English as a second language experience in primarily English-speaking environments.  I believe Savignon is right on target when she writes (on page 18) that "sociocultural competence requires an understanding of the social context in which language is used: the roles of the participants, the information they share, and the function of the interaction."  Through my experience of learning Arabic, there were many moments when I said the wrong thing at the wrong time - even though I said it in perfect, fluent Arabic.  When you are interacting in a language (and culture) not your own, it is so important to consider the situation from many points of view.  It is necessary to consider the individuals with whom you are speaking, their role in society, their role in your life, and the relationship you share as well as the setting of the interaction and the cultural expectations for that particular circumstance.  In fact, I believe the longer one interacts intentionally and authentically with others from other cultures, the more one must expect, circumvent, prevent, and clarify potential misunderstandings.  For me, it got easier the more familiar I became with the culture.  I suspect this might be true for others.  Again, Savignon puts this into words on page 18 when she states "Sociocultural competence therefore includes a willingness to engage in the active negotiation of meaning along with a willingness to suspend judgement and take into consideration the possibility of cultural differences in conventions or use."

f. What does Savignon mean when she says “communicative competence is always relative”?

You say 'potayto' and I say 'potahto'.  And it's not just restricted to pronunciation.  I painfully discovered this also through my experiences in Egypt.  I remember when I first started working as a supervisor for English language at the private language school.  I was responsible for editing teacher-created worksheets and writing tests.  Of course, being an American, I would use American spellings for words like color or theater.  I would also use different words or expressions with which many of the English language teachers at the school were familiar.  I very quickly found out that there is not one spelling for theater and that a flashlight can also be called a torch.  

Although I give examples of vocabulary or spelling, this extends into grammatical forms, request conventions, and many other aspects of language.  It is not possible to know all the ways all speakers of English as a first language communicate. Also, as Savignon points out, much of the English-speaking world now did not grow up speaking English, but has an English identity of their own.  I believe there is such a thing as an 'Egyptian English' in which some aspects of Arabic language and culture are detectable.  It is a beautiful thing.

g. How can you explain the different reactions that teachers have, in Savignon’s opinion, to CLT? Which of the stated reactions most reflects your own?

Savignon relates several reasons why some educators may feel frustrated with CLT.  I have been on several sides of this discussion through my experiences in Egypt.

First, in the language school in which I was supervisor, we were using an English language curriculum, written for young ESL learners that was 'communicative'.  The approach to the grammar was functional and indirect.  Egyptian teachers, who learned grammar in a very systematic approach quoting rules and practicing specific forms, were intensely confused about how to teach this way and cynical about whether or not it could succeed.  Parents were just as reluctant, if not more so.  They would sometimes demand extra worksheets or specific styles of exercises to be assigned to the students.  For our part, as an administration, we tried to apply the approach outlined in the text, while we provided very limited direct grammar instruction through worksheets.

Using the first language was also common, while not encouraged, in our classrooms.  As for the English language teachers, they would rarely do this, but teachers of other subjects - like music (for whom I was also responsible), frequently relied on this strategy.  The teachers were all very conscientious and concerned about the success of their students (and their own reputations) and wanted everyone to have a positive experience in the classroom.  However, we made every effort to raise their awareness about research findings and training to give them tools to avoid using first language especially in language classes.

A final way I experienced CLT was through my own learning of Arabic.  For the most part, I did not take formal classes or work with a tutor.  I learned almost all of the language I now possess through interactions, events, conversations, in context and with the application of various communicative strategies.  I am not saying this style is for everyone, however, it does match the principles of adult learning: that adults are self-directed, they have life experience and knowledge that contributes to their learning, they are goal-oriented, and they are relevancy-oriented and practical.  From my perspective as a language learner, CLT is a flexible way to get learners involved, interested and engaged.  

h. Summarize Savignon’s five components of language teaching by writing a sentence or two about each. Do you feel this is an accurate representation of teaching? Why or why not?

1: Language Arts:  In this component, Savignon refers to the learning of specific patterns and forms of the language.

2: Language for a Purpose:  Here, the focus is on content - not language.  For example, I like to cook, so I'm going to participate in communication about how to make a new recipe.

3.  My Language is Me: Personal English Language Use:  While I speak a language other than my first language, I do not have to abandon who I am, the conventions to which I am accustomed or my values.  My identity can still be evident in my new language use.

4.  You Be, I'll Be: Theater Arts: Role play makes it real.  I get to try out new language skills in new roles and situations in a trusting environment.

5.  Beyond the Classroom: These are opportunities to apply new language in authentic situations with other speakers of the target language.  

These five components reflect the main principles of adult learning.  Respect and autonomy are evident in #3 and #4.  Life experiences and knowledge abound in language for a purpose, my language is me, and you be, I'll be.  Goal and relevancy orientations make language for a purpose and beyond the classroom quintessential activities.  I would argue that these five components would provide a strong, effective framework for any language learning.

i. Divide your paper into two columns, and re-read “What CLT is Not” on page 27. As you re-read, put words that explain what CLT is on one side, and what CLT is not on the other.

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)

Today's featured quote: "One demonstrates grammatical competence not by stating a rule but by using a rule in the interpretation, expression, or negotiation of meaning."  

So many of us forget that it's the application that matters!

My Preferred Way of Learning

As I reflect on the new things I have learned throughout the last year, I am truly amazed.  As Allen Tough  notes from the research results among adults, this is normal.  Informal learning seems to comprise the majority of adult learning. By its nature, informal learning is virtually invisible, unacknowledged and even underestimated both by the learners themselves as well as by educators, so it is probably not surprising that one would be taken aback at the amount, depth, and variety of learning that can be accomplished within a year.

From the (more than) 20 new things I learned, I observed that the majority of these things were, in fact, learned in an informal way.  They were either learned independently, with the use of the Internet, or other sources of available information, or with the help of individual or small groups of peers.  For example, I learned to crochet this year from a small group of members of my extended family.  Also, I learned to cook with a number of new ingredients in a number of new styles from cookbooks and recipes online.  While I probably prefer the independent learning most, I also enjoy learning in a formal environment.  I don't mind submitting myself to a framework of goals and objectives and accepting the challenge to achieve.  In fact, I just completed a master's degree through such formal learning.  Nonetheless, if I had to choose one, however, it would probably be the independent format in which I have freedom to investigate certain issues, inquire into certain aspects of those issues, all at my own pace, and in my own style.

These preferences and reflections are indicative of the principles of adult learning we read about in our course readings.  For example, one of the principles is that adults are 'autonomous and self-directed'.  This can be illustrated by the fact that I liked the learning I did that I chose, planned, and carried out myself.  Another adult learning principle that is applicable as I reflect on my learning is that adults are 'relevancy-oriented'.  For example, as I chose the new projects I wanted to learn to crochet, I chose ones that could be easily completed and given as gifts for Christmas.

Each reading I complete for these assignments will most definitely have more of an impact on me if I reflect on it adequately.  In fact, this blog is tool with which I will do so.  So, I commit to quoting a particular phrase or statement from each reading at the end of each blog post that I will continue to reflect on for a number of days.
Today's featured quote: "Acknowledge adult learners' prior experience with all sorts of informal learning, so that we can give the learners an appropriate level of responsibility for their own learning, and use what is already known as the basis for new learning."
For me, this is the perfect embodiment of the principles of adults' possession of life experience and knowledge, relevancy orientation, and practicality.  It is a quote to keep near to our practice always.

Introductions

Welcome to my blog!  Let me take this opportunity to introduce myself.

Having spent 15 years as an educator in Egypt, I am seeking to supplement my many years of experience with a formal certificate in teaching English as another language to adults.  This blog will be a place to reflect, discuss, and analyze topics in my course work.  It will serve as a journal for me, but also as an opportunity for interaction with others studying with me, or interested in the featured topics.  I appreciate your thoughtful input and support on this journey towards certification.