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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'.
Jennifer, I like that you pointed out that the key is to 'adapt, not adopt'. This applies to teaching in general, not just language teaching. In my experience as a student, the professors who adopted one specific method rather than adapting to what the class needed were always the classes where students struggled the most. Thank you for your insight!
ReplyDelete-Vanessa Driedger
I agree, Vanessa! When we close ourselves off from certain strategies or approaches we are also risking closing off our students from the content and from their potential. Even though we may not like a certain approach, it may appeal to certain students, or may be best suited for teaching a certain concept. It's our challenge to know when and how to integrate them...
DeleteThanks for your clear summary of our discussion for the teaching approaches presented in Module 4, Jennifer.
DeleteAs you mentioned, it is important to balance between the needs/expectations of our students, but also our expertise on what we know to be most effective overall for language development and adult learning. You indicate that "it is essential to adequately assess and endeavor to know learners' needs and preferred learning styles" at the outset of a class to identify this information"; well put! Although many needs assessments do not include information that relates to students preferred language lerning strategies/styles/approaches, this would certinaly be a useful element to consider including.
Thanks, Jennifer.