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.