Thursday, August 29, 2019
Friday, July 2, 2010
10 - Total Physical Response
Definition: TPR is a hands-on approach to second language learning in which the teacher infuses language through commands and by which the student responds with kinesthetic (body) movement to show total comprehension. James Asher, the developer of the TPR, “was a clinical psychologist who felt that learners, particularly children, must be liberated from having to sit still most of the time so unnaturally in a classroom”, according to Nagaraj (2004). In the TPR approach, beyond the feelings and intellect, the whole body of the student is involved in the process of acquiring a new language when they perform the actions following the command the teacher gives. The main point is to learn without pressure or stress, and more: having fun. The student only speaks when he/she is ready to do it.
Comment: The TPR concerns about the learners feelings, which is a very good thing to notice on an approach method. If the student is not stressed, the results are optimized. It is very good for kids!
In this video, the teacher is using a song to teach directions and positions. The children use the whole body to follow the commands of the song and the teacher:
References:
NAGARAJ, Geetha. English Language Teaching: Approaches-Methods-Techniques, Orient Longman, Hyderabad, 2004
LARSEN-FREEMAN, Dianne. Techniques and Principles in Language Teaching. New York: Oxford University Press, 1986.
More Sources:
TPR World:
http://www.tpr-world.com/
James Asher's “Total Physical Response - A short introduction”:
http://www.c-english.com/files/tpr.pdf
9 - Syllabus
Definition: The syllabus is a descriptive summary of the subjects and/or topics to be covered during the development of a course. In the English teaching field, it can be divided into language syllabus (includes phonological, syntactic, and semantic features of the target language), communicative activities syllabus (discourse and interactional orientation), cultural syllabus (relationship between language and culture) and general language education syllabus (reflections about language, about language learning strategies, and about cultural aspects). The mix of these four aspects in a syllabus create a multidimensional educational curriculum.
Comment: It is very important for a teacher to maintain an organized schedule, and, more than this, a well done syllabus. It saves time and focus the attention on what is to be covered. A multidimensional syllabus is a sign that the class covers a good range of the English learning aspects, optimizing the process.
References:
KUMARADIVELU, B. Understanding language teaching: from method to postmethod.
RICHARDS, J.; RODGERS, T. Approaches and methods in Language teaching.
More Sources:
Writing a syllabus article
http://www.mnsu.edu/cetl/teachingresources/articles/syllabus.html
Writing a Syllabus for the ESL Classroom
http://esllanguageschools.suite101.com/article.cfm/writing-a-syllabus-for-the-esl-classroom
8 - Lexical Approach
Definition: Lexical Approach is a term created by Michael Lewis which defines a method that emphasizes the lexical aspect of the language, showing his idea that language consists of lexical grammaticalized, not lexicalized grammar. This method preaches that there is no sense in learning the “form” without knowing the “content”. It is easier when you have the “content”, and, then, organize it within the proper rules. Thus, the main focus is aimed at the vocabulary learning.
Comment: This is an approach that definitely renews the way we see vocabulary, because it emphasizes the content before the structure. It is a little bit dangerous because if you have a lot of words and chunks and don't know how to organize it, or to use it to communicate effectively, your efforts will be in vain. It is important to balance the learning strategies in order to get the desirable results.
References:
THORNBURY, Scott. The Lexical Approach: a journey without maps? Modern English Teacher Vol7, 1998.
LEWIS, Michael. The Lexical Approach,
More Sources:
Teaching English - Lexical Approach 2 - What does the lexical approach look like?
http://www.teachingenglish.org.uk/think/articles/lexical-approach-2-what-does-lexical-approach-look
7 - Learning Strategies
Definition: Learning strategies concern the strategies adopted both by the teacher and the student to optimize the learning process, adapting the teaching and learning ways to their needs and conditions. According to Ekwensi, Moranski, & Townsend-Sweet (2006), the “learning strategies determine the approach for achieving the learning objectives (…). The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles”.
Comment: The use of learning strategies is completely valid because you have to adapt the classes to the students needs, ages, feelings. Its is a way to optimize the time you spend in class.
References:
NISBET, J.; SHUCKSMITH, J. Learning strategies. London: Routledge & Kegan Paul, 1986.
EKWENSI, F., MORANSKI, J., & TOWNSEND-SWEET, M. E-Learning Concepts and techniques. Institute for Interactive Technologies, Bloomsburg
DiponÃvel em: http://iit.bloomu.edu/Spring2006_eBook_files/ebook_spring2006.pdf
Acesso em: 2 jul 2010.
More Sources:
Macmillan English Dictionary for ELT Terms:
http://www.macmillandictionaries.com/glossaries/definitions/j-l.htm
Learning Strategies - Media, Strategies, & Methods:
http://www.nwlink.com/~donclark/hrd/strategy.html
Teaching and Learning Strategies
http://www.newhorizons.org/strategies/front_strategies.html
6 - Identity
Definition: The identity can be briefly defined as a sum of representations of the self. These representations are the person's conceptions and expressions of their individuality or group affiliations, being social, cultural, and so on. One’s L1 is a very important part of one’s identity. According to Schulter (2003), “The right of any person to maintain their identity can only be fully realized if they acquire a proper knowledge of their first language (or the language they learn from their parents) and/or their mother tongue during the educational process.” And according to Kumaradivelu (2006), learning a new language implies that one will be also learning a new culture and maybe assuming a new identity: “‘A new language and culture demand a personal adjustment'. We have to think of ways in which to deal with that adjustment in a gradual manner", otherwise it would be an identity shock. 
Comment: I totally agree with Kumaradivelu, because when you teach a language you are not only teaching words, but a new culture, new meanings. The student is acquiring a new identity as an English speaker. So the teacher has to be careful not to go beyond the student’s learning rhythm.
References:
MILLER, J. Audible difference: ESL and social identity in schools. Clevedon: Multilingual Matters, 2003.
SCHULTER, Beatrice. Language and Identity: The Situation in
NORTON, B. Identity and language learning: Gender, ethnicity and educational change.
KUMARADIVELU, B. Understanding language teaching: from method to postmethod.
More Sources:
Hapster, Lisa. Negotiation of Student Identity Inside and Outside of the ESL Classroom:
http://www.ed.psu.edu/englishpds/inquiry/projects/papers08/Harpster.pdf
5 - ESP
Definition: English for Specific Purposes (ESP) is a sphere of English learning that is developed to meet the specific needs of the learners, centering on the appropriate language of the discipline it serves (technical English, scientific English, English for tourism, for waiters, for medical professionals, for pilots and so on) or covering the most important areas in which English may be beneficial to people in general. The main goal is to achieve what the students want/need to know, not specifically on just grammar or vocabulary. It is commonly associated to the academic, vocational and professional purposes.
Comment: ESP is a practical choice for those who have specific objectives in learning English. But I think it is still missing something, because you can not isolate a context from another. You will always hear a word you don’t know, or a structure you did not study. In my personal case, I had ESP in high school, and the listening and speaking skills were not well developed, since the objective was to pass the UFMG entrance exam. I had to study by myself.
References:
Hutchinson, T. & A. Walters. English for Specific Purposes: A learning-centered approach.
More Sources:
A history of ESP through 'English for Specific Purposes'.
http://www.esp-world.info/Articles_3/Hewings_paper.htm
Teaching English: English for Specific Purposes - Introduction
http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/english-specific-purposes
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