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. Mahwah, New Jersey;London: Lawrence Erlbaum, 2006.

RICHARDS, J.; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986. Chapter 2: page 14 to 30

 

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.

 

Words forming meaning.

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, Hove: Language Teaching Publications, 1993.

 

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 University of Pennsylvania, USA. 2006.

Diponível 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 Kyrgyzstan and the Role of Pedagogy. http://www.cimera.org/files/other/en/11_Bea_en.pdf  - Acessado em: 2 jul 2010.

NORTON, B. Identity and language learning: Gender, ethnicity and educational change. Harlow: Longman/Pearson Education, 2000.

KUMARADIVELU, B. Understanding language teaching: from method to postmethod. Mahwah, New Jersey; London: Lawrence Erlbaum, 2006.

 

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. Cambridge: Cambridge University Press, 1987.

 

BELL, D. ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, 2002.

 

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

4 - Drills

Definition: Repetition drills concern a task or an exercise which aims to teach and/or perfect a skill by repetition. In the L2 learning process, the student repeats words, structures and chunks in order to practice and memorize them. 

 Comment: Since it does not involve communication skills, it is not a communicative activity, but it can be a very powerful memorizing tool for the things we do have to memorize. The teachers must be aware that the excess of repetition can make a class very boring. It is interesting to use it with games and make it funny.

 

References:

MUMFORD, S. Drilling can be fun. The internet TESL Journal, v. 8, n. 7, jul. 2002. Disponível em: http://iteslj.org/Techniques/Mumford-Drilling.html. Acesso em: 02 jul 2010

RUSSELL, A. Drilling - Judicious Use of Brute Force in the ESL Classroom. UsingEnglish.com.

Disponível em: http://www.usingenglish.com/weblog/archives/000414.html.

Acesso em: 02 jul 2010

 

More Sources:

 

Teaching English – Drilling 2

http://www.teachingenglish.org.uk/think/articles/drilling-2

3 - Community of Practice

Definition: Community of Practice (also known as CoP) concerns a group of people who share the same interests, crafts, and/or jobs. In the L2 learning context, it defines a group of people who interact and share efforts and experiences to learn together.

 

Comment: “Two heads are better than one”, my mom used to say. And I believe she is right. Interacting with peers is a very good way of exchanging knowledge, because your partners can support and complement your skills, as you do the same for them.

 

References:

KIMBLE, C.; HILDRETH, P.; BOURDON, I. Communities of Practice: Creating Learning Environments for Educators. Charlotte: Information Age Publishing, abr. 2008. Disponível em: http://www.chris-kimble.com/CLEE/ToC.html. Acesso em: 2 jul 2010.

WENGER, Etienne. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press, 1998.

 

More Sources:

Communities of Practice - A Brief Introduction

http://ewenger.com/theory/

Communities of Practice

http://www.infed.org/biblio/communities_of_practice.htm

2 - Communicative Approach

Definition: The Communicative Approach (CA, from now on), is an approach to language teaching which is based on the premise that the successful learning process lies on the emphasis of communication practice. According to its theoretical definition, the students must know the rules of language usage and more than this must be able to use the language. Thus, the goal is to have one’s students become communicatively competent, being able to manage the process of negotiating meaning with their interlocutors. Language functions are emphasized over form.

Comment: Since the aim of the majority of the L2 students is to learn how to communicate using this language, I believe the communicative approach is the most appropriate way to reach this goal. There is no way to learn how to communicate without practicing it. It reinforces that communication is not only made of the memorized chunks, but one has to know how to negotiate meaning with one’s interlocutor: it is important to remember that the same form will not always carry the same meaning, for instance.

 

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:

Luke Meddings’ “Throw away your textbooks!”

http://www.guardian.co.uk/education/2004/mar/26/tefl.lukemeddings

1 - Affordances

Definition: According to Menezes (2009), this term was developed by Gibson (1986), in a comparison with the interaction between living things in an ecosystem, specifically talking about both the animal and his environment which complement and interact all the time with each other. In the context of learning an L2, the concept of affordance has to do with the possibilities you have to learn L2 and the opportunities you have to do such thing. In other words, it has to do with the relation between the environment and the learner and how he gathers information from a diverse range of sources. Some people can learn from a simple coke label, but some people simply cannot see it as a learning tool. Metaphorically speaking, the resources are there for everyone, with the potential, but their effects are individual because each person sees it in a different way.

This is an example of the biological affordance. One is estimulated by the environment and have to decide what to do with what one sees.

Comment: It is a very subjective concept, since each student or each teacher can see things differently, even in a classroom with the explanations of the teacher. Some people need more things to effectively learn, while others can successfully “walk in a rocky field”. The concept of affordance can also be very close to the concept of practicality, which is the practical side of teaching/learning – if the teaching/learning process is not affordable, it cannot be successful.

References:

MENEZES, Vera. Propiciamento (affordance) e autonomia na aprendizagem de língua inglesa In: LIMA, Diógens Cândido. Aprendizagem de língua inglesa: histórias refletidas. Vitória da Conquista: Edições UESB, 2010. Disponível em: http://www.veramenezes.com/affordance.pdf. Acesso em: 02 jul. 2010

GENESEE, Fred. UPSHUR, John A. Classroom based evaluation in second language education. Cambridge: CUP, 1996.

 

More Sources:

Categorization of Affordances, by Jiajie Zhang

http://acad88.sahs.uth.tmc.edu/courses/hi6301/affordance.html

 

Affordances, by Mads Soegaard

http://www.interaction-design.org/encyclopedia/affordances.html