SELF REFLECTION What was your second or foreign language learning experience? How would you characterize your teachers teaching method(ology)? How effective was it for you?
METHODOLOGIES IN LANGUAGE EDUCATION Presented at Teachers Camp in Baguio City on May 20, 2017 by English Language Fellow Charlie Lavin
$1,000,000 QUESTION What is the best/most effective method(ology) in language education?
LONGMAN DICTIONARY OF LANGUAGE TEA CHING & A PPLI ED LINGUISTICS Jack C. Richards Richard Schmidt FOURTH E D I T I O N
LANGUAGE EDUCATION Approach Method Technique
APPROACH the theory, philosophy and principles underlying a particular set of teaching practices.
METHOD a way of teaching a language which is based on systematic principles and procedures, which is an application of views on how a language is best taught and learned and a particular theory of language and of language learning.
TECHNIQUE a specific procedure for carrying out a teaching activity
Historical Approaches & Designer METHODS Community Language Learning Grammar Translation Method Direct Method Series Method Silent Way Natural Approach Communicative Language Teaching, or CLT Classical Method TPR: Total Physical Response Suggestopedia Audio-lingual Method
METHODOLOGY the study of the practices and procedures used in teaching, and the principles and beliefs that underlie them such practices, procedures, beliefs themselves
HUMAN SPEEDOMETERS
LANGUAGE CLASSES SHOULD FOCUS ON: MEANING GRAMMAR
IT IS BETTER FOR A STUDENT TO: THINK DIRECTLY IN THE L2 TRANSLATE FROM THE L1
A teacher s feedback to the student should be given: INFREQUENTLY, CAUTIOUSLY FREQUENTLY, FREELY
LANGUAGE LEARNERS NEED REWARDS: IMMEDIATE LONG-TERM
WITH NEW LANGUAGE LEARNERS, TEACHERS MUST BE: TOUGH & DEMANDIN G GENTLE & EMPATHETIC
STUDENTS LEARN BEST BY USING: ANALYSIS INTUITION
LANGUAGE CLASSES SHOULD PLACE MORE EMPHASIS ON: FLUENCY ACCURACY
COGNITIVE PRINCIPLES Automaticity Meaningful learning Anticipation of reward Intrinsic motivation Strategic investment
AFFECTIVE PRINCIPLES Language ego Self-confidence Risk-taking Language-culture connection
LINGUISTIC PRINCIPLES Native language effect Interlanguage Communicative competence
Good Language Learner Characteristics/ habits to foster in our classrooms: Lower inhibitions Encourage risk-taking Build students self-confidence Facilitate intrinsic motivation
Good Language Learner Characteristics/ habits to foster in our classrooms: Promote cooperative learning Encourage ambiguity tolerance Allow mistakes to do their job Get students to set their own goals
SELF REFLECTION What is your students second or foreign language learning experience? How would your characterize your teaching method(ology)? How effective is it for your students?
REFERENCES & RESOURCES B r ow n, H.D. ( 2 0 0 2 ). E n g l i s h L a n g u a g e Te a c h i n g i n th e Po s t-meth od E r a : Toward B e t te r D i a g n o s i s, Tr e a t m e n t, a n d A s s e s s m e n t. I n J. R i c h a r d s & W. Renandya ( E d s.), M e t h o d o l o g y i n L a n g u a g e Te a c h i n g (9-1 8 ). C a m b r i d g e U n i ver s i t y P r e s s. H a r m e r, J. (201 5 ). T h e P r a c t i c e o f E n g l i s h L a n g u a g e Te a c h i n g (5 th e d.). E s s ex : Pear s o n E d u c a t i o n L i m i te d. L ew i s, M. ( 1 9 9 3 ). T h e L ex i c a l A p p r o a c h. L a nguage Te a c h i ng P r o d u c t i o ns. M a l ey, A. (201 3 ). W i n n o w i n g t h e p a s t : to w a r d s a p r i n c i p l e d e c l e c t i c i s m. I n J. Arno l d a n d T. M u r p h y ( E d s.), M e a n i n g f u l A c t i o n : E a r l S tev i c k ' s I n f l u e n c e o n L a n g u a g e Te a c h i n g. C a m b r i d g e U ni ver s ity P r e s s. Penny c o o k, A. ( 1 9 9 8 ). E n g l i s h a n d t h e D i s c o u r s e s o f Colonialism. Ro u t l e d g e. R i c h a r d s, J., & Ro d g e r s, T. ( 2 0 01 ). A p p r o a c h e s a n d M e t h o d s i n L a n g u a g e Te a c h i n g (2 nd e d ). C a m b r i d g e U n i ver s i ty P r e s s. S c r i vener, J. ( 2 01 1 ). L e a r n i n g Te a c h i n g : T h e E s s e n t i a l G u i d e to E n g l i s h L a n g u a g e Te a c h i n g (3 rd e d.). L o n d o n : M a c m i l l a n E d u c a t i o n. S wan, M. ( 2 01 1 ). T h i n k i n g a b o u t L a n g u a g e Te a c h i n g : S e l e c te d A r t i c l e s. O x fo r d U n i ver s i ty P r e s s. T i m m i s, I. (201 2 ). S p o ken L a n g u a g e Research a n d E LT: W h e r e a r e w e n ow? E LT Jou r n a l, 6 6 ( 4 ).
QUESTIONS & COMMENTS RELOManila@state.gov