Ways of teaching Second Language

Workshop Pestalozzi - Caparide, April 2009 Isabel Pereira Universidade de Coimbra

 It has been realized that there never was and probably never will be a method for all, and the focus in recent years has been on the development of classroom tasks and activities which are consonant with what we know about second language acquisition, and which are also in keeping with the dynamics of the classroom itself
David Nunan, 1992, p. 228

 As an enlightened, eclectic teacher, your approach to language teaching methodology is a theoretically well informed global understanding of the learning-teaching process, where your readings interact with observing, discussing, and teaching. The interaction between your approach and your classroom practice is the key to dynamic teaching.

 Is there a currently recognized approach that is generally accepted in the field?

Communicative Language Teaching

Communicative Language Teaching

Classroom goals are focused on all of the components of communicative competence. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus. Fluency and accuracy are seen as complementary principles underlying communicative techniques

Communicative Language Teaching

Students ultimately have to use the language, productively and receptively. Classroom tasks must equip students with the skills necessary for communication in contexts outside the classroom. Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of strategies for autonomous learning. The role of the teacher is that of facilitator and guide.
Douglas Brown, 1994, p. 43

Learner-centered instruction
Learner-centered vs. teacher-centered It includes:
Techniques that focus on learners needs, styles, and goals Techniques that give some control to the student Techniques that allow for student creativity and innovation Techniques that enhance a students sense of competence and self-worth

Cooperative and collaborative learning

A cooperative classroom involves the learnercentered characteristics Students share information and come to each others aid, they assume a more active role in learning Opportunities to integrate language with content instruction are provided Frequency and variety of SL practice through different types of interaction are increased

Cooperative and collaborative learning

Forming teams (task of the teacher)
Heterogeneity in a team maximises the possibilities for peer tutoring and improves intercultural communication across groups Heterogeneous team: gender, ethnicity, language proficiency, and academic achievement Teams should be changed frequently Team activities should be structured and roles assigned to each member

Cooperative and collaborative learning

Advantages:
Promotes intrinsic motivation Heightens self-esteem Creates caring and altruistic relationships Lowers anxiety and prejudice
(Oxford, 1997:445)

Interactive learning
When we speak, the extent to which the intended message is received is a factor of both production and the listeners reception. Most meaning is a product of negotiating. An interactive course provides for such negotiation, by means such as:
Doing a significant amount of pair work and group work Receiving authentic language input in real-world contexts Producing language for genuine, meaningful communication Performing classroom tasks that prepare students for actual language use Writing to and for real audiences

Whole language education

Two interconnected concepts are brought together in whole language:
Language is not the sum of its many dissectible and discrete parts. Since part of the wholeness includes the interrelationship of the four skills we are compelled to attend to at least two of those skills in our classroom Whole language is a perspective anchored in a vision of an equitable, democratic, diverse society (Edelsky 1993: 548). So, teaching a language enables learners to understand a system of social practices that both constrain and liberate

Content-based instruction
Its the integration of content learning (other subject matters of the curriculum) with language teaching aims. When language becomes the medium to convey informational content of interest and relevance to the learner, he/she becomes intrinsically concerned.

Task-based instruction
Peter Skehan (1998: 95) defines task as an activity in which:
Meaning is primary There is some communication problem to solve There is some sort of relationship to comparable real-world activities Task completion has some priority The assessment of the task is in terms of outcome

Task-based instruction
It is NOT a new method, it just puts task at the centre of methodological focus. It views the learning process as a set of communicative tasks directly linked to the curricular goals they serve Task-based instruction forces you to carefully consider all the techniques you use in the classroom

What about language form?

In recent research there is support to the assumption that acquisition requires that learners attend to form. In which ways?
Through intensive grammar instruction Through focused tasks Through techniques that induce attention to form in the context of performing a task

ICTs
USING TECHNOLOGY DOES NOT ENSURE EXCELLENT TEACHING!!! Teachers should first focus on creating an active learning environment and then use technology as one of many important components of effective teaching. Technology just provides us a set of tools

Rod Ellis 10 principles of instructed language learning

1. Instruction needs to ensure that learners develop both rich repertoire of formulaic expressions and rule-based competence 2. Instruction needs to ensure that learners focus predominantly on meaning 3. Instruction needs to ensure that learners also focus on form 4. Instruction needs to predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge 5. Instruction needs to take into account the learners built-in syllabes

 6. Successful instructed language learning requires extensive L2 input 7. Successful instructed language learning also requires opportunities for output 8. The opportunity to interact in the L2 is central to developing L2 proficiency 9. Instruction needs to take account of individual differences in learners 10. In assessing learners L2 proficiency it is important to examine free as well as controlled production