What’s in a Method? Deconstructing the ELT agenda
Gustavo Paz
Mariano Quinterno
What’s in a Method? 'A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are usually based on a set of beliefs about the nature of language and learning.' (Nunan, 2003, p. 5).
What’s in a Method? 'A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are usually based on a set of beliefs about the nature of language and learning.' (Nunan, 2003, p. 5).
What’s in this definition of Method? “THE CLASSROOM” as the aseptic arena where learning and teaching take place.
What’s in a Method? 'A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are usually based on a set of beliefs about the nature of language and learning.' (Nunan, 2003, p. 5).
What’s in a Method? 'A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are usually based on a set of beliefs about the nature of language and learning.' (Nunan, 2003, p. 5).
What’s in this definition of Method? TEACHERS as implementers “[t]he actual teaching that goes on behind closed doors is often conceived of as neutral transfer of skills, knowledge, or competencies, to be left in the hands of trained professionals whose job it is to implement the latest methods and techniques.” Auerbach, 1995:9
EXPERTS (Producers of Theory)
ACTIVE ROLE
IMPLEMENTERS (Users of Theory)
PASSIVE ROLE
De-professionalization of language education (Pennycook, 2001)
What’s in a Method? 'A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are usually based on a set of beliefs about the nature of language and learning.' (Nunan, 2003, p. 5).
What’s in a Method? 'A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are usually based on a set of beliefs about the nature of language and learning.' (Nunan, 2003, p. 5).
What’s in this definition of Method? KNOWLEDGE as value-free Second Language Education (SLE) is involved in a complex nexus of social, cultural, economic, and political relationships that involve students, teachers, and theorists in differential positions of power.
(Pennycook, 1989: 590)
First, that all education is political, and second, that all knowledge is "interested.“ (Pennycook, 1989: 590)
THE POLITICS OF EDUCATION KNOWLEDGE AS IDEOLOGICALLY LOADED
In particular, many teachers in an EFL context question the usefulness of supposed methods to their own teaching contexts and resent their imposition by "experts" from abroad. And yet, despite this dissatisfaction, the concept of Method continues to be used by many of those involved in teacher education. (Pennycook, 1989: 589)
The ELT Agenda
What we will do Define the ELT agenda Problematize the latest methodological trends Explore a Post-method Pedagogy to Language Education Share a Post-method teaching sequence
Defining the ELT agenda
AGENDA The underlying intentions or motives of a particular person or group
Defining the ELT agenda The underlying intentions or motives behind the promotion and implementation of different methods and approaches in the field of ELT
What are the latest methodological trends?
TASK-BASED LEARNING Different manifestations of TBL David Nunan Designing Tasks for the Communicative Classroom (1989) Task-Based Language Teaching (2004)
Sheila Estaire and Javi茅r Zan贸n Planning Classwork. A Task-Based Approach (1994)
Jane Willis A Framework for Task-Based Learning (1996)
TASK-BASED LEARNING Different manifestations of TBL David Nunan Designing Tasks for the Communicative Classroom (1989) Task-Based Language Teaching (2004)
Sheila Estaire and Javi茅r Zan贸n Planning Classwork. A Task-Based Approach (1994)
Jane Willis A Framework for Task-Based Learning (1996)
Peter Skehan A Cognitive Approach to Language Learning (1998)
Lack of flexibility No room for the unexpected
Student Frustration
TBL TBL and the sociopolitical agenda
Puiggr贸s (1996)
Puiggr贸s (1996)
Education and the logics of business Education and efficiency Education and tasks
What are the latest methodological trends?
CLIL (Content and Language Integrated Learning)
CLIL The acronym CLIL was coined in 1994 A CLIL programme was launched in 1996 in Finland
CLIL Mehisto, Frigols , & Marsh (2008) state that CLIL is an umbrella term covering a dozen or more educational approaches.
CLIL THE FOUR C’S
Problematizing the Latest Trends
• Why did CLIL land in our country only some years ago? • Who does it benefit? • Can we make it “work in the classroom”?
Questioning the Latest Trends
CLIL THE LANGUAGE PROBLEM THE CONTENT PROBLEM
Questioning the Latest Trends THE LANGUAGE PROBLEM EXPOSURE TO ENGLISH
EXPOSURE TO SPANISH
Questioning the Latest Trends THE CONTENT PROBLEM The issue of superficiality
The issue of teacher training
FROM AGENDA TO AGENCY
Postmethod Perspective Kumaravadivelu (2006)
Failure of methods
Go beyond methods
Limits of Method
Myth of Method: Method as a professional article of faith.
Myth
There is a best method out there ready and waiting to be discovered (Pendulum)
Myth
Method constitutes the organizing principle of language teaching. (What about societal needs, cultural contexts, political exigencies, etc.)
Myth Method has a universal and ahistorical value. (Removed from classroom realities Top down exercise Ignore local knowledge)
Myth
Theorists conceive knowledge and teachers consume knowledge. (Artificial Dichotomy)
Myth Method is neutral and has no ideological motivation. (Gain an understanding of the native speaker’s perspective)
Roles in a Postmethod Pedgogy
Learner: Autonomous Narrow view: Learn to learn Academic Autonomy (Effective Learner)
Roles in a Postmethod Pedgogy Learner: Autonomous Broad view: Learn to liberate Liberatory Autonomy: Awareness of sociopolitical impediments to realize full human potentials and intellectual and cognitive tools necessary to overcome them
Roles in a Postmethod Pedgogy
Teacher: Use of methods to create his own theory of practice adapted to their sociopolitical reality.
Roles in a Postmethod Pedgogy Teacher: Action researcher to see what works and what doesn’t, with what groups of learners, for what reasons, and assessing what changes are necessary to achieve desired goals.
Roles in a Postmethod Pedgogy Teacher Educator: Enable prospective teachers to articulate their thoughts and experiences, and share with other studentteachers.
Macrostrategies Microstrategies
PPP
Framework
The Logic of Postmethod 1. Foundation: Pedagogic
Parameters: Parameter of Particularity Parameter of Practicality Parameter of Possibility
Parameter of Particularity A particular group of teachers teaching a particular group of learners seeking a particular set of goals within a particular institutional context embedded in a particular sociocultural milieu
Parameter of Practicality Professional Theories (experts) vs. Personal Theories (teachers in action) Teacher does not apply theory but theorizes practice.
Parameter of Possibility Paulo Freire: “Pedagogy is linked to power and dominance and is aimed at creating and sustaining social inequalities” Giroux: “… need to develop theories, forms of knowledge, and social practices that work with experiences that people bring to the pedagogical setting”
Macrostrategies Microstrategies
PPP
Framework
Macro-strategies General Plans derived from currently available theoretical, empirical and pedagogical knowledge related to L2 Learning and teaching
Examples of Macro-strategies Maximize learning opportunities Activate intuitive heuristics (inference) Foster language awareness Contextualize linguistic input Ensure social relevance Raise cultural Consciousness.
Macrostrategies Microstrategies
PPP
Framework
Micro-strategies Classroom procedures that are designed to realize the objectives of a particular macro-strategy depending on the local learning and teaching situation.
What’s in a teaching sequence? INTERCULTURALISM
TRANSLANGUAGING CITIZENSHIP AND PLURALISM PRAXIS
Why these elements?
…los NAP de LE abordan la especificidad de los elementos propios de cada una de las lenguas incluidas enfatizando, desde una perspectiva intercultural y plurilingüe, la dimensión formativa de la enseñanza de LE, es decir, su papel en la educación lingüística, el desarrollo cognitivo y los procesos de construcción de la identidad sociocultural de los niños/as y adolescentes de nuestro país.
Una perspectiva plurilingüe de enseñanza de lenguas permite la participación activa en procesos democráticos y contribuye a la promoción de valores tales como el respeto a lo diverso y la educación para la paz. Promueve enfoques multidisciplinarios y combina el aprendizaje de lenguas con la capacidad de reflexión y disposición crítica necesaria para convivir en sociedades de gran diversidad cultural; en pocas palabras, contribuye a la educación para la ciudadanía.
Desde la perspectiva plurilingüe e intercultural que propone esta orientación, la enseñanza de las lenguas que se incluyan debe promover el reconocimiento, la valoración y el respeto por la diversidad de identidades y la singularidad de cada cultura. Un abordaje de este tipo lleva a repensar las formas de aprender y de enseñar lenguas, a multiplicar las ocasiones de aprendizaje y a potenciar los efectos de la enseñanza, puesto que el lenguaje está, de hecho, en todas partes. Permite, además, valorizar los conocimientos y experiencias lingüísticos y culturales que los jóvenes traen consigo, despertar o alentar vocaciones y descubrir distintos modos de expresión y de crecimiento personal y profesional.
La formación en Lenguas tiene también una función crucial en el plano de la convivencia ciudadana. En el marco de la globalización, la regionalización y la refuncionalización del Estado, los contactos e interacciones entre culturas diversas se multiplican. (…) La educación obligatoria debe, por tanto, brindarles a los jóvenes conocimientos y estrategias que les permitan comprender este universo social cada vez más complejo y actuar solidariamente en él.
A POSTMETHOD TEACHING SEQUENCE
REFLECTING ON THE SELFIE
READING / WRITING
Read the following texts taken from different sources. Then, write a tweet in which you summarize the main ideas. After that, write a second tweet in which you express your opinion.
LISTENING & VOCABULARY
VIDEO BINGO
CAMERA SPOTLIGHT
PORTAIT FOLLOWERS HOSPITAL
CELEBRATE
TALENTS
TECHNOLOGY DIGITAL TOUCHSTONE COMMUNICATE NETWORKING LONG FOR THE LOO STATUS UPDATES CELEBRITIES NATION
SARCASTIC DEFINITIONS
GRAMMAR
SARCASTIC DEFINITIONS
GRAMMAR
A selfie is a self portrait of a person who… Instantgram is a social network which… Selfie lovers often choose the toilet as it is a place where… Facebook is the social network on which…
A narcissist is a person whose…
OTHERS WHO CARE
THERE’S A HERO
SPEAKING
What kind of heroes do we have in our society? What kind of heroes do English / American people have? What is a “superhero”? What does it take to be a hero?
MASCHEFACTS
WRITING
Write your own Maschefacts and share them with the rest of the class.
Mascherano studies phrasal verbs one day and remembers them forever
Mascherano calls the cellphone company and the supervisor answers the phone.
Iccardi meets Mascherano’s wife and does not touch her
VIEWING Watch the clip and choose your favourite hero and your favourite quotation.
Heroes are ordinary people who make themselves extraordinary. Gerard Way
JUAN CARR Social activist Created Red Solidaria in 1995 This NGO helps people in need
My heroes are the ones who survived doing it wrong, who made mistakes, but recovered from them. Bono, singer of U2
ADOLFO PEREZ ESQUIVEL Nobel Peace Prize Winner Defends Human Rights and struggles for social justice
Unhappy the land that is in need of heroes.
Bertolt Brecht
SUSANA TRIMARCO The mother to a victim of Human Trafficking Dressed as a prostitute, she visited many brothels to find her daughter Has helped hundreds of women to recover their freedom
JAVIER ZANETTI Successful football player Founder of Fundaci贸n P.U.P.I., which helps poor children get a better life
NADIA BAEZ Professional swimmer. Blind. Won a medal in London’s Paralympics
My heroes are those who risk their lives every day to protect our world and make it a better place Sidney Sheldon
RENE FAVALORO Argentine doctor. Carried out the first cardiac bypass operation. Founder of Fundaci贸n Favaloro, which helps people with heart conditions
If you have to put someone on a pedestal, put teachers. They are society's heroes. Guy Kawasaki
OLGA COSSETTINI Argentine teacher Started the Open School movement in Argentina Dedicated her life to changing traditional schooling
WHO’S YOUR PERSONAL HERO?
READING
RESEARCH & WRITING Find information about a famous Argentine hero (you can use one of the heroes on the clip). Then, write a short biography and / or an article entitled “A Day in the Life of…”
THE OTHERIE
WRITING
Who is the Other in your neighbourhood? Who is often left out? Ask him or her for permission to take a picture and then write about him / her.
THE OTHERIE
CONCLUSIONS
As Judith Butler has argued, there is more hope in the world when we can question common sense assumptions and believe that what we know is directly related to our ability to help change the world around us, though it is far from the only condition necessary for such change.
Hope provides the basis for dignifying our labor as intellectuals, offering up critical knowledge linked to democratic social change, and allowing both students and teachers to recognize ambivalence and uncertainty as a fundamental dimension of learning to engage in critique, dialogue, and an open ended struggle for justice.
“It is impossible to teach without the courage to try a thousand times before giving up. In short, it is impossible to teach without a capacity to love.� PAULO FREIRE
THANK YOU VERY MUCH! Gustavo Paz
Mariano Quinterno
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