Smethodologypresentation

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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