Lifelong Learning in English Teaching and Learning Franklin Cรกrdenas Gonzรกlez Bogotรก, September 20th 2011
Avis, Fisher, Thompson, 1997:
Professional adapting skills Teachers: No difference Information available in the foreign lang. and students' needs
Language in constant evolution. New Lexis and teaching techniques. Constant development? L.L. process: Effective performance Motivational
Spontaneous Continuous
Autonomous
Aims • LL. contributor to success of learners and teachers (account of LL + current situation).
• Implications.
Lifelong Learning Every learning situation: Johnston, R. in Leicester and Field 2000. Learners decide and embrace learning situations: Nyerere, J.
Students argue: Dodds, 2001: Inspire students. Information gathered: Research, theoretical framework:
Personal proposal LLL.
Students' demotivation
Causes: - the teacher - the context - the way English is regarded - lack of motivation
Teachers’ Weaknesses
What about us? • No engagement. G+T V+P • Workplace! • Students feel lack of enthusiasm. Teacher: touch students and change attitudes. • Belief: Salary, set for life. Practical? • Working place: Seldom use of English
>
• S+T=LL option
Teachers making sense… • Green, C: Low affective drive. • Intrinsic (Ushoda,1996) = embracing goals. • Relevance, students own L. process: Interests = engaging activities = focused. • Constraints: Lack of context.
Wallace, 1998
fluency Pedagogical ground
o Comfort Zone: Self aware (Osdenis, 1996).
Conscious of weaknesses
Confidence.
o Model: Meticulous Preparation –Perform: vital for imitation. o Pronunciation (Bobda, 1993): avoid misunderstandings:
o Stress, repetitions. NP: Unachievable? (Hewings,2004).
o Risk of fossilisation (Harmer, 2001): motivation + repetition of patterns.
No
o Danger in learning process (Wallace, 1998): Boring lessons, wrong books, feedback and misuse of techniques.
o Classroom research (Blaz, 1999), Raise teachers' voices (Fitchman, Hendol,2008): Great impact.
More benefits for teachers •
Identifying students’ difficulties + insightful professional instructional experience (Harmer, J: 2001)
Mutual commitment ! • Learning new things every day: Right attitude. Effective teaching is effortless ( Martin, Piconne, ASCD 2009). •
Medgyes, 1994. Native speaking proficiency: Model. Command of English: biggest tool.
•
Effort: Change of attitudes: Alert and ready, using our own learning strategies. Objective: Students becoming permanent users.
• Avism 1995: Teach them to learn.
o
Perkins-Salomon, 1988: Students need guidance to apply strategies: Teacher's Expertise.
o
Sensitive to difficulties (Medgyes, 1994). Our perspectives to LT, a desired model to be imitated.
o
Direct insight into similar process for other non native speakers. (O`neil, 1994).
o
Keep their interest going (Harmer, 2001): Best approach and classroom techniques Students` reflection on their learning experience = autonomy.
o
Dam: No withdrawal of support, but paving the way for
Only with o Right motivation
o Prioritization of stimulating strategies o Learning process will be established. o Teacher using his LL strategies:
autonomy
communicating for support and guide to Students’
Conclusion “…What if we assume that learning is much a part of our human nature as eating or sleeping, that is both life sustaining and inevitable, and that given a chance, we are quite good at it”. Wenger, 1998.
Thanks for creating lifelong learners!
Franklincardenas@gmail.com