nicole and hanna's presentation political roots of tesol powerpoint (1)
DESCRIPTION
Wong Chapter 1TRANSCRIPT
PowerPoint Presentation
Does native speaker mean white?
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Nicole Osolin
and
Hannah Herrmann
Political Roots of TESOL
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Other Relevant Questions
What purpose does education serve?
Should education replicate hierarchical social structures as they currently exist?
How does language create and maintain institutions, i.e. English as a power language?
What kind of action can individuals take, especially teachers?
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Teaching Methodology
Study of pedagogical practices in the broadest sense
Theory and practice of curriculum instruction
Teaching and learning across the spectrum
Studying all aspects of teaching
Evaluating and assessing student progress
Reflecting back on our own learning
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Prators Three Cornerstones of Methodology
What are the aims of instruction?: student-centered, needs analysis
What is the nature of language? What is the nature of the student(s)?
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A Few Quick Definitions
Approach: Includes philosophy of teaching, along with principles of theories of language teaching and learning
Method: Overall plan for putting the theories into practice
Technique: A specific procedure or step used to accomplish particular objectives
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History of TESOL Methods
Early approaches focused on structure phonological, morphological, and syntactic aspects of English
Ignores sociopolitical and communicative aspects of English
English is the language of [] mental colonization, as children, for example, learn English in American schools and forget their native languages and heritage. Learning of English opens some doors that run contrary to peoples native cultures, even while it opens the doors of educational and economic opportunity. [] As teachers, we need to get to know the many contexts of our students, their histories and realities, so we can provide them with the language to communicate about them. This is a central purpose of dialogic pedagogy. (Wong, 12)
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Grammar Translation Approach[1800s]
Translated sentences
Use of mother language in instruction
The goal of grammar translation is to read classic texts so as to benefit from the mental discipline and intellectual development that result from foreign-language study. (Wong 13)
Structural approach
Teaches recitation and translation, but not language use
Structural approach because the focus is on linguistic structures, including syntax or word order, and morphology or word formation
The structures studied are NOT necessarily related to frequency of use
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Direct Method[1880]
European response to reform the Grammar Translation Method
Teach modern languages differently from classical languages
Structures and emphasis on oral language
Development of International Phonetic Alphabet (Jespersen)
Structural approach, but related to frequency of use in oral language
Does not tie first and second languages so closely together like Grammar Translation
Never dominant in the United States; required that teachers be fluent in the target language and they were not
1886 Dr. Otto Jespersen
Teaching structures of the target language
spoken language is essential to foreign language teaching (Jespersen)
ALSO structural but related to frequency of use in target language, rather than being selected from classical texts
Direct Method never dominant in U.S. but gave way to reading approach
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Reading Method[1930-1940]
Emphasis on reading
No emphasis on grammatical structures or communicative skills and techniques
Students were introduced only to grammar that was needed for reading comprehension (Wong, 15).
Only dominant approach in the U.S. that was not structural in nature
The Coleman Report of 1929 set reading as the major goal for foreign language instruction in the United States based on a number of factors
Few teachers had native-like competency, couldnt use the language without a textbook to help them teach, Coleman report said that students who would never go abroad didnt need to study communicative skills
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Audiolingual Approach[1950-1960]
Army Method used to train military personnel
Inadequacy of Reading Method did not prepare students to speak
Conversational dialogue listening and repetition
mim-mem mimicry and memorization
Based on Behaviorist theories
Minimal pair drills
Instant error correction
My mom learned French this way doing drills, instant correction, etc.- this method was dominant in the U.s.
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Cognitive Revolution
Chomsky language as a creative and cognitive process
Rejection of behaviorist theories and structural linguistics
Difference between competence and performance
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Communicative Approach[1970]
Use of target language
Usage: the learners ability to demonstrate his or her knowledge of the properties of formal linguistic rules
Use: the learners ability to apply knowledge of linguistic rules in effective communication
Development of both competence and performance
Use of role-playing (using language in simulated contexts rather than practicing repetition)
Shift from structural to functional
Canale and Swain (1980): Communicative competence is composed of grammatical, sociolinguistic, discourse, and strategic competencies
Usage is the learners ability to demonstrate his or her knowledge of the properties of formal linguistic rules, but use is the learners ability to apply knowledge of linguistic rules in effective communication Communicative language teachers were interested in the latter communicative approach shifted emphasis from structural to functional perspectives on language influenced by the work of Del Hymes (later)
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Del Hymes (1974)
Coined the term communicative competence
Seven themes that are relevant to communicative competence:
Linguistic theory as theory of language, entailing the organization of speech
Foundations of theory and methodology as entailing questions of function
Speech communities as organizations of ways of speaking
Competence of personal ability (not just grammatical knowledge)
Performance as accomplishment and responsibility and investment (not just psycholinguistic processing)
Languages as what their users have made of them
Liberte, egalite, and fraternite of speech as something achieved in social life
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Natural Approach[1980]
Incorporation of first-language acquisition studies in the teaching of a second language
Silent period (21 hours of silence)
Low affective filter so that students are not so worried about making mistakes
Krashen and [i + 1]
Silent period first 21 hours of instruction, students didnt speak put this into a classroom context for the first month, the students would not produce language. Krashen had explained that this was helpful for babies and then students are more motivated because they feel less forced affective filter if its high and students are worried about making mistakes, they will not naturally acquire the language so easily
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Whole Language and Language Arts Methods [1990-2000]
TESOL has been influenced by first-language education
Audiolingual approach sequenced four skills listening, speaking, reading, writing
Whole Language methods add in readers and writers workshops and journal writing
Stresses importance of biliterate development
Definition of biliterate; Do you have L2 students do the same thing as L1 students or not?
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Anthropological Linguistics
homework methodology vs. fieldwork linguistics
In fieldwork linguistics, linguists dont study what people say they know about language but what they actually do
Concerned with meaning in USE
In both EFL and ESL contexts as teachers we need to be aware of unconscious linguistic stereotypes that may affect our attitudes, assessment, and expectations towards students from poor and working class families who may speak rural, village, or other dialects not valued as the educated standard. (Wong)
Field linguists such as Elinor Ochs (1988) tell us that it was not possible to merely tell their linguistic informants to be themselves in trying to get samples f informal as opposed to more formal registers. Sociolinguists need to observe, hypothesize, and work with a variety of informants within various cultural, economic, and social roles to be able to recognize kinship patterns and characterize various registers of language from polite to informal, or how language is gendered.
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BaKHtins Dialogism
Theorist writing in the Soviet Union
Beginning in the 1920s
Focus of theories: Dialogue
Language, from speech to writing, always a dialogue
The Dialogic Imagination: hybrid nature of language; context over text
A literary work carries on a continual dialogue with other literary works
To make an utterance: Appropriate the words of others and populate them with ones own intention
**www.colorado.edu
So What Does This Mean for TESOL?
Dialogic Approach linked with sociolinguists and anthropological linguists (Halliday)
Social context and meaning are critical
Two forces operating in language:
1. centripetal forces: unify and centralize
2. centrifugal, stratifying forces: social and historical heteroglossia
Heteroglossia: Distinct varieties within a single linguistic code
The aim of the dialogic pedagogy is to support the inclusion of voices of those who have traditionally been excluded from academic discourse (Wong 35)
Features of Dialogic Pedagogy
Learning in Community: interaction of multiple voices, unending dialogue
Problem Posing: dont just follow the syllabus; inquiry and exploration; student reflection on learning
Learning by Doing: actual communication; speaking; sharing work; working together
Knowledge for Whom: aim of instruction for the students; how do we include all?
If language education is to actualize the ideals of the French revolution for liberte, egalite, fraternite (and one might add sisterhood and racial and economic equality) it must be seen as an ongoing project, a work in progress or social practice, requiring ongoing analysis, reflection, and further transformation.
(Wong 23)