"Here and now" as a teacher

- What was useful, what wasn’t so useful in terms of your classroom practice?

Sincerely, at the beginning of the semester my knowledge about approaches was not the best. Nowadays, after the lectures, the activities I have designed and the texts I have read I have not only learnt about new strategies and their theoretical foundation but also I have been applying them at school and analyzing what works and what it does not and how to improve them.

I would never thought about leaving my students to speak aloud at the same time during classes. I was always concerned about what other teachers and coordinators would think about the noise. In that sense, I would like to highlight a point that I have applied during the semester which is to let my students speak aloud, despite the noise and the “mess” that they could create.

From this course, I learnt to try new things and encourage my students and myself to different activities. They are able to follow new instructions and it motivates them. At the end, I am investigating what types of activities do work out with my students and which one do not.

I do not have a negative comment.

- What things you enjoyed/didn’t enjoy about the sessions

I enjoyed reading in class all together and talking about the article/ text immediately. When we read at home there are few things which we forget, therefore it was helpful to reflect about them during classes.

At the beginning I didn´t know what the aim of the course was, so I felt a bit lost. I think what happened was because of the lack of knowledge we had before starting the semester.

- What you think would improve this module and why.

Doing the presentations is very useful, but while my classmates presented each approach it would be better to hand in something written (a summary) in order to have the main ideas of each one.

Developing our profesional competence: some relfections

What type of "New Year resolutions" do you tend to make each new school year?

At the beginning of 2011 I had many ideas and goals I wanted to reach as a teacher, but since it has been my first year working I did not know exactly what I expected. All the ideas I thought at the beginning have changed because of the Master´s program. Nowadays I have already many ideas in mind for next year. First of all, I do not want to rely too much on the Students Book, as I have done this year. I asked the English coordinator if I could apply different activities in relation with the topics and the answer was a positive “Yes!”. Secondly, I want to develop speaking and reading (I have read only two books with my girls). This year I have had more a controller role than a facilitator. I want to change that!!

Is it easy to keep them?
I think that we forget all the resolutions we have thought before, but it would be a great idea to write them down and each month take a look and evaluate whether I have been applying them or not.

What practices would you like to see your institution adopt?
I would like to feel freer in planning my classes. The school has a very structured view and the main goals are the results and in second place the process.

Why do you think this article appears in a book on methodology?

The article shows and explicits the importance of teachers´ development, which is the base of the teaching practice. A dedicated teacher has to work based on principles and skill, but also with knowledge!

Noticing

I have never heard about this “noticing” before. It is interesting to think that it is a MUST to continue investigating about ELT, because there are always new ideas and concepts which researchers are coming with.

From my experience, during the first stages of learning a L2 (German in my case), tasks were focused on making senses on form and meaning at the same time. I was in a bilingual school, therefore all the subjects were in the target language. As we had good input, we were internalizing meaning and implicitly the form. As the text mentioned, this process is called intake. We were able to produce concentrated on two objectives, giving our meaning across and be accurate.

But my experience related to English is much different. I learned English as a teenager and we had two hours per week. The teacher focused mainly on being explicit with grammar rules.

Medgyes' Communicative Teacher

According to Medgyes there are many characteristics which have to be in mind in a communicative teacher. The most important one is that he/she has to be like a SUPER-PERSON, because the teacher has to provide an adequate environment, be aware of how the are students learning and improve if there is a problem and have many personal characteristics to complete these tasks. Teachers have to focus on a learner centered teaching, have to be down to earth, far-sighted, high-tech, confident, judicious, ingenious, techically skilled, and also have to be psychologists.
They have to reduce "teacher talking time" and let students get to the knowledge, instead of giving them the knowledge.

Queries from a communicative teacher (Peter Medgyes)

The article is very interesting, it reflects whether it is possible or not to implement the Communicative Approach “in real life”. On one hand there is the theory (very clear statements and the goal teachers and students have to reach), but on the other hand the practice (issues which teachers have to face in order to build the teaching practice following Communicative Approach).

It is a relief to know that there are many teachers facing the same doubts and problems that I do. I agree that the theory sounds very engaging and it leads me to think that I want to teach in that way.

In my case, working with a text works. I am aware that it is very structured and limited, but if I weren’t working with a book I would use worksheets and at the end it´s the same… because I have to follow what the school syllabus says.

Creativity/Imagination

I liked the way he talked about creativity! In fact he talked in an engaging manner, where creativity and dynamism prevail over the speech. It is interesting to analyze how creativity affects our performance and how teachers unintentionally break down with it.
I would like to share something that caught my attention "If you are not prepared to be wrong, you will never come up with anything original."
As teachers, MA students, friends, sisters, daughters, etc we can´t loose simplicity of life. I think that there starts creativity. We don´t have to be the best, we have to give the best and leave fear behind and do something useful that impacts others!

Communicative Competence

1. BACKGROUND

1.1. GRAMMATICAL AND COMMUNICATIVE APPROACHES

- Page 2, paragraph 1: Differences between Grammatical Approach and Communicative (functional/notional) Approach.

- Page 2, paragraph 2: Explanation about Situational Syllabus

- Page 3, paragraph 1: Approach referring to principles of syllabus construction and not as classroom teaching or materials

1.2. COMPETENCE AND PERFORMANCE

- Page 3, paragraph 2: General distinction between the terms: competence and performance

- Page 3, paragraph 3: General objectives of: Theory of competence and Theory of performance

- Page 4, paragraph 1: Importance of appropriateness in the speech (mixture of competence and performance)

- Page 4, paragraph 2: Distinction between communicative competence (grammar + context) and performance

- Page 5, paragraph 1: Questioning the relation between CC (communicative competence)/ GC (grammatical competence)/ CP (communicative performance):

                a) Page 5, paragraph 2: GC is an essential component of CC

                b) Page 5, paragraph 3: Sociolinguistic competence related to communicative competence and not communicative performance

- Page 6, paragraph 1: Summary: Communicative competence = grammatical competence + sociolinguistic competence

- Page 6, paragraph 2: Determine general principles in a Communicative Competence syllabus: knowledge in real situations in order to reach authentic communication purposes.

- Page 6, paragraph 3: CC viewed as a subcomponent of a more general language competence

- Page 7, paragraph 1: Reasons for not including ability for use in CC

- Page 8, paragraph 1: Inviting to continue investigating about the topic

2. SOME THEORIES OF COMMUNICATIVE COMPETENCE

2.1. THEORIES OF BASIC COMMUNICATION SKILLS

- Page 8, paragraph 2: Introduction to theories of Communicative Competence

- Page 9, paragraph 1: Theories of basic communication skills: be able to get the meaning across

- Page 9, paragraph 2: Give examples of the skills involved in the theories of communication skills

- Page 9, paragraph 3: Van Ek´s model: identify factors involved in BCS

- Page 10, paragraph 2: Analysis of threshold level/minimum level of skills is necessary to communicate

- Page 10, paragraph 3: Emphasis on meaning rather than grammaticalness

- Page 11, paragraph 1: Early stages of adolescent and adult learning: give attention to grammar as well

- Page 12, paragraph 1: Young learners acquire adequate knowledge of appropriateness for the BCS thanks to their L1

- Page 12, paragraph 2: Tolerance to grammatical and sociocultural inaccuracies

- Page 12, paragraph 3: Introduction to two different data courses: grammatical competence vs. communicative competence

- Page 12, paragraph 4: Studies where it is demonstrate the relevance to teach communicative tasks rather than grammatical tasks (adding one hour of specific communicative task)

- Page 13, paragraph 1: Study showing that grammatical competence is not a good predictor of communicative skills

- Page 13, paragraph 3: General conclusion: grammatical competence does not lead to a communicative competence

- Page 13, paragraph 4: Communicative competence has to be related to syllabus and teaching, not only to tests programs or materials

- Page 14, paragraph 1: Introduction to Theories of basic communication skills summary

- Page 14, paragraph 2: Aspects of GC should be taught in the context of meaningful communication

- Page 15, paragraph 1: Combination on grammatical accuracy and on meaningful communication (according to learner needs)

- Page 15, paragraph 2: Use of communicative approach leads to acquire basic communication skills (including grammatical competence)

2.2. SOCIOLINGUISTIC PERSPECTIVES ON COMMUNICATIVE COMPETENCE

- Page 15, paragraph 3: CC from sociolinguistic perspectives is more theoretical

- Page 15, paragraph 4: Introduction to Theory of communicative competence and Analysis of the ethnography of speaking

- Page 15, paragraph 5: New view and component of CC

- Page 16, paragraph 1: Ethnography of speaking: factors and rules involved in the structure of speaking/communication

- Page 17, paragraph 1: Components of the speech event

- Page 17, paragraph 2: Component´s interaction and its relation with the analysis of rules and social meaning

- Page 17, paragraph 3: Sociosemantic aspects of language and language use: behavioral options, semantic options and grammatical options.

- Page 18, paragraph 1: Direction of influence between the three levels of options

- Page 18, paragraph 2: Perspective on second language learning: relation between the 3 options

- Page 19, paragraph 1: Relation between semantic options (what is meant) and social behavior options (what speakers can do)

- Page 19, paragraph 2: How interaction of social context, grammar and meaning influence a Communicative Approach

2.3 INTEGRATIVE THEORIES OF COMMUNICATIVE COMPETENCE

- Page 19, paragraph 3: General ideas of an integrative theory of communicative competence

- Page 20, paragraph 1: Munby´s Model of CC: sociocultural orientation + sociosemantic view of linguistic knowledge + rules of discourse

- Page 20, paragraph 2: Discourse components: Distinction between cohesion and coherence

- Page 21, paragraph 1: Discourse views from a literature analysis (factors)

- Page 21, paragraph 3: Sequence of grammatical forms to reach the sociosemantic component

- Page 22, paragraph 1: How to combine grammar and communication skills

- Page 22, paragraph 2: Aspects of grammar in communicative approaches: some are based on functions, others aren’t still organized

- Page 22, paragraph 1: Introduction to the overemphasis on communicative functions in communicative syllabus organization

- Page 23, paragraph 2: First argument: concern that language is communication

- Page 23, paragraph 3: Second argument: grammatical form follows CC

- Page 24, paragraph 1: Third argument: To concerned with language use instead of grammatical usage. Nonetheless grammatical usage has to be seen from a meaningful context.

- Page 24, paragraph 2: Invites to think about grammatical forms and communicative function related to learner´s sociolinguistic needs

2.3 GENERAL COMMENTS

- Page 25, paragraph 1: Introduce to the conclusions about theories of Communicative Competence

- Page 25, paragraph 2: First conclusion: Develop the idea of communication strategies to handle difficulties in communication

- Page 25, paragraph 3: Second conclusion: Develop the sequence of communicative functions

- Page 25, paragraph 4: Third conclusion: Develop the way of evaluating (criteria and levels of achievement)

- Page 26, paragraph 1: Explanation that the evaluation topic will be defined in deeper in the following chapter

Section 3 is missing... I will continue :)

My Approach Indicator

I have been teaching since last year and have done internships at the university. For me teaching has to be focused on meaning. I think it is the same process as we learn our L1, developing the four skills we will learn how to produce on a correct way. If we provide good input, students will naturally learn grammar structures. Once they are aware that meaning goes beyond grammar, they will understand that reading a text is focus on meaning, listening to a conversation is focus on meaning, by writing and speaking the goal is to make you understood.

Taking this idea, I believe we have to give special attention to fluency, once they feel confident on speaking; they have to start improving accuracy. But the first stage is to speak, no matter how well the performance is. My students are learning English since this year, so during my classes I make them speak but I do not correct them, because of what I already said.

Following the points before mentioned, language classroom should have plenty meaningful learning. As a teacher, I have to provide not only meaningful activities, but also consider in my teaching practice high quality activities. Looking for good resources is vital nowadays, because there are too much, and it is our work to discriminate which one is good and pertinent for the students.

I have confirmed, by seen it during this year that it is a must to teach in a variety of ways in order to make learning available to each student. Students have different learning styles, some of them prefer visual activities, or auditory, or kinesthetic. 

Methods: a brief summay

The Audiolingual Method

During the World War II there was a need to know the languages of the allies and enemies. Therefore USA started to prepare people in order that they could communicate themselves orally. ALM deals with oral activities presented in dialog form (pronunciation, drilling, structural patterns, tapes, etc.). Teachers used only L2 in classes and there weren’t any grammar explanation.

Community Language Learning

It is totally an affectively based method. It purposes is to make the student feel relax, comfortable with their pairs and teacher, have good relation with others and building a context where value and price are the main points. Teachers are the center of learning, as the students learn to speak they say it in their L1, the teacher translates it and after that the student repeats it in English. At the beginning there is a total dependence from part of the students, but they move to independence when they reach more vocabulary and are able to talk in English and don´t need the teachers help.

Suggestopedia

The main idea is that the human brain works better when the learner is in a relaxed state and when the right conditions are given. Music is very important in this method because it was the way to make them feel relaxed; they also sat on comfortable seats. The activities were based on readings, role plays, drama and presentation of vocabulary.

The Silent Way

It relies more on the cognitive process. Learners have to discover by themselves and find solutions for the given problems. The teacher has a stimulator role, but he/she doesn’t speak too much. Tha teacher shows them Cuisinere rods and apply the meaning of them with a colorful wall chart. Using the rods they learn vocabulary and syntax.

Total Physical Response

It is associated with physical/motor activities. The idea is to learn as children, they listen before speak and as they listen they can respond in a physical manner. The method is focused on listening and acting activities, using lots of imperatives (“Walk to your seat”).

The Natural Approach

The most relevant elements in language acquisition are to provide comprehensible input. The activities are focused on affective-humanistic factors to decrease the affective filter, in order to facilitate communication in their daily life.

The second language acquisition tradition

In general terms SLA makes a distinction between acquisition process (similar to the way we learn L1, a subconscious acquisition) and learning process (conscious process). Both processes interact together in a meaningful context, which means in a natural communication.

Why don’t we reach the same level as a native speaker? Affective filters are “negative feelings towards the target language or learning situation (…) then the input which should feed the acquisition process is blocked.”(pg. 240)

There are two models based on SLA

1. The Natural Approach: explains that the most relevant elements in language acquisition are to provide comprehensible input. The activities are focused on affective-humanistic factors to decrease the affective filter. The main idea is to centre the activities on meaning rather than form.

2. The Total Physical Response: this method is underlined by two characteristics. The first one is related to the importance of getting big amount of input before starting to speak. Secondly, when kids receive input (imperative sentences, orders) they do physical manipulation and respond to the requirement. Therefore teachers have to emphasize in comprehension rather than production.

English language learning experience

The first contact I had with English when at the year of six. We moved to USA, South Carolina, because of my father’s job. I started school there, from first to second grade. I don’t remember having problems with English. When one is younger we are like sponges, we learn very quickly. When we came back to Chile I entered to a German spoken school, so I didn’t practice it more. In eighth grade I started again studying English, two hours a week. At that moment it wasn’t difficult to learn English, because the level was low and knowing another language makes it easier. When I think on my weakest aspect, it would be grammar. I don’t have good memory and at that age it wasn’t interesting to learn the rules.

Once I entered to the university I didn’t study English more, until last year that I travelled to Australia. There I realized that English wasn´t so easy. There were many grammar rules and structures I didn’t know. I have never thought on verbs followed by prepositions. I understood the language as being able to communicate in informal situations.

Language Skills Reflection

My strongest skills are related with input, such as reading and listening. I understand most of the listening, not only in classes, also when I watch movies, songs, etc. I like to hear other people talking English (in the subway, touristic places, talk shows). I like to notice how others use the language and how the organise the sentences, the intonation, vocabulary. It’s a kind of analysis.

I think that my weakest skill is speaking. Although I have never had problems to speak in Spanish or German (my L2) I do have problems to organise my ideas in English. When I search for a reason I think that I think too much before speaking, whether on grammar structures or new vocabulary that I have learnt. I feel the need to apply everything, but at the end it’s very confusing. Another idea could be that I have never practiced speaking at school. The classes where focused on learning vocabulary, grammar and practice listening and reading skills. The only way to improve it is to practice! That’s for sure! In every aspect of our lives we have to give our best to progress. The positive thing is that I know what aspects are weak and I’m trying to practice this skill in order to become a better English teacher. Once I feel confident when I’m speaking it will be much easier to relax myself!