English Language Teaching in its Social Context
English Language Teaching in its Social Context
English Language Teaching in its Social Context
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BEYOND METHODS 177learner are approached on the terms of the method promoter, educational theorist, orapplied l<strong>in</strong>guist. The assumptions or theory underly<strong>in</strong>g the method provide the start<strong>in</strong>gpo<strong>in</strong>t for an <strong>in</strong>structional design that is subsequently imposed on teachers and learners. Anattempt is then made to make the teacher’s and learner’s classroom behaviors match thespecifications of the method. This can be contrasted with an approach that starts with theobservable processes of classroom teach<strong>in</strong>g and learn<strong>in</strong>g, from which methodologicalpr<strong>in</strong>ciples and practices <strong>in</strong> language teach<strong>in</strong>g are derived. Observation can yield twocategories of <strong>in</strong>formation:1 The study of effective teach<strong>in</strong>g provides <strong>in</strong>formation about how effective teachersorganize and deliver <strong>in</strong>struction. This relates to classroom management skills, and tothe strategies teachers use to present <strong>in</strong>structional goals, structure learn<strong>in</strong>g tasks andactivities, monitor learn<strong>in</strong>g, and provide feedback on it.2 The study of effective learn<strong>in</strong>g provides <strong>in</strong>formation about the learn<strong>in</strong>g strategieseffective learners apply to the process of us<strong>in</strong>g and learn<strong>in</strong>g a second and foreignlanguage.However, a word of caution is <strong>in</strong> order, s<strong>in</strong>ce the goal of ths approach is not simply to arriveat a set of general pr<strong>in</strong>ciples that can be taught to teachers and 1earners.This of course wouldbe to come full circle, and would simply replace one “method” with another. The approachadvocated here starts with the assumption that the <strong>in</strong>vestigation of effective teach<strong>in</strong>g andlearn<strong>in</strong>g strategies is a central and ongo<strong>in</strong>g component of the process of teach<strong>in</strong>g.This is thecore of a process-oriented methodology of teach<strong>in</strong>g.This approach implies a redef<strong>in</strong>ition of the role of the teacher. Teachers are not viewedmerely as “performers,” who carry out the role prescribed by the method or apply anexternally derived set of pr<strong>in</strong>ciples to their teach<strong>in</strong>g.Teachers are seen rather as <strong>in</strong>vestigatorsof both their own classroom practices and those of the learners. Much of the effort todeterm<strong>in</strong>e what constitutes effcctive teach<strong>in</strong>g and learn<strong>in</strong>g is <strong>in</strong>itiated by the teacher.Through regular observation of their own classes and through analysis and reflection,teachers can obta<strong>in</strong> valuable feedback about the effectiveness of their own teach<strong>in</strong>g. At thesame time they can develop a better understand<strong>in</strong>g of the pr<strong>in</strong>ciplcs that account for effectiveteach<strong>in</strong>g and learn<strong>in</strong>g <strong>in</strong> their own classrooms. In the doma<strong>in</strong> of learn<strong>in</strong>g strategies, thcteacher also has an important role to play.The teacher is <strong>in</strong>itially an observer and <strong>in</strong>vestigatorof the learners’ learn<strong>in</strong>g behaviors and subsequently provides feedback on the k<strong>in</strong>d ofstrategies that are most successful for carry<strong>in</strong>g out specific learn<strong>in</strong>g tasks. Relevant concernsfor the teacher thus focus not on the search for the best method, but rather on thecircumstances and conditions under which more effective teach<strong>in</strong>g and learn<strong>in</strong>g areaccomplished.ReferencesBerl<strong>in</strong>er, D.C. (1984) ‘The half-full glass: a review of research on teach<strong>in</strong>g’, <strong>in</strong> P.L. Hosford(ed.) Us<strong>in</strong>g What We Know about <strong>Teach<strong>in</strong>g</strong>, pp. 51-77, Alexandria, Va.: Association forSupervision and Curriculum Development.Blum, R.E. (1 984) Efcctive School<strong>in</strong>g Practices: A Research Synthesis. Portland, Ore. : NorthwestRegional Educational LaboratoryChall, J. (1967) Learn<strong>in</strong>g to Read:The Great Debate. NewYork: McGraw-Hill.Chamot, A.U., and O’Mallcy, J.M. (1986) A Cognitive Academic <strong>Language</strong> Learn<strong>in</strong>g Approach:AnESL Content-Rased Curriculum. Rosslyn,Va. : National Clear<strong>in</strong>ghouse for Bil<strong>in</strong>gual Education.