The document discusses the authors' beliefs about language, social context, learning, teaching, and curriculum design. Their views are:
1) Language involves systematic rules and standards that allow effective communication, while also needing to be adapted to social contexts.
2) Culture and social environment are crucial for language learning, as language is learned through cultural transmission and different environments.
3) The learning process involves many interconnected factors like students' roles, teachers' roles, and appropriate methods that engage learners. Teachers should provide tools and strategies for students to take responsibility for their own learning.
4) As teachers, the role is to help students learn through providing resources and encouraging active, independent learning, while experience and
4. .
View of language
We should start thinking how a language must be learnt. A language is a set of rules,
there are standard usage rules (standardized rules that allow a great number of people
use them for the greatest number of purposes) that give a variety of English. Also, we
should keep in mind the needs of the context with the model of Communicative
competence including grammatical and sociolinguistic discourse and strategic
competences that have outlined what it means to be proficient in language (Canale and
Swain 1980; Ommagio Hadley 1993) which enable human beings to represent and
communicate meanings by producing audible, visible, or tactile symbols that these rule
systematically relate to those meanings.
5. View of the social context of language
We think about language beyond having grammar rules that should be adapted to social context; Our believe of
sociocultural issues are concerned with any human being able to learn any language and all they need is appropriate
learning situations, a language is learnt by cultural transmition so learning depends upon having the right learning
environment. Culture is a way of life, it is the context within we exist, think, feel, and relate to others, it is our collective
identity , our blueprint ( Larson & Smalley. 1972, p.39) that guides our behavior in a community. We consider the
language culture connection as the cultural loading of interactive speech as well as it requires that interlocutors be
thoroughly versed in the cultural nuances of language keeping in mind the speech community and its different dialects,
jargon and variation because it makes us sensitive to matter of status, and helps us know what others expect of us and
will happen if we do not live up to their expectations. It is also dynamic, changing, situational, and at the same time,
relatively stable ( Matsumoto). Having said that, we would say that it is very important to include grammar rules and fit
sociocultural context in the teaching process.
.
6. . view of learning and learners
Within learning beliefs we can not have the error to delimit the process or doom it just into one
aspect because in the learning process there are many factors that involve a successful process.
In the learning process the student’s roll, teacher’s roll and process (method and focus) are
consolidated. Garder talked about multiple intelligences which facilitate learning through its right
implementation. Every student has his/her own learning method which helps them to discover the
best way of learning and draw upon their strengths; on the other hand teachers should provide
students enough and accurate tools, materials and strategies which encourage them to explore
and take responsibility for the direction of their learning.
7. .
View of learning and learners
Within learning beliefs we can not have the error to delimit
the process or doom it just into one aspect because in the
learning process there are many factors that involve a
successful process. In the learning process the student’s
roll, teacher’s roll and process (method and focus) are
consolidated. Garder talked about multiple intelligences
which facilitate learning through its right implementation.
Every student has his/her own learning method which
helps them to discover the best way of learning and draw
upon their strengths; on the other hand teachers should
provide students enough and accurate tools, materials and
strategies which encourage them to explore and take
responsibility for the direction of their learning.
View of teaching.
We belief the teacher’s job is to help learners learn. In this
way the teacher is a helper in the learning process in the
classroom and outside the classroom. Teachers are
responsible for a large amount of what happen in the
classroom: what is taught, the resources used, the type
and order of activities, class management, assessment,
feedback, correction and so on. It is also part of the
teacher’s job to encourage learners to take responsibility
for their own learning and become active learners.
8. BELIEFS ABOUT TEACHING
Students are like empty notebooks which are waiting to be written by the right letter and that is the teacher’s job to find the most
appropriate way of learners’ learning. The teacher should be viewed as a manager of learners’ learning. One of the most noticeable
problems in the classroom is to get students’ attention that is why we consider that teaching with “learning by doing” methodology
which is based on the constructivist is right because the process of teaching goes from theory into the practice.
People’s learning is based on:
The 20 % what they see
The 20% what they hear
The 40 % what they see and hear simultaneously
The 80 % what they experience or discover by themselves
Kathleen Graves authors, the teacher is a transmitter of knowledge through the structures and resources he provides so for the students
to decide the acquisition of knowledge.
Also we can cite teacher R Denise Lawson who designed a writing advanced course and established the factor that influenced him : his
experience as learner, his experience as teacher and how students’ l Reading comprehension. This is the evidence of how alive
experiences are better captured by the student’s mind.
9. .
HOW BELIEFS AFFECT ACTUAL DESIGN OF A COURSE?
Beliefs are governed by experience and will become the helm of decisions. So as
mentioned by David Markus about the effects that had its course based on beliefs. He
says that when he began to create his first courses should focus on each stage of
development, but as the experience was strengthening her beliefs, he already has some
beliefs incorporating any class design.
David .Markus and Denise Lawson summarized their beliefs in a core of beliefs or
principles, which should be used depending on the particular context in which they are.
That is, know which of all beliefs and experiences you have had it better accommodates
students and the educational context in which they will be implemented. Not all beliefs
are suitable for all courses and all courses can accommodate the same beliefs.
Then we made it clear that beliefs are fundamental key in the process of teaching -
learning, without forgetting that the teacher should have sufficient tools to enable the
student to create their own learning.
