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English 625 Session # 2

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  • Considering the social and political impact of ELT. Regardng thecontextual mattters Being a reflective practitioners
  • We see many textbooks that simply tell us how to teach enlgish language and show us certain steps …these textbooks as pennycook says only present a a how-to- approach that does not capture the complexity of language and language teaching.
  • Pennycook talks about the weaknesses of viewing ELT in the framework of methods and best techiniques.
  • Langauge teahcing and the search for the best methods dates from beginning of 19 th century.
  • Gtm—alm REFLECTS THE STRUCTURALIST LINGUISITCS and grammar based teahcing in 50s and 60s
  • His articles focus on localization and particularityor pedagogies…his main claim is that there is a big need to go beyond the limitations of the concept of method.
  • Language pedagogy must be relevant All edagogy is local.and it should consider the lived experience of the teachers and the learners. Pedagogies should be context-sensitive, location- specific pedagogy should be based on the local linguistic, sociocultural, and political particularities. 2. Briging the gap between th. And practice. Teachers are seen merely as implementos of theories.context ensitive pedagogical knowledge hs to emerge form teachers and their practice of everyday. IT AIMS FOR TECHER GENERATED THEORY OF PRACTICE! 3. ANY PEDAGOGY IS IMPLICATED IN RELATIONS OF POWER AND DOMINANCE AND IT IS IMPLEMENTED TO CREATE AND SUSTAIN SOCIAL INEQULITIES. It is important to acknowledge students class, race gender and ethnicity..recognizing the subject positioning
  • Postmethod learner:autonomous learner acaemic autonomy and social autonomy ee page 546 Postmethod teacher: entails reasonable degree of professional ad personal knowledge Need to break away frm the constraing concept of method Postmethod teache educator: recognizing teacher candidates voices ad legitimzing their knowledge –the interaction should be dialogic in bakthinia sense

English 625 Session # 2 English 625 Session # 2 Presentation Transcript

  • English 625: Intro to TESOL Session # 2
  • Agenda
    • Questions about Blogs?
    • Free writing and discussion
    • Review of Firth and Wanger
    • Presenters: Seonmi, Ann, Molly
    • Developing critical awareness in language education
    • Pennycook’s concept of Method & TESOL Quarterly Dialogues
    • Postmethod condition
    • Kuma, Chapter 1 AND Hall, Chapter 1(as time allows)
  • Writing and Discussion
    • Write about one big idea that you learned that you did not know before about Teaching English to the Speakers of Other Languages.
    • Discuss what strike you the most in your readings. What questions do you still have for the class to consider?
    View slide
  • Review of Firth and Wanger (1997)
    • A critical examination of SLA. What are the three major changes that the authors call far in SLA?
    • Traditional SLA: LEARNER AS A DEFECTIVE COMMUNICATOR
    • the key words such as “difficulties” and “problems” dominated the scholarship for a long time.
    • NS-NNS divide, ascendancy of NS, NNS as defective communicator
    View slide
  • Reflective discussion
    • Reflect the method of teaching followed by your teacher when you learned an L2 in a formal, classroom context. Was it language centered, teacher-centered, learning-centered? Alternatively, if you have been recently teaching an L2, this about how your classroom practices do or do not fit with these categories?
  • Alanstair Pennycook
    • Professor of Language in Education, University of Technology, Sydney
    • Alastair Pennycook has published widely on cultural and political implications of the global spread of English, colonialism and language policy, plagiarism and intertextuality, and critical applied linguistics.
  • A critical look at the Concept of Method
    • Method is a prescriptive concept that articulates positivist, progressivist, and patriarchal understanding of teaching and plays an important role in maintaining inequalities between, on the one hand, predominantly male academics, and on the other hand, female teachers and language classrooms on the international power periphery.
  • Key ideas:
    • Second Language education is involved in a complex nexus of social, cultural. Economic and political relationships that involve students, teachers, and theorists in different positions of power.
    • Schools as reproduction of social and cultural inequalities—How can schools act as agents of social and cultural reproduction? How do schools question the status quo?
    • Language and language teaching as inscribed in relations of power and therefore political isues.
  • Fundamental weaknesses of the concept of Method
    • Imposition of technique over theory
    • Language teaching cannot be defined in terms of teaching methods alone.
    • Each method being succeeded by a better one? The promise of even better techniques?
  • Pennycook’s historical survey of language teaching
    • In history, the procedures of language teaching has always reflected the political and social changes
    • See the example of preserving Latin as the language of religion (p. 598-599)
    • French teaching England : rule based versus practice based/ formal versus informal
    • Caravolas’ pleasure principle in language teaching.
    • Richards and Rogerts (1986)—Influencial book on Methods----- reflects a positivist applied linguisitcs.
  • Overview of Methods in ELT
    • GTM
    • ALM
    • CLL
    • Silent Way
    • Suggestopedia
    • TPR
  • Pennycook’s attack on the concept of Method
    • Krashen’s week empirical research study (p. 607)
    • K claims that his study is objective, Claims that his method is superior than the earlier ones.
    • Methods have little conceptual validity. Offers reductionist perspectives on the teaching and learning contexts
    • Methods have played a major role in maintaining: the gendered division in workforce.
    • Methods presents serious problems when exported from developed to developing countries.
  • Methods as interested
    • Knowledge is socially constructed.
    • Knowledge represent particular was of understanding and explaining the world.
    • Knowledge is inscribed in relationships of power.
    • Read Pennycook’s critique of his own article: TQ Dialogues pg. 32-25
  • Critical Perspectives on Methods in ELT
    • How does Pennycook define Method?What is his criticism towards the concept of Method?
    • What is interested knowledge?
    • How can we as teachers steer away from the concept of method?
    • What can we do to become transformative intellectuals?
    • How did your understanding of teaching English changed after reading this article?
  • B. Kumaravadivelu
    • Professor Department of Linguistics & Language Development 1, Washington Square San Jose State University
  • Postmethod Pedagogy: Define the concepts (morning class)
    • A pedagogy of Particularity
    • Local, context-sensitive, should be based on particular social and political , particular time, particular place to particulate students taught by a particular teacher.
    • A pedagogy of Practicality
    • Teacher generated theory as opposed to expert generated theory
    • A pedagogy of Possibility
    • self- identity as related to social transformations , how we can battle with social and political inequalities. Recognizing the subject positioning, lived experience of the students
  • Define the characteristics of the followings.
    • The postmethod learner
    • Learner who is autonomous, who develops academic responsibility and sensitivity towards others. Academic autonomy vs social autonomy, liberator autonomy.
    • The postmethod teacher
    • Autonomous teacher, self developing, reflective, someone who can break away from the concept of method. Academic knowledge, personal knowledge.
    • The postmethod teacher educator
    • Focuses on the teachers’ voice, and the teachers’ lived experiences----legitimize their experiences and their knowledge.
    • The goal of teacher research and teacher autonomy is “ not the easy production of any ready-made package of knowledge but, rather, the continued recreation of personal meaning” (Diamond, 1995 p. 59)
  • Discussion Questions about Pedagogic Exploration
    • Based on your readings of Pennycook and Kuma’s articles on Methods and Pedagogy in Language Education, design a course that includes tasks and activities that follow the premises of postmethod pedagogy.
    • Guiding Questions: How would your classroom look like? What would your role be as a language educator? How would you view your students? What type of language tasks and activities would you bring to the class? How would your relationships be with other teachers?
  • Key words from this week’s readings
    • Interested knowledge
    • Knowledge as a social construction
    • Politics of language education
    • Postmethod condition
    • Paticularizability
    • See your handout for the rest.
  • Assignments
    • Post your blog responses before the class on Monday.
    • Readings about language and culture
    • (Morning)Presenters: Sbu, Soo ok, Anthony
    • (Afternoon) Presenters: Ashley R. , Ashley B. , Carmella