Identity and language learning. A significant construct in language learning research, identity is defined as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future". en.wikipedia.org › wiki › Identity_and_language_learning

1. Pedagogy, Curriculum, Social relations
Presented by:
Jay-ar M. Amarille
Professor:
Ms. Jivina Lumakang

2. •Identity develops in day-to-day experiences that occur
through participation in communities of practice (Wenger, 1998).
•This identity development, according to Pavlenko and Blackledge
(2004), can be imposed and thus not negotiable, assumed and accepted
but still not negotiated, or negotiable and thus changed by the (L2)
second language learner.
Further, as Block (2007a: 864) notes, a poststructuralist approach to
identity ‘has become the approach of choice among those who seek
to explore links between identity and (L2) second language learning’.

3. Poststructuralist theories of language emphasized the study
of the linguistic knowledge (competence) that allowed
idealized speakers/hearers to use and understand language’s
stable patterns and structures (Saussure, 1966).
Russian literary theorist Mikhail Bakhtin (1981, 1984, 1986)
saw language not as a set of idealized forms independent of
their speakers or their speaking, but rather as situated
utterances in which speakers, in dialogue with others,
struggle to create meanings.

4. Pedagogy - approach to teaching, refers to the theory and practice of
learning, and how this process influences, and is influenced by, the
social, political and psychological development of learners.
•Academic Discipline
•Study of how knowledge and skills are imparted in an educational
context.
•Considers the interactions that take place during learning.
Both the theory and practice of pedagogy vary greatly, as they reflect
different social, political, and cultural contexts.

5. Pedagogy is a sustained process whereby somebody(s) acquires new forms or
develops existing forms of conduct, knowledge, practice and criteria from
somebody(s) or something deemed to be an appropriate provider and
evaluator’ (Bernstein, 2000, p.78).
Two models of pedagogy
1. Performance model: visible pedagogies where the teacher explicitly spells
out to the students what and how they are to learn, with a recognizable
strong framing or lesson structure, collective ways of behaving and
standardized outcomes;
2. Competence model: invisible pedagogies with weaker framing that result
in an ostensibly more informal approach where the teacher responds to
individual children’s needs, with hidden or unfocused learning outcomes.

6. Alexander’s definition of pedagogy - comprises teachers’ ideas,
beliefs, attitudes, knowledge and understanding about the
curriculum, the teaching and learning process and their students,
and which impact on their ‘teaching practices (2001, p.540)
Pedagogic approaches
Pedagogic strategies
Teaching practices
As with the term ‘pedagogy’, the term ‘effective’ is contested. The
ultimate goal of any pedagogy is to develop student learning.

7. Theories of learning
Behaviourism Thorndike (1911), Pavlov (1927) and Skinner (1957) proved laws of
stimulus-response and classical and operant conditioning were used to explain the
learning process through the use of rewards and sanctions – or trial and error.
Constructivism Piaget (1896-1980)
Child-centred education – individual learners actively explore their environment by
building on their existing cognitive structures or schemas.
Social constructivism (Vygotsky 1986)
Zone of Proximal Development – sees knowledge as socially constructed and
learning as essentially a social process; cultural tools, above all by language, which
needs to be the learner’s first language.

8. Broad theoretical
school of
thought
Associated
pedagogy
Examples of
pedagogies in
developed countries
Examples of pedagogies in
developing countries
Behaviourism Teacher–centred
learning
‘Performance’,
visible
pedagogy
Whole class teaching, working together
as a collective (Japan, the Pacific Rim)
Focus on mastery of skills in a particular
sequence
Lecturing, demonstration,
direct/explicit instruction, rote
learning, choral repetition,
imitation/copying, ‘masterclasses’
(e.g. learning music or dance)
Constructivism Child-centred
learning
‘Competence’ or
invisible pedagogy
Project work; individual activity,
experiential, Montessori; Steiner;
Pestalozzi in US and Europe
Activity-Based Learning in
Tamil Nadu
Bodh Shiksa Samiti schools in
India
Social
constructivism
Teacher–guided
Learner
/student–centred
learning
Reciprocal teaching of reading
in US Communicative learning
Co-operative learning Group
work element in national
strategies, England
Small-group, pair and wholeclass
interactive work, extended dialogue with
individuals, higher order questioning,
teacher modelling,
showing, problem solving, inquiry-based,
Nali Kali in India, thematic curriculum in
Uganda

9. Curriculum
The curriculum is the key reference point for teachers, particularly in
developing countries, where it is encoded in the official textbook and
teacher guides, often the sole resource used by teachers. Teachers’
pedagogic approaches, strategies and practices thus serve to enact the
curriculum. The curriculum links the macro (officially selected
educational goals and content) with the micro (the act of teaching and
assessment in the classroom/school), and is best seen as ‘a series of
translations, transpositions and transformations’ (Alexander, 2009,
p.16; original emphasis).

10. Four (4) models of the curriculum
1. Content-driven curricula – mathematics or science are used to describe the
curriculum, with increasing specialization for older students (Bernstein, 1975).
2. Process-driven curricula – content areas stand in an open relation to each other.
Students have more discretion over what is learnt compared to individual teachers,
who have to collaborate with colleagues from other disciplines (Ross, 2000).
3. Objectives-driven curricula – structured around sets of expected learning outcomes,
which are written by specifying the kind of behaviour as well as the context in which
that behaviour is expected to operate, e.g. comprehending, applying, analysing,
starting with lower-order objectives and moving to increasing levels of complexity
(Tyler, 1949).
4. Competence or outcomes-based curricula – are structured around sets of learning
outcomes that all learners are expected to be able to achieve successfully at the end of
their learning experiences (Botha, 2002).

11. Social relations
•The curriculum reflects officially and ideologically selected
knowledge (Apple, 1982), but is also a vehicle for change —
what the society wants to be in the future. Thus, ‘curriculum
change often goes hand in hand with and reflects social
change’ (Paechter,
2000, p.5).
•By deciding to educate children differently, social
transformation might be realized (Young, 1971).