TESL-0110 - Unit Two - Teaching methods for teaching English
The
second unit for this course is about approaches to grammar and writing
instruction. I was introduced to different teaching methodologies in the
Fundamentals course. The material from this unit allowed me to expand my
knowledge about the strengths and weaknesses of different teaching methodologies.
This built on previous knowledge that I had from reading and watching a webinar
in the other class. I had an aha moment this week when I was reading the
outline for this unit and was reminded of what researcher Chia Suan Chong said
about how we can approach these methodologies in our teaching.
The
outline for this unit says that there has been a shift that has taken place in
language learning classrooms from using rote and habitual teaching methodologies
to using methodologies that are communicative and purposeful. The outline
argues that despite this shift, older methodologies can still be integrated
into lesson plans to be used in this classroom. As such, the outline suggests
that language teachers become familiar with a range of methodologies and their
purposes so that teachers can customize their lesson plans to address the
specific needs of their students. Similarly, in the webinar, Chong (2012) said
that all of the methodologies have strengths and weaknesses and that it is not
necessary to conform to one way of organizing activities and teaching language.
Instead, recognizing the strengths and weaknesses of different methodologies
allows teachers to spot opportunities to use them in their lesson plans (Chong,
2012).
For
example, the audiolingual method overlooks the development of reading and
writing skills. However, it could be useful to implement into a lesson plan if
a teacher wants to use a drill activity so that students can practice dialogue
and answering questions. Another example could be incorporating Total Physical
Response (TPR) into a lesson plan for young language learners. TPR helps
students create associations between speech and actions. This could be very
helpful for teachers of young learners who have to include physical movement in
their lessons to keep students engaged in the learning process. As such, I
think this is a good idea to keep in mind for when I have my own classroom and
am planning lessons.
I
also had aha moments when I was listening to the presentation by Betty Azar
(2008) about incorporating grammar into the communicative language teaching.
The first aha moment occurred when Azar said that language proficiency occurs
long after classroom learning ends. As such, teachers do not need to stress
about teaching their students everything. Instead, teachers should aim to teach
their students the basic information they need to know, helpful and relevant
ways that they can apply it to real-life tasks, and equip them with resources
to continue their learning outside of the classroom. From this perspective, the
goal of language teaching is to create what she calls an “interlanguage” where
students can communicate fluently in all language skills and are able to use
English language structure accurately in meaningful communication. However,
this does not assume that students will become as proficient as a native
speaker. Rather, students should develop their skills to the level they need in
order to use the language in ways that they find meaningful and to achieve
their own goals (Azar, 2008).
The
concept of interlanguage helps me have realistic expectations of what I can
hope to achieve as a language teacher. When I read material related to language
teaching, I often feel overwhelmed because the amount of knowledge and time
required to become proficient is immense. Azar’s talk helped reassure me that
it is neither possible or required to cover everything in the classroom and
that this is okay. Even heavily experienced teachers have to decide what and
what not to cover in the classroom based on educational standards and limited
time and resources. I feel better knowing that the level of proficiency that my
students will achieve does not weigh solely on the choices that I make in the
classroom.
References
Azar, B.
(2008, April). Grammar teaching and communicative teaching: 'A hybrid that
works". Lecture presented at TESOL Panel: Teaching Grammar in Today's Classroom—Introduction:
Why Teach Grammar? in 42nd Annual Convention, New York City, NY.
Chong, C.
(2012). A trip down memory lane of methodology. Lecture presented at
British Council Teaching English Webinar, New York City, NY.
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