© mark e. damon - all rights reserved sla research: a resource for changing teacher´s professional...


SLA RESEARCH: A RESOURCE FOR CHANGING TEACHER´S PROFESSIONAL CULTURES

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SLA RESEARCH

• SLA RESEARCH is usually hard to read because the ideas that researchers discuss are too distant from teachers everyday classroom concerns.

• THEORIES are abstract constructs that seem to expand the frontiers of knowledge.

• Theories are practically driven, experimentally based attempts to solve everyday problems. “Small -scale intervention in the functioning of the real world and a close examination of the effects of such intervention” Mansion (1985)

• This is clearly an unhealthy situation. Aplied Linguists, teachers, and other stakeholders in language education need to understand how social change happens.

• This involves developing some familiarity with with a type of sociological enquiry known as the diffusion of innovations (Rogers 1983,1995)

• The importance of comprehensible input in SLAhas been developed by a number of RESEARCHERS in the last 15 years to form the THEORETICAL basis for the innovation of task-based language teaching (TBLT)

• By using the potential diffussion of TBLT, how innovation in language education works will be out lined in order to show the issues and problems to solve to have a social change happen.

• Comprehensible input or i+1 , language that is slighly beyond a learner`s current level of competence in the target language is a suficient casual variable in SLA, according to this THEORY, learners initialy understand i+1 from contextual clues in the environment. This input destabilizes their interlanguage in such a way that language learning occurs.

• Comprehensible input is a necessary but insufficient condition for language learning to occur.

• Learners are thouight to receive comprehensible input by activelly negiciating information with their conversational partners.

• Students may also receive the opportunity to learn new language and eventually produce comprehensible output, that is language that incorporates new linguitic kwoledge into their evolving interlanguage systems (Swain, 1985,1995)

• TBLT is an analytic approach to syllabus design and methodology in which chains of information-gathering, problem –solving and evaluative tasks are used to organize language teaching and learning; these intrerdependent pedagogical tasks are designed to methodologically simulate the communicative events which learners encounter in specific second language- using environments.


TBLT

• It uses an analytical rather than a synthetic approach to course design; that is, it is based on a behavoiral rather than a liguistic organization of a contend.

• It does not distiguish between the processes and products of learning rather , process and product are two sides of the language learning coin which experience shows cannot be separated from each other.

• The selection grading, and sequencing of contend in TBLT is accomplished by using chains of macrotasks (information-gathering, problem-solving, and evaluative tasks).

• These macrotasks subsume more microtasks types: one and two-way information gap task, reasoning gap tasks, and information-transfer tasks, etc. Are derived from sociolinguistic analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks.

• Instruction is not only based on experientialy and empirically derived criteria for course design, it is also socialy situated in specific language learning environments.

• SLA RESEARCH plays a key role in the continuing THEORETICAL development of TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated behaviors and beliefs or why they might wish to adopt or reject these innovations.

• We cannot assume that leaders will necessarily react favorably to TLBT therefore some understanding of the variables that come into play when teachers decide whether to adopt or reject innovations must be developed.


A Framework for Understanding Educational Innovation

• The most important references include Fullan (1982ª,1982b,19939, Fullan & Hargreaves (1992), Fullan & Ponfreet (1977), Miles (1983), Nichols (1983),Radduck (1991),and Stenhouse (1975).

• This framework is constructed by asking the questions “Who adopts what,where, when, why and how?”

• WHO : Using the distinctions proposed by Lambright and Flyan (1980) stakeholders may act as change agents, clients, adopters or resisters, implementers, or suppliers of innovations. Of course these roles are not mutually exclusive. Individuals may play several of these roles.

• Internal change agents are members of the same educational system as potential adopters.

• External change agents are outsiders who cannot legitimately impose change on the system members.

• SLA RESEARCHERS may act as internal and external change agents.

• Teachers are potential clients of this RESEARCH, but they may choose either to adopt or resist its pedagogical implications. Teachers who carry out research (or RESEARCH) on TBLT in their own classrooms are not only change agents , they also take on resposibility of supplying themselves with the information that is relevant to solve the problems they wish to investigate.

• Administrators play a key role because they mandate or forbid, change.


WHO ADOPTS WHAT

• The process of adoption involves potential adopters evaluating the worth of an innovation.

• Gain knowledge about an innovation.• Become persuaded of its value.• Make preliminary decisions whether to reject or

to adopt and implement the innovation.• Confirm or disconfirm their previous decisions.

• Innovations – that is, any changes in beliefs that potential adopters percieve to be new.

• They may be devided into primary and secondary.

• TBLT materials, methodologies and an underlying ideology of experimental learning are examples of primary innovations of TBLT viable.

• It is frequently necessary to develop secondary innovation.

• Such innovations develop the infraestructural capacity of an organization to sustain and nurture primary innovations.

• Infraestructural development includes a broad range of activities developing or strengtening the knowledge base that underpins TBLT by developing courses in key areas such as curriculum development, methodology,SLA, evaluationand testing.Monitoring and evaluation protocols .


WHERE AND WHEN

• It is not so much a geographical question .

• It is always the product of a particular cultural, political, administrative, educational, and institutional milieu.

• The likelihood of an innovation being adopted is therefore always contigent on its ecological appropiateness is a specific context of implements.

• This sociocultural systems are not static and may change over time.

• It may take anywhere from 8 to 50 years for successful innovations to be adopted on a systematic basis

• Diffusion of new ideas or practices always takes a long time.

• The adoption of an innovation is characterized by a slow , cautios start of a small minority of potential adoptwers explore the possible advantages of the innovation.


WHY AND HOW

• The reasons why change occurs or does not occur are immensely complicated.

• Innovators are such high risk takers that other potentia adopters perceive their adoption behaviors as too uncritical and, above all, too dangerous to serve as a viable model for them to follow with confidence.

• The reason for adoptin innovation are very personal and variable. Relative advantages, innovation compatitibility, trialability, and observability.

• Problem-solving normally has teachers adopt changes because they have themselves identified problems that affect them directly consecuently they respond to these problems by reeducating as necessary and by developing their own solutions.

• Teachers are not often trained to formulate and execute RESEARCH or research and the extra effort required to developp such skills may be prohibitive in terms what they have to do in their “real” jobs therefore SLA RESEARCH should be implemented among teachers.


Conclusions

• The main goal of the action research movement is to engage teachers in a self-motivated process of professional development.

• Teachers must receive the necessary administrative support and incentives from the appropiate educational authorities so thety can engage in the professionalization that action research can provide.

• Although it is true that such support rare or nonexistent.We should remember that language teaching is a world-wide profession. We should therefore not dismiss such proposals in order to improve our teaching.


Round 1 Round 2Final

Jeopardy


SLA

RESEARCHTBLT

Framework Who adopts what?

Where,when

why

Why and

conclusions

$100 $100 $100 $100 $100 $100

$200 $200 $200 $200 $200 $200

$300 $300 $300 $300 $300 $300

$400 $400 $400 $400 $400 $400

$500 $500 $500 $500 $500 $500

Round 2

Final Jeopardy

Scores


$100$100

They do little to promote change in language education because they

do not address the real life concerns of teachers and policy-makers

They do little to promote change in language education because they

do not address the real life concerns of teachers and policy-makers


$100$100

What are SLA THEORY AND RESEARCH ?

What are SLA THEORY AND RESEARCH ?

Scores


$200$200

“Small -scale intervention in the functioning of the real world and a close examination of the effects of such intervention” Mansion (1985)


$200$200

What is theories (low base)?What is theories (low base)?

Scores


$300$300

•It is a necessary but insufficient condition for language learning to occur.

• It is a necessary but insufficient condition for language learning to occur.


$300$300

What is comprehensive input or i+1 ?

What is comprehensive input or i+1 ?

Scores


$400$400

language that incorporates new linguitic kwoledge into their evolving

interlanguage systems (Swain, 1985,1995)

language that incorporates new linguitic kwoledge into their evolving

interlanguage systems (Swain, 1985,1995)


$400$400

What is output?What is output?

Scores


$500$500

It is an analytic approach to syllabus design and methodology in which

chains of information-gathering, problem –solving and evaluative tasks are used to organize language teaching

and learning

It is an analytic approach to syllabus design and methodology in which

chains of information-gathering, problem –solving and evaluative tasks are used to organize language teaching

and learning


$500$500

What is TBLT?What is TBLT?

Scores


$100$100

The selection grading, and sequencing of contend in TBLT is accomplished by

using chains of them.

The selection grading, and sequencing of contend in TBLT is accomplished by

using chains of them.


$100$100

What are macrotasks?What are macrotasks?

Scores


$200$200

one and two-way information-transfer tasks, etc. Are derived from sociolinguistic information gap task, reasoning gap tasks, and analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks.

one and two-way information-transfer tasks, etc. Are derived from sociolinguistic information gap task, reasoning gap tasks, and analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks.


$200$200

What are microtasks?What are microtasks?

Scores


$300$300

It is not only based on experientialy and empirically derived criteria for course

design learning environments, it is also socialy situated in specific language

It is not only based on experientialy and empirically derived criteria for course

design learning environments, it is also socialy situated in specific language


$300$300

What is instruction?What is instruction?

Scores


$400$400

It plays a key role in the continuing THEORETICAL development of

TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated

behaviors and beliefs or why they might wish to adopt or reject these

innovations

It plays a key role in the continuing THEORETICAL development of

TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated

behaviors and beliefs or why they might wish to adopt or reject these

innovations


$400$400

What is SLA RESEARCH?What is SLA RESEARCH?

Scores


$500$500

The understanding of them that come into play when teachers decide whether to adopt or reject innovations that must

be developed

The understanding of them that come into play when teachers decide whether to adopt or reject innovations that must

be developed


$500$500

What is variables study?What is variables study?

Scores


$100$100

He has stated the most important references.

He has stated the most important references.


$100$100

Who is Fullan?Who is Fullan?

Scores


$200$200

It is constructed by asking the questions “Who adopts what,where, when, why and how?”

It is constructed by asking the questions “Who adopts what,where, when, why and how?”


$200$200

What is the framework?What is the framework?

Scores


$300$300

In 1980, They stated tha stakeholders may act as change agents, clients,

adopters or resisters, implementers, or suppliers of innovations. Of course

these roles are not mutually exclusive. Individuals may play several of these

roles.

In 1980, They stated tha stakeholders may act as change agents, clients,

adopters or resisters, implementers, or suppliers of innovations. Of course

these roles are not mutually exclusive. Individuals may play several of these

roles.


$300$300

Who are Lambright and Flyan ?Who are Lambright and Flyan ?

Scores


$400$400

They are outsiders who cannot legitimately impose change on the educational system members.

They are outsiders who cannot legitimately impose change on the educational system members.


$400$400

Who are External change agents ?Who are External change agents ?

Scores


$500$500

They are potential clients of this RESEARCH, but they may choose

either to adopt or resist its pedagogical implications.

They are potential clients of this RESEARCH, but they may choose

either to adopt or resist its pedagogical implications.


$500$500

Who are the teachers?Who are the teachers?

Scores


$100$100

It involves potential adopters to evaluate the worth of an innovation.It involves potential adopters to evaluate the worth of an innovation.


$100$100

What is the process of adoption?What is the process of adoption?

Scores


$200$200

Any changes in beliefs that potential adopters percieve to be new.They may be devided into primary and secondary

Any changes in beliefs that potential adopters percieve to be new.They may be devided into primary and secondary


$200$200

What are innovations?What are innovations?

Scores


$300$300

• They are examples of primary innovations of TBLT viable.

• They are examples of primary innovations of TBLT viable.


$300$300

What are TBLT materials, methodologies and an underlying

ideology of experimental learning ?

What are TBLT materials, methodologies and an underlying

ideology of experimental learning ?

Scores


$400$400

It includes a broad range of activities developing or strengtening the knowledge base that underpins TBLT by developing courses in key areas such as curriculum development, methodology,SLA, evaluationand testing.Monitoring and evaluation protocols .


$400$400

What is Infraestructural development ?

What is Infraestructural development ?

Scores


$500$500

It is always the product of a particular cultural, political, administrative,

educational, aInd institutional milieu.

It is always the product of a particular cultural, political, administrative,

educational, aInd institutional milieu.


$500$500

What is The when?What is The when?

Scores


$100$100

This are not static and may change over time.

.

This are not static and may change over time.

.


$100$100

What are sociological systems?What are sociological systems?

Scores


$200$200

It is characterized by a slow , cautios start of a small minority of potential adopters who explore the possible

advantages of it.

It is characterized by a slow , cautios start of a small minority of potential adopters who explore the possible

advantages of it.


$200$200

What is The adoption of an innovation ?

What is The adoption of an innovation ?

Scores


$300$300

They are such high risk takers that other potential adopters perceive their adoption behaviors as too uncritical

and, above all, too dangerous to serve as a viable model for them to follow

with confidence.

They are such high risk takers that other potential adopters perceive their adoption behaviors as too uncritical

and, above all, too dangerous to serve as a viable model for them to follow

with confidence.


$300$300

Who are Innovators?Who are Innovators?

Scores


$400$400

They are very personal and variable. They are very personal and variable.


$400$400

What are the reasons for adopting innovation ?

What are the reasons for adopting innovation ?

Scores


$500$500

It normally has teachers adopt changes because they have

themselves identified that they affect them directly. Consecuently they

respond to these by reeducating as necessary and by developing their

own solutions

It normally has teachers adopt changes because they have

themselves identified that they affect them directly. Consecuently they

respond to these by reeducating as necessary and by developing their

own solutions


$500$500

What is Problem Solving?What is Problem Solving?

Scores


$100$100

Teachers are not often trained to formulate and execute it.

Teachers are not often trained to formulate and execute it.


$100$100

What is research?What is research?

Scores


$200$200

It is to engage teachers in a self-motivated process of professional

development

It is to engage teachers in a self-motivated process of professional

development


$200$200

What is The main goal of the action research ?

What is The main goal of the action research ?

Scores


$300$300

Teachers should receive them from the appropiate educational authorities so they can engage in the professionalization that action research can provide.

Teachers should receive them from the appropiate educational authorities so they can engage in the professionalization that action research can provide.


$300$300

What are the necessary support and incentives?

What are the necessary support and incentives?

Scores


$400$400

We have remember it is a world-wide profession. We should therefore not dismiss such RESEARCH proposals in order to improve our teaching.

We have remember it is a world-wide profession. We should therefore not dismiss such RESEARCH proposals in order to improve our teaching.


$400$400

What is laguage teaching?What is laguage teaching?

Scores


$500$500

They are the four characteristics of the constructivist classroom.They are the four characteristics of the constructivist classroom.


$500$500

It implies innovations and investigation TBLT was used as an example on how it can be a

source of solutions for everyday classroom problems.

It implies innovations and investigation TBLT was used as an example on how it can be a

source of solutions for everyday classroom problems.

Scores


$1000$1000

What is SLA RESEARCH?What is SLA RESEARCH?


ScoresFinal

Jeopary Question

© mark e. damon - all rights reserved sla research: a resource for changing teacher´s professional...

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