Contextualizing Language

By Biljana Pipović, Gimnazija “Stevan Jakovljević”, Vlasotince

Key words: context, language, fluency, accuracy, positive learning environment, communication, communicative

competence

Many linguists recognize the importance of language to a culture or people. Many

consider language a reflection of reality. Language therefore should be considered a part of

culture and understood in its context. Sometimes we forget that! Sometimes we forget how

important context is when reading or writing a text, for example. A phrase taken out of context

can result in great confusion. Both in life and in class!

Contextualization is not a teaching method or pedagogy like TPR or CLT. It is a concept, a way

to make foreign language teaching more authentic and meaningful to students. According to

Sarah J. Klinghammer (Textbook vs. “Real World” Communication): “The rationale for this kind

of approach is to demonstrate “real” world language use, how language is used by speakers of

that language, and to help learners construct language in their learning environments,

depending on (1) their purpose and, (2) the needs of a given situational context.” This can mean

anything from role-playing to academic presentations! If we want to make our students acquire /

learn a foreign language naturally and communicate effectively, it is our obligation to provide

these three things: a positive learning environment, content and enough time for conversation.

Meaningful Content

Most of the activities I use in my classroom, I do not find in textbooks, as those mostly provide

and teach grammar rules and structures, and add vocabulary to these structures. However, little

do they offer related to the appropriate language use. Thus, I agree with Sarah

J. Klinghammer when she points out that “Appropriate language use is learnt through context.”

Contextualizing language is, first of all, entertaining and fun and can provide motivation to learn.

It can provide varied opportunities for different uses of language and because it engages

feelings it can provide rich experience of language for students. It encourages students to

speak, it gives them a chance to communicate (even if they are not very fluent), using nonverbal

communication – gestures, facial expressions, body movements. It brings the real world into the

classroom. It helps students acquire language by focusing on the message, not the form.

However, this can be a shortcoming – this creates fluency, but not accuracy of usage.

Therefore, if we want to practise accuracy, we have to include some other techniques. For

example, Four voice dictation. It is one of the most realistic listening exercises that I know (This

is one of many excellent techniques I have learned from Herbert Puchta.) We put students in a

situation similar to a noisy bus station or a party with a lot of people in a small place. They have

to follow the voice of their leader and ignore the voices of the others. Excellent practice for real

life!

Accuracy vs. Fluency

In reality, accuracy and fluency are closely related – which leads us to the notion that accuracy

as well as fluency is necessary for successful communication. Therefore, “in order for students

to achieve high levels of proficiency in a language, there needs to be a balance

between language and language use.” (CAPRII article) Being a well-trained teacher I am more

than aware of that. Accuracy activities may require more teacher preparation and they have to

be carefully monitored or controlled. That is what I do with my intermediate and advance

students because I want them to be able to read and write efficiently, too. What is more, I

believe that at this stage they are confident enough to start learning about the language itself.

Developing fluency is important in building up the students‟ confidence and maintaining the

sense of achievement. And then, in my opinion, comes accuracy. Language without

communication is useless. I am convinced that knowing grammar rules does not necessarily

result in good speaking and writing. It is obvious that we cannot teach English without focusing

in same stages on grammar – on the form or structure of the language. At this point I would like

to mention eclecticism („coherent, pluralistic language teaching‟ according to the definition) as a

way of combining as many methods as possible to reach specific goals. I find that informed

teaching is bound to be eclectic.

Accuracy vs. Fluency: Is There A Third Way? Long time ago I took part in a similar debate –

grammarians eye-to eye with communicative theorists. While talking to other teachers, I found

out one important thing about myself – when teaching English I strive for communicative

competence! Namely, looking at my lesson plans, I noticed that the first thing I wrote related to

aims and objectives was: developing communicative competence. Having in mind my classes, I

can say that I focus more on fluency than accuracy as I always encourage my students to speak

and make themselves understood in English rather than say the right form correctly. I always tell

them that they just need to be creative as there are no „right‟ or „wrong‟ answers. What is more, I

think that correcting mistakes (especially in the case of young learners) can be

counterproductive – it may create a negative attitude towards learning English and may diminish

a child‟s interest in learning English. I remember that as a child I hated teachers who did that.

So, what do I do? If I find a student cannot answer the question or has made a grammar

mistake (I call them BGs – big grammar mistakes), I ask other students to help, I use gestures, I

use the tone of my voice and I always smile.

Enhancing the Environment

I try to be supportive all the time. I tend to offer positive feedback whenever possible and I

praise children for their participation. As you can notice I am really into a positive learning

environment. Creating a positive learning environment is something that all students deserve

because that allows them to feel comfortable, safe and engaged. In that way students are more

open to actively participating in class. A positive learning environment contributes a lot to the

way students learn because it resembles the way they feel at home. Conversations at home are

generally in cosy surroundings with the people they know. What is more, the language is

contextualized. In the classroom, language is different and the children are expected to learn a

new language very quickly while keeping up with the demands of the curriculum. As teachers, it

is our duty to make sure that our students acquire rather than learn the language. We must put

the language we teach in context.

Being an enthusiastic educator who places a large emphasis on differentiation, I understand

that each child is unique and that students learn in different ways. I believe it is essential for

educators to recognize the needs, interests and the ways each child functions and according to

that to differentiate their lessons to better meet the needs of their students. Therefore, effective

lesson planning must take into account many different points. We may use the same

textbooks and we may know the same methods and techniques, but we must never forget that

our students are not the same. Because all students are different, they will respond differently to

tasks, thus I believe in giving a multitude of tasks including: quizzes, projects, presentations,

songs, games, drama, dictations (!) and other types of activities to put my students in a situation

where they can practise the target language meaningfully, but also to make my lessons

interesting.

If variety is the spice of life, so why not the spice of ELT? „Teaching should be full of ideas

instead of stuffed with facts‟ (author unknown) and show that some, for students boring and

rather dry activities, can bring a lot of fun and be not only interesting but also highly educational.

Teaching writing skills as well as grammar rules does not have to be time-consuming, teacher-

centred, non-communicative, uncreative, ineffective… On the contrary, it can be so interesting

that it can turn our passive and not so motivated students into eager and, believe it or not, pretty

active and involved participants. You simply have to try something new, something

different…You will enjoy, and what is more your students will enjoy, too. Not to mention,

improving your students‟ knowledge and their communicative competence.

References:

J.Klinghammer, Sarah; Opp-Beckman, Leslie (2006). Shaping the Way We TeachEnglish:

Successful Practices around the World, University of Oregon

ÇAKIR, Dr. Ismail (2006). The Use of Video as an Audio-Visual Material in Foreign Language

Teaching Classroom, The Turkish Online Journal of Educational Technology, Volume 5 Issue 4

Article 9

Tedick, D (1998). Proficiency-oriented language instruction and assessment: A curriculum

handbook for teachers. Minneapolis, MN: University of Minnesota, Center for Advanced

Research on Language Acquisition.

http://www.carla.umn.edu/cobaltt/modules/strategies/CAPRII/READING1/caprii.htm

http://blog.english-attack.com/2011/03/29/accuracy-vs-fluency-is-there-a-third-way/

*****

Biljana Pipović is an English teacher, born in Leskovac,

studied in Nis, employed at Gimnazija ‟Steva n Jakoljevic‟

in Vlasotince with working experience of 15 years. She has

also been working as a language instructor in private

schools for eight years teaching teenagers and adults of all

language levels, both general and Business English. Since

2006 she has been a mentor to talented students, the

members of the Regional Talents‟ Center in Vranje and

two times award winner in the Republic Competition

for Talented Students. She is the author and a teacher trainer of two seminars recognized as a

form of professional development by the Ministry of Education, trying to make teachers change

their approach to teaching, showing them that variety is the spice of ELT. The accredited

seminar Variety as the Spice of ELT intends to provide some guidance on this interesting and

challenging idea. Her present interests include teaching FCE, CAE and CPE exam

classes, international school projects, classroom interaction and working with gifted students in

a mixed-ability classroom.