smethodologypresentation
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http://apiba.org.ar/images/SMethodologypresentation.pdfTRANSCRIPT
What’s in a Method?
Deconstructing the
ELT agenda
Gustavo Paz Mariano Quinterno
'A language teaching method is a
single set of procedures which
teachers are to follow in the
classroom. Methods are usually
based on a set of beliefs about
the nature of language and
learning.' (Nunan, 2003, p. 5).
What’s in a Method?
'A language teaching method is a
single set of procedures which
teachers are to follow in the
classroom. Methods are usually
based on a set of beliefs about
the nature of language and
learning.' (Nunan, 2003, p. 5).
What’s in a Method?
“THE CLASSROOM” as the
aseptic arena where learning and
teaching take place.
What’s in this definition of
Method?
'A language teaching method is a
single set of procedures which
teachers are to follow in the
classroom. Methods are usually
based on a set of beliefs about
the nature of language and
learning.' (Nunan, 2003, p. 5).
What’s in a Method?
'A language teaching method is a
single set of procedures which
teachers are to follow in the
classroom. Methods are usually
based on a set of beliefs about
the nature of language and
learning.' (Nunan, 2003, p. 5).
What’s in a Method?
What’s in this definition of
Method?
TEACHERS as implementers
“[t]he actual teaching that goes on behind closed doors is often conceived of as neutral transfer of skills, knowledge, or competencies, to be left in the hands of trained professionals whose job it is to implement the latest methods and techniques.”
Auerbach, 1995:9
IMPLEMENTERS
(Users of Theory)
EXPERTS
(Producers of Theory)
PASSIVE ROLE ACTIVE ROLE
De-professionalization of language education
(Pennycook, 2001)
'A language teaching method is a
single set of procedures which
teachers are to follow in the
classroom. Methods are usually
based on a set of beliefs about
the nature of language and
learning.' (Nunan, 2003, p. 5).
What’s in a Method?
'A language teaching method is a
single set of procedures which
teachers are to follow in the
classroom. Methods are usually
based on a set of beliefs about
the nature of language and
learning.' (Nunan, 2003, p. 5).
What’s in a Method?
What’s in this definition of
Method?
KNOWLEDGE as value-free
Second Language Education (SLE) is involved
in a complex nexus of social, cultural,
economic, and political relationships that
involve students, teachers, and theorists in
differential positions of power.
(Pennycook, 1989: 590)
First, that all education is political, and second,
that all knowledge is "interested.“
(Pennycook, 1989: 590)
KNOWLEDGE
AS
IDEOLOGICALLY
LOADED
THE POLITICS OF
EDUCATION
In particular, many teachers in an EFL
context question the usefulness of
supposed methods to their own teaching
contexts and resent their imposition by
"experts" from abroad. And yet, despite
this dissatisfaction, the concept of Method
continues to be used by many of those
involved in teacher education.
(Pennycook, 1989: 589)
The ELT Agenda
What we will do
Define the ELT agenda
Problematize the latest
methodological trends
Explore a Post-method Pedagogy
to Language Education
Share a Post-method teaching
sequence
Defining the ELT agenda
The underlying intentions
or motives of a particular
person or group
AGENDA
Defining the ELT agenda
The underlying intentions
or motives behind the
promotion and
implementation of different
methods and approaches in
the field of ELT
What are the latest
methodological trends?
David Nunan Designing Tasks for the Communicative Classroom (1989)
Task-Based Language Teaching (2004)
TASK-BASED LEARNING
Different manifestations of TBL
Sheila Estaire and Javiér Zanón Planning Classwork. A Task-Based Approach (1994)
Jane Willis A Framework for Task-Based Learning (1996)
David Nunan Designing Tasks for the Communicative Classroom (1989)
Task-Based Language Teaching (2004)
TASK-BASED LEARNING
Peter Skehan A Cognitive Approach to Language Learning (1998)
Different manifestations of TBL
Sheila Estaire and Javiér Zanón Planning Classwork. A Task-Based Approach (1994)
Jane Willis A Framework for Task-Based Learning (1996)
No room for the
unexpected
Lack of flexibility
Student Frustration
TBL TBL and the sociopolitical agenda
Puiggrós (1996)
Puiggrós (1996)
Education and the logics of business
Education and efficiency
Education and tasks
What are the latest
methodological trends?
CLIL (Content and Language Integrated Learning)
CLIL
The acronym CLIL was coined in
1994
A CLIL programme was
launched in 1996 in Finland
Mehisto, Frigols , & Marsh
(2008) state that CLIL is
an umbrella term covering
a dozen or more
educational approaches.
CLIL
THE FOUR C’S
CLIL
Problematizing the Latest Trends
• Why did CLIL land in our country only
some years ago?
• Who does it benefit?
• Can we make it “work in the classroom”?
Questioning the Latest Trends
THE CONTENT PROBLEM
CLIL
THE LANGUAGE PROBLEM
Questioning the Latest Trends
THE LANGUAGE PROBLEM
EXPOSURE TO
ENGLISH
EXPOSURE TO
SPANISH
Questioning the Latest Trends
THE CONTENT PROBLEM
The issue of
superficiality
The issue of
teacher training
FROM
AGENDA
TO
AGENCY
Postmethod Perspective Kumaravadivelu (2006)
Failure of methods
Go beyond methods
Limits of Method
Myth of Method: Method as
a professional article of
faith.
Myth
There is a best method out
there ready and waiting to be
discovered
(Pendulum)
Myth
Method constitutes the
organizing principle of
language teaching.
(What about societal needs,
cultural contexts, political
exigencies, etc.)
Myth
Method has a universal and
ahistorical value.
(Removed from classroom realities
Top down exercise
Ignore local knowledge)
Myth
Theorists conceive knowledge
and teachers consume
knowledge.
(Artificial Dichotomy)
Myth
Method is neutral and has no
ideological motivation.
(Gain an understanding of the
native speaker’s perspective)
Roles in a Postmethod Pedgogy
Learner: Autonomous
Narrow view: Learn to learn
Academic Autonomy
(Effective Learner)
Roles in a Postmethod Pedgogy
Learner: Autonomous
Broad view: Learn to liberate
Liberatory Autonomy: Awareness of
sociopolitical impediments to realize
full human potentials and intellectual
and cognitive tools necessary to
overcome them
Roles in a Postmethod Pedgogy
Teacher: Use of methods to
create his own theory of
practice adapted to their
sociopolitical reality.
Roles in a Postmethod Pedgogy
Teacher: Action researcher to see
what works and what doesn’t,
with what groups of learners, for
what reasons, and assessing what
changes are necessary to achieve
desired goals.
Roles in a Postmethod Pedgogy
Teacher Educator: Enable
prospective teachers to articulate
their thoughts and experiences,
and share with other student-
teachers.
Framework
PPP
Macro-strategies
Micro-strategies
The Logic of Postmethod
1. Foundation: Pedagogic
Parameters:
Parameter of Particularity
Parameter of Practicality
Parameter of Possibility
Parameter of Particularity
A particular group of teachers
teaching a particular group of
learners seeking a particular set
of goals within a particular
institutional context embedded in
a particular sociocultural milieu
Parameter of Practicality
Professional Theories (experts) vs.
Personal Theories (teachers in
action)
Teacher does not apply theory but
theorizes practice.
Parameter of Possibility
Paulo Freire: “Pedagogy is linked to power
and dominance and is aimed at creating
and sustaining social inequalities”
Giroux: “… need to develop theories, forms
of knowledge, and social practices that
work with experiences that people bring
to the pedagogical setting”
Framework
PPP
Macro-strategies
Micro-strategies
Macro-strategies
General Plans derived from
currently available theoretical,
empirical and pedagogical
knowledge related to L2 Learning
and teaching
Examples of Macro-strategies
Maximize learning opportunities
Activate intuitive heuristics (inference)
Foster language awareness
Contextualize linguistic input
Ensure social relevance
Raise cultural Consciousness.
Framework
PPP
Macro-strategies
Micro-strategies
Micro-strategies
Classroom procedures that are
designed to realize the objectives
of a particular macro-strategy
depending on the local learning
and teaching situation.
What’s in a teaching
sequence?
INTERCULTURALISM
TRANSLANGUAGING
CITIZENSHIP AND PLURALISM
PRAXIS
Why these
elements?
…los NAP de LE abordan la
especificidad de los elementos
propios de cada una de las lenguas
incluidas enfatizando, desde una
perspectiva intercultural y
plurilingüe, la dimensión formativa
de la enseñanza de LE, es decir, su
papel en la educación lingüística, el
desarrollo cognitivo y los procesos
de construcción de la identidad
sociocultural de los niños/as y
adolescentes de nuestro país.
Una perspectiva plurilingüe de
enseñanza de lenguas permite la
participación activa en procesos
democráticos y contribuye a la
promoción de valores tales como el
respeto a lo diverso y la educación
para la paz. Promueve enfoques
multidisciplinarios y combina el
aprendizaje de lenguas con la
capacidad de reflexión y disposición
crítica necesaria para convivir en
sociedades de gran diversidad
cultural; en pocas palabras,
contribuye a la educación para la
ciudadanía.
Desde la perspectiva plurilingüe e intercultural que
propone esta orientación, la enseñanza de las
lenguas que se incluyan debe promover el
reconocimiento, la valoración y el respeto por la
diversidad de identidades y la singularidad de cada
cultura. Un abordaje de este tipo lleva a repensar las
formas de aprender y de enseñar lenguas, a multiplicar
las ocasiones de aprendizaje y a potenciar los efectos
de la enseñanza, puesto que el lenguaje está, de
hecho, en todas partes. Permite, además, valorizar
los conocimientos y experiencias lingüísticos y
culturales que los jóvenes traen consigo, despertar o
alentar vocaciones y descubrir distintos modos de
expresión y de crecimiento personal y profesional.
La formación en Lenguas tiene también una función
crucial en el plano de la convivencia ciudadana. En el
marco de la globalización, la regionalización y la
refuncionalización del Estado, los contactos e
interacciones entre culturas diversas se multiplican.
(…)
La educación obligatoria debe, por tanto, brindarles a
los jóvenes conocimientos y estrategias que les
permitan comprender este universo social cada vez
más complejo y actuar solidariamente en él.
A POST-
METHOD
TEACHING
SEQUENCE
READING /
WRITING
Read the following texts taken from different
sources. Then, write a tweet in which you
summarize the main ideas. After that, write a
second tweet in which you express your opinion.
REFLECTING ON THE
SELFIE
LISTENING &
VOCABULARY VIDEO BINGO
CAMERA PORTAIT
SPOTLIGHT FOLLOWERS
HOSPITAL
CELEBRATE TALENTS
TECHNOLOGY
DIGITAL TOUCHSTONE
COMMUNICATE
NETWORKING LONG FOR
THE LOO
STATUS UPDATES CELEBRITIES
NATION
GRAMMAR SARCASTIC
DEFINITIONS
GRAMMAR SARCASTIC
DEFINITIONS
A selfie is a self portrait of a person who…
Instantgram is a social network which…
Selfie lovers often choose the toilet as it is a place
where…
Facebook is the social network on which…
A narcissist is a person whose…
OTHERS
WHO
CARE
SPEAKING THERE’S A HERO
What kind of heroes do we have in our society?
What kind of heroes do English / American
people have?
What is a “superhero”?
What does it take to be a hero?
WRITING MASCHEFACTS
Write your own Maschefacts and share them with
the rest of the class.
Mascherano studies
phrasal verbs one day and
remembers them forever
Mascherano calls the cellphone company and the supervisor answers
the phone.
Iccardi meets
Mascherano’s wife and
does not touch her
Watch the clip and choose your
favourite hero and your favourite
quotation.
VIEWING
Heroes are ordinary people
who make themselves
extraordinary.
Gerard Way
JUAN CARR
Social activist
Created Red Solidaria in 1995
This NGO helps people in need
My heroes are the ones who
survived doing it wrong, who
made mistakes, but recovered
from them.
Bono, singer of U2
ADOLFO PEREZ ESQUIVEL
Nobel Peace Prize Winner
Defends Human Rights and struggles for social
justice
Unhappy the land that is in need of
heroes.
Bertolt Brecht
SUSANA TRIMARCO
The mother to a victim of Human Trafficking Dressed as a prostitute, she visited many brothels to find her daughter
Has helped hundreds of women to recover their freedom
JAVIER ZANETTI
Successful football player
Founder of Fundación P.U.P.I., which helps poor
children get a better life
NADIA BAEZ
Professional swimmer. Blind.
Won a medal in London’s Paralympics
My heroes are those who
risk their lives every day
to protect our world and
make it a better place
Sidney Sheldon
RENE FAVALORO
Argentine doctor. Carried out the first cardiac bypass operation.
Founder of Fundación Favaloro, which helps people with heart
conditions
If you have to put someone on
a pedestal, put teachers. They
are society's heroes.
Guy Kawasaki
OLGA COSSETTINI
Argentine teacher
Started the Open School movement in Argentina
Dedicated her life to changing traditional schooling
WHO’S YOUR
PERSONAL
HERO?
READING
Find information about a famous
Argentine hero (you can use one of the
heroes on the clip). Then, write a short
biography and / or an article entitled “A
Day in the Life of…”
RESEARCH & WRITING
THE OTHERIE WRITING
Who is the Other in your neighbourhood? Who is
often left out? Ask him or her for permission to
take a picture and then write about him / her.
CONCLUSIONS
As Judith Butler has argued, there
is more hope in the world when
we can question common sense
assumptions and believe that
what we know is directly related
to our ability to help change the
world around us, though it is far
from the only condition necessary
for such change.
Hope provides the basis for
dignifying our labor as
intellectuals, offering up critical
knowledge linked to democratic
social change, and allowing both
students and teachers to
recognize ambivalence and
uncertainty as a fundamental
dimension of learning to engage
in critique, dialogue, and an
open ended struggle for justice.
“It is impossible to teach
without the courage to try
a thousand times before
giving up. In short, it is
impossible to teach
without a capacity to love.”
PAULO FREIRE
THANK YOU
VERY MUCH!
Gustavo Paz Mariano Quinterno
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uresh+canagarajah+critical+pedagogy&ots=bnDVmRbGsy&sig=vebEhNKrqDg9dZSVvahH
1n8bQFA#v=onepage&q=suresh%20canagarajah%20critical%20pedagogy&f=false