A recent discussion on Geoff Jordan’s blog, “Why PPP makes no sense at all,” has gotten me thinking more about the role of SLA research in language instruction. Most teachers, in their quest to be pedagogically principled, have taken a more evidence-based approach to their teaching. SLA research is one of the sciences that should underlie how we go about teaching. One of Jordan’s key arguments is that PPP as most conceive it flies in the face of sound SLA research. PPP is often seen as a rigid, linear methodology that assumes learners will learn what is taught, practiced, and produced. Jordan’s oft-repeated response is:
Students do not learn target forms and structures when and how a teacher decrees that they should, but only when they are developmentally ready to do so.
In quoting Ortega (2009), Jordan continues later:
Instruction cannot affect the route of interlanguage development in any significant way.
Geoff’s first argument should not be doubted by anyone. PPP as most think of it is not evidence based. SLA research makes it clear there is a developmental order of language learning. However, leaving PPP aside for the moment, I’d like to focus on the second of his arguments. Continue reading
A recent person setback has had me thinking of introversion. The setback was due to my own introversion and not being one to palaver often. Although my particular temperament was not expressed in negative terms, for many, introversion is a deviation from the extroversion norm – it is seen as a a lack rather than a positive trait or even benefit. I learned this and more from the book “Quiet: The Power of Introverts in a World That Can’t Stop Talking” by Susan Cain. I found this book extremely informative, and more importantly, cathartic in that I no longer see my introversion as a deficit but as a positive attribute, one that I can harness for my own success. Here are some of the random things I learned from Susan Cain’s book: Continue reading
It’s no secret that a large number of people dislike coursebooks, myself among them (though not always). Through blogposts, argument and even research, we have expressed our dissatisfaction with them and suggested alternatives and remedies. Yet, the fact remains that many of us – those who find ourselves dissatisfied with coursebooks, railing against them online and off – still use them. I am lucky enough to have a director that allows me to innovate and teach sans coursebook (“going commando” as I call it). Yet, the truth is, I still use a coursebook for most of my course. Even if we are free to adapt and supplement, many of us still use one. Some have argued that pressure from big publishers forces coursebooks into teachers’ hands, but I don’t buy that argument. I think the reason coursebooks persist is because they are part of teaching culture. And this teaching culture expects teachers to be contortionists. Let me explain. Continue reading
Once, while talking about students’ travel experiences, I learned that one of my students had spent a semester studying English at a university in North Dakota. My thought was, “North Dakota – Why?” Apparently, this university in the college town of Aberdeen was attracting a lot of Korean students; I later learned a number had studied there. However, it was not this strange choice of study locale that I recall as clearly as what the student said about studying abroad and, in particular, living in America: “It doesn’t really help your English.” My knee jerk reaction, based mostly on what I had learned about immersion, kicked in and I thought that there could be a number of reasons she didn’t feel her English had grown, but studying abroad and immersion must have a profound affect on language learning. But, then I stopped. I thought about my own situation. At that time, 4 years in Korea left me with meager abilities to do all but the most mundane things in Korean. Hadn’t immersion failed me? Maybe she was on to something. Does simply living in a foreign language ensure learning? Continue reading
How do differing discourse goals affect students’ abilities to process evidence? Does the act of argument and persuasion mean they read evidence from a biased perspective? If they argue from the opposite side’s perspective, will that change their own opinion? What if they had to come to a mutual decision? Would that affect their opinion? Continue reading
This term will make the third time I have taught US history as a course theme for advanced students. I have always known the power of learning English though content (variously called content-based instruction [CBI] or content and language integrated learning [CLIL]) but it wasn’t until last week that I was fully convinced of its superiority as an approach.
Bias is part of human nature. We all have biases, many of which are implicit. One particular form of this is confirmation bias, the “tendency to search for, interpret, favor, and recall information in a way that confirms one’s preexisting beliefs” (Wikipedia). In other words, it is having an opinion and accepting anything that supports it while rejecting anything that does not. Critical thinking is considered a kind of antithesis or antidote to this type of bias, which is why it and related concepts (i.e. evidence-based thinking) have become so popular lately, being a major part of the United States’ Common Core standards and a skill that is constantly being discussed in all circles of education, ELT included. Continue reading