Celce-Murcia (1991):
In the past, we have used two ways of approaching language teaching: which were speaking/understanding the language and learning the languages' grammatical rules.
Celce-Murcia lists nine approaches to refer to different teaching methodologies of language: Grammar-Translation Approach, Direct Approach, Reading Approach, Audiolingualism (U.S.), Situational Approach (UK), Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and the Communicative Approach.
After reading over the descriptions of these language teaching approaches, I found the communicative approach and the affective-humanistic approaches to be quite interesting.
I really like the communicative approach in that it lets students take a hands-on approach to their language learning (i.e. role-playing of real-life situations) and the idea of classroom materials having authenticity to the students. The teacher's role is more of a facilitator, and not just to correct and mark-off errors. The basic skills like reading, speaking, listening, and writing are integrated into the language learning.
The parts of the Affective-Humanistic Approach that I thought were necessary were the emphasis of respect among everyone in the classroom, being motivating and not bringing down anyone's feelings. There exists a class environment that is almost like a community, with peer support and interaction. I believe that teachers, among teaching the curriculum, are responsible for teaching our students to be global citizens, welcoming all cultures, so that we can knock down all these barrier and stereotypes that sometimes hinders learning.
B. Kumaravadivelu, Tesol Methods: Changing Tracks, Changing Trends
The author of this article touches on the last 15 years (1991-2006) of how TESOL has developed, how it has shifted from three different waves: (1) from communicative language teaching to task-based language teaching,
(2) from method-based pedagogy to postmethod pedagogy, and (3) from systemic discovery to critical discourse.
I found that the author was a bit rash in thinking that we have figured this whole TESOL thing out. I am not the best at describing all these different theories and even saying that I agree with a lot of these waves of change that have occurred. I feel that the best way of understanding is not by the times, but by the learners. There are different TESOL environments all over the country. A lot of the ways of approaching students depends on the classroom/school environment. What kind of learners (Where are they from) do you have? What technologies do you have on your utility belt?
When Dr. Brown (1991, p. 257) declared that "We have come a long way," in regards to TESOL, I couldn't disagree more. The rates of students dropping out because of the barriers set-up against ELL learners and the poverty state of many immigrant families still makes it difficult for these students to not only adjust, but be successful. There are still many ways we can improve on the way we teach our students, and a lot of it falls on us and the fund-lacking curriculum that education has to deal with.
Off my soap-box! See you all tomorrow!
Blog ya' lata!
The TESOL Bro, Tommy T.
Wednesday, August 31, 2011
Tuesday, August 30, 2011
Anthology Chapters 1 & 2 (ENG 345)
Ch. 1:
I found chapter one to be quite informative in the way of describing the diagnosis, treatment, and assessment of English Language Learners. The discussion of the three I found to be quite applicable to our future professions. With diagnosis, we need to know where our students are coming from, to see if they need extra help. The quicker we are able to diagnose the issue, the quicker we can give that student assistance. I have seen this time and time again in certain schools I have either observed or assisted in, where a student goes right under the radar until it is too late. It's one of the most heart-breaking things. However, if we can diagnose quick enough, we will be able to "treat" the student so that we can advance their English proficiency and guide them back towards the general education.
Ch. 2:
As I did think that chapter two was a bit easier to read, it might have been due to the fact that I was shocked and yelling in my mind about what the book said is an "effective teacher." The book states an "effective teacher" is considered one if they have students whom perform better on standardized tests than the other classes, and that just isn't fair or right. I feel our education system is going into the trash because we are teaching to the test. Students are losing their creativity and thereby losing enjoyment in learning, both in the classroom and outside. Teaching repetitively bores students. They feel like it is the same constant thing all day, every day, and therefore they go into cruise-control and coast through the school day. I can't give you a detailed definition of what an "effective teacher" is, but it definetly involves more than just test scores.
Blog you lata!
#happytuesday
I found chapter one to be quite informative in the way of describing the diagnosis, treatment, and assessment of English Language Learners. The discussion of the three I found to be quite applicable to our future professions. With diagnosis, we need to know where our students are coming from, to see if they need extra help. The quicker we are able to diagnose the issue, the quicker we can give that student assistance. I have seen this time and time again in certain schools I have either observed or assisted in, where a student goes right under the radar until it is too late. It's one of the most heart-breaking things. However, if we can diagnose quick enough, we will be able to "treat" the student so that we can advance their English proficiency and guide them back towards the general education.
Ch. 2:
As I did think that chapter two was a bit easier to read, it might have been due to the fact that I was shocked and yelling in my mind about what the book said is an "effective teacher." The book states an "effective teacher" is considered one if they have students whom perform better on standardized tests than the other classes, and that just isn't fair or right. I feel our education system is going into the trash because we are teaching to the test. Students are losing their creativity and thereby losing enjoyment in learning, both in the classroom and outside. Teaching repetitively bores students. They feel like it is the same constant thing all day, every day, and therefore they go into cruise-control and coast through the school day. I can't give you a detailed definition of what an "effective teacher" is, but it definetly involves more than just test scores.
Blog you lata!
#happytuesday
Sunday, August 28, 2011
Made In America (ENG 394) (Intro, Ch. 1 & 2)
After going through the first 57 pages, I found Olsen's portrayal of Madison High School very eye-opening and easily visible for the reader. Her opening with the historical citings of the school and the change in demographics was very useful for the background into her research.
"... the need of "us" versus the drain of serving "them."" (Olsen, 14)
This quote stuck out to me as a future educator because I feel a lot of time we forget to teach TO our students, rather AT them. We get caught in this routine that isn't always the best for our students. I feel that we as teachers need to find out what is the best way to teach our students. We need to find means of helping students retain the material, going out of our teaching routine and instructing students in a new way, because the way we are doing it now is not working.
"You have to stay on one side or another. If you try to be in the middle, you are stoned from all sides." (Olsen, 54)
I feel that a lot of students, especially ELL students, think that they have to choose to either follow in the ways of being "American" or to not be. You can't juggle both or else you won't be accepted by either side. It's a sad truth, but we as teachers can try to guide our students to embrace other cultures. Students need to know that there's a big world out there, and it's best that we teach it to our students.
So far, so good though. I am enjoying the read. Blog you all soon!
-Tommy T.
"... the need of "us" versus the drain of serving "them."" (Olsen, 14)
This quote stuck out to me as a future educator because I feel a lot of time we forget to teach TO our students, rather AT them. We get caught in this routine that isn't always the best for our students. I feel that we as teachers need to find out what is the best way to teach our students. We need to find means of helping students retain the material, going out of our teaching routine and instructing students in a new way, because the way we are doing it now is not working.
"You have to stay on one side or another. If you try to be in the middle, you are stoned from all sides." (Olsen, 54)
I feel that a lot of students, especially ELL students, think that they have to choose to either follow in the ways of being "American" or to not be. You can't juggle both or else you won't be accepted by either side. It's a sad truth, but we as teachers can try to guide our students to embrace other cultures. Students need to know that there's a big world out there, and it's best that we teach it to our students.
So far, so good though. I am enjoying the read. Blog you all soon!
-Tommy T.
Wednesday, August 24, 2011
8/24/2011: Diaz & Weed; Jenkins. (Thomas Tischler)
Diaz-Rico, L. & Weed, K. (2010) The cross-cultural. language, and academic development handbook.
This particular article brought about a lot of interesting facts. One in particular that I found interesting was listed on page 17, "According to the 2000 census, one American in five, 47 million, speaks a language other than English at home." As a future teacher of TESOL, this makes me happy knowing that there is a need for us out there, and that since this is from 11 years ago, those numbers have to be higher most likely.
After reading the section about minorities in education, it made me wonder upon how we are educating the minorities in our country. Diaz & Weed comment (Pg. 16, 2010) that even after a half-century after Brown v. B.O.E, many minority students (Blacks, Latinos, and Indians) are struggling to compete and succeed along with their fellow classmates.
How can we, as future educators, look to reform these ethnic barriers in education? Multicultural classrooms? Bilingual Education? Other thoughts?
In the future, if I was to stay in the United States, I would like to teach in an urban area, like Chicago, L.A., New York, or even Austin. Therefore, the chance of me having minority students will be at probably a higher rate. Therefore, knowing about my students and their backgrounds is important. Not all cultures and/or ethnic groups learn the same. We must be culturally-aware of our students so that we can better understand them, and the lifestyles they live.
From my own experiences in working in Chicago Public Schools, I know that there is a lot of feeling of community (pride of) between the different neighborhoods. When I worked in Little Village, a prominently Mexican community, the culture of the school was very different than the schools I have seen in the suburbs. This article made me understand and connect back to how different cultures in the classroom does effect the learning process. It is something we are not taught enough in our education classes.
Jenkins, J. World Englishes.
The most interesting model I viewed in this article was Kachru's three-circle model of World Englishes (source: Kachru 1992:356). The model uses ovals, and are presented vertically rather than concentrically, with the lowest circles representing earlier versions of English. I really like the way this model is presented because it is based on the geographical and historical sense, instead of just on the way speakers are identified currently and how they use English.
A big issue brought up in this article was about defining "New English." Bamgboe (1998: 3-4) outlines five internal factors for deciding on an innovation of English: Demographics, geographical, authoritative, codification, and the acceptability factor. These factors help to give validity to a form of English.
Do you agree with any of Platt et al's four criteria for a "New English" to be fulfilled. Based on it being developed through an educative system? Developed in an area where a native variety of English was not the language spoken by most of the population? Used for a range of functions among those who speak or write it in the region where it is used? Become 'localized' or 'nativised' by adopting some language features of its own, such as sounds, intonation patterns, sentence structures, words and
expressions? Can you think of any others that may be considered?
This particular article brought about a lot of interesting facts. One in particular that I found interesting was listed on page 17, "According to the 2000 census, one American in five, 47 million, speaks a language other than English at home." As a future teacher of TESOL, this makes me happy knowing that there is a need for us out there, and that since this is from 11 years ago, those numbers have to be higher most likely.
After reading the section about minorities in education, it made me wonder upon how we are educating the minorities in our country. Diaz & Weed comment (Pg. 16, 2010) that even after a half-century after Brown v. B.O.E, many minority students (Blacks, Latinos, and Indians) are struggling to compete and succeed along with their fellow classmates.
How can we, as future educators, look to reform these ethnic barriers in education? Multicultural classrooms? Bilingual Education? Other thoughts?
In the future, if I was to stay in the United States, I would like to teach in an urban area, like Chicago, L.A., New York, or even Austin. Therefore, the chance of me having minority students will be at probably a higher rate. Therefore, knowing about my students and their backgrounds is important. Not all cultures and/or ethnic groups learn the same. We must be culturally-aware of our students so that we can better understand them, and the lifestyles they live.
From my own experiences in working in Chicago Public Schools, I know that there is a lot of feeling of community (pride of) between the different neighborhoods. When I worked in Little Village, a prominently Mexican community, the culture of the school was very different than the schools I have seen in the suburbs. This article made me understand and connect back to how different cultures in the classroom does effect the learning process. It is something we are not taught enough in our education classes.
Jenkins, J. World Englishes.
The most interesting model I viewed in this article was Kachru's three-circle model of World Englishes (source: Kachru 1992:356). The model uses ovals, and are presented vertically rather than concentrically, with the lowest circles representing earlier versions of English. I really like the way this model is presented because it is based on the geographical and historical sense, instead of just on the way speakers are identified currently and how they use English.
A big issue brought up in this article was about defining "New English." Bamgboe (1998: 3-4) outlines five internal factors for deciding on an innovation of English: Demographics, geographical, authoritative, codification, and the acceptability factor. These factors help to give validity to a form of English.
Do you agree with any of Platt et al's four criteria for a "New English" to be fulfilled. Based on it being developed through an educative system? Developed in an area where a native variety of English was not the language spoken by most of the population? Used for a range of functions among those who speak or write it in the region where it is used? Become 'localized' or 'nativised' by adopting some language features of its own, such as sounds, intonation patterns, sentence structures, words and
expressions? Can you think of any others that may be considered?
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