Instructional Methods
Listed in order of preference.
Dessugestopedia : Is an ideological method that creates an environment for learning. The students are encouraged and welcomed into a bright, positive and stress-free environment. All stigma regarding the apprehension toward language use is removed. Students are surrounded by images, words, and sounds that support the target language. Correction and modifications are avoided and correct modeling is preferred.
This is by far my most preferred method as it aligns with my own ideologies. I believe that Desuggestopedia is effective because it allows the students to feel at-ease and gain confidence in their language ability. Confidence in the classroom is essential when working with language as student participation is critical.
Total Physical Response : TPR is a method that brings in the use of multiple senses into learning. The students actively and physically learn. The instructor demonstrates with physical activity and so a connection is made not only between the verbal and the written but then what is seen and what as done in the physical act. This reinforced learning on four different levels.
Task-based Language Teaching : TBL allows the students to learn the vocabulary and usage through use. This method of acquisition can focus on communicative tasks, like collaborating to draw a figure, or on listening skills, like writing down a summary of a story told. Students lean on the tasks that they complete to acquire the grammar and vocabulary necessary to form language. After each lesson a student will have a concrete example of his/her learning for the day and the instructor will also have an effective means to assess.
Cooperative Learning, Multiple Intelligences : Cooperative learning encourages the various skills of the different intelligences; logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, verbal/linguistic, and naturalistic. Each of these variation in learning styles is encouraged to contribute. Lesson plans are built around the needs of these various individuals and the lessons therefore become highly effective for each pupil. An instructor using this method is also able to vary their instruction greatly which helps them as well.
Content Based Instruction : CBI is often thought of as a methodology that teaches language for a specific purpose such as workplace vocabulary for a new immigrant. But CBI can be and important tool to teach language in real world applications in an academic setting. CBI can be used in elementary, secondary and higher education to teach other topics outside of second language, such as geography, mathematics, or writing.Using this method permits the students to see the value of the target language outside of their language classroom. So it is through CBI that the instruction become neither language learning nor subject learning but rather a combination of both.
Community Language Learning : This method has been targeted toward adults because of the frequent discomfort with new language learning. However, I feel that the method can be extremely effective with all ages. Learning in this fashion allows the risk to be taken by the group and reduces some stress of language learning. The lesson is taught verbally with little written work or reading involved. This engages the mind and focus of the students. They are able to build off teh strengths of their partner when the break up for group work. The issue that I see with principally using this method is that it can lead to some student pulling back and shying away from active participation.
Communicative Language Teaching : This approach is based heavily on the idea that language is a social behavior and not simply a formula of linguistic syntax. CLT lacks specific classroom techniques but tis allows for great flexibility on the part of the instructors. This encourages the introduction of authentic spoken language which allows the students to feel more comfortable when speaking with native speakers and avoids the rigors of strict standardization. This allows the students to be more creative in their interpretation and learning of language.
Experiential Learning in Second Language Acquisition
Above all things experience is most important. Julius Caesar said "Experience is the teacher of all things." Then it is the responsibility of the teacher to allow the student to experience the subject at hand. Experiential learning is by far the greatest tool for any student. Experiential learning allows the individual to see, first had how the subject is used. It allows the student to live within the subject. It is what creates lasting learning experiences and makes the best pupil of any individual.
Experiential learning can happen in a myriad of fashions It can take place through service, internships, travel, research, assistantships, apprencticeships, and workshops. Experiential learning can take place on a grand scale and offer truly life=changing opportunities or experiential learning can be as simple as allowing a student to interact with the subject at hand. Not every school or every classroom will have the means to create large-scale, cooperative, experiential learning opportunities. They can be expensive when done in house. The facilities can be exceptionally difficult to maintain and may require individuals with very specialized skills. This creates an extreme hurdle and requires immense creativity on the part of instructors and administrators.
Experiential learning can be provided through small and simple means. It does not require that the students travel, or that the school provide incredible labs and workshops, or that school install high-tech equipment, even though each of these methods are fantastic for the students and the instructors. Experiential learning is as easy as providing real-life, authentic experience within the subject matter. When teaching a language the instructor must bring that language to life for the students in his/her classroom and allow the students to see the role of the language beyond the walls of the school.
Foreign-language acquisition theories all point to two key factors: input and interaction. Input is the sum total of the knowledge; reading, writing, listening, grammar, syntax, pronunciation, and instruction, that is needed to learn a second, third, or another language. Interaction is the actual output that comes from input and forces the learner to negotiate within the foreign language. Both of these ideologies used together lead to a meaningful experience within the language learning environment, which is Experiential Learning.
I believe that students must interact with the culture, the food, the smells, and sounds of a language. I believe that students must struggle to find their words and learn the essential skills of circumlocution as they seek out cohesive meaning in their interactions with native speakers. I believe that students need to see purpose behind their learning and not simply read it in a book and attempt to create it themselves. They must observe it and be a part of it. Experiential learning even in the poorest classroom is so accessible today that it would be a shame if a student wasn't exposed to the reality of his learning.
With the power of the internet, youtube, google, film and music, the global market place, and all the other resources that we have at our finger tips it takes a concerted effort to not provide meaningful experiences to students in the classroom. Creativity in the classroom and a keen awareness of the students needs, wants, and responsibilities will enrich my classroom. Using experiential learning as a key at all times. Students want to move, to listen, to feel, to taste, to truly experience learning and when it happens in this fashion they often don't know what they are learning.
Using methods like Total Physical Response, Content and Task Based Teaching will open up a world of experiences for my students. Experiencing the history of France, the smells of Mali, the food of Tahiti, the rhythm of the Caribbean, the art of Belgium, the struggles of Haiti, the passion of Quebec will only bring the French language to life for my pupils as I do my best to adhere to the ideals of one of my teaching heroes, Albert Einstein, "It is the supreme art of the teacher to awaken joy in creative expression and knowledge."
Experiential Models are all around.
Schools like The Green School are making a difference by creating an experiential learning environment for their pupils.
Research and attribution:
David A. Kolb, "Experiential Learning Theory: Previous Research and New Directions"
Sonja Knutson, "Experiential Learning in Secon-Language Classrooms"
Viljo Kohenen, "Learning to learn through reflection - an experiential learning perspective"
Listed in order of preference.
Dessugestopedia : Is an ideological method that creates an environment for learning. The students are encouraged and welcomed into a bright, positive and stress-free environment. All stigma regarding the apprehension toward language use is removed. Students are surrounded by images, words, and sounds that support the target language. Correction and modifications are avoided and correct modeling is preferred.
This is by far my most preferred method as it aligns with my own ideologies. I believe that Desuggestopedia is effective because it allows the students to feel at-ease and gain confidence in their language ability. Confidence in the classroom is essential when working with language as student participation is critical.
Total Physical Response : TPR is a method that brings in the use of multiple senses into learning. The students actively and physically learn. The instructor demonstrates with physical activity and so a connection is made not only between the verbal and the written but then what is seen and what as done in the physical act. This reinforced learning on four different levels.
Task-based Language Teaching : TBL allows the students to learn the vocabulary and usage through use. This method of acquisition can focus on communicative tasks, like collaborating to draw a figure, or on listening skills, like writing down a summary of a story told. Students lean on the tasks that they complete to acquire the grammar and vocabulary necessary to form language. After each lesson a student will have a concrete example of his/her learning for the day and the instructor will also have an effective means to assess.
Cooperative Learning, Multiple Intelligences : Cooperative learning encourages the various skills of the different intelligences; logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, verbal/linguistic, and naturalistic. Each of these variation in learning styles is encouraged to contribute. Lesson plans are built around the needs of these various individuals and the lessons therefore become highly effective for each pupil. An instructor using this method is also able to vary their instruction greatly which helps them as well.
Content Based Instruction : CBI is often thought of as a methodology that teaches language for a specific purpose such as workplace vocabulary for a new immigrant. But CBI can be and important tool to teach language in real world applications in an academic setting. CBI can be used in elementary, secondary and higher education to teach other topics outside of second language, such as geography, mathematics, or writing.Using this method permits the students to see the value of the target language outside of their language classroom. So it is through CBI that the instruction become neither language learning nor subject learning but rather a combination of both.
Community Language Learning : This method has been targeted toward adults because of the frequent discomfort with new language learning. However, I feel that the method can be extremely effective with all ages. Learning in this fashion allows the risk to be taken by the group and reduces some stress of language learning. The lesson is taught verbally with little written work or reading involved. This engages the mind and focus of the students. They are able to build off teh strengths of their partner when the break up for group work. The issue that I see with principally using this method is that it can lead to some student pulling back and shying away from active participation.
Communicative Language Teaching : This approach is based heavily on the idea that language is a social behavior and not simply a formula of linguistic syntax. CLT lacks specific classroom techniques but tis allows for great flexibility on the part of the instructors. This encourages the introduction of authentic spoken language which allows the students to feel more comfortable when speaking with native speakers and avoids the rigors of strict standardization. This allows the students to be more creative in their interpretation and learning of language.
Experiential Learning in Second Language Acquisition
Above all things experience is most important. Julius Caesar said "Experience is the teacher of all things." Then it is the responsibility of the teacher to allow the student to experience the subject at hand. Experiential learning is by far the greatest tool for any student. Experiential learning allows the individual to see, first had how the subject is used. It allows the student to live within the subject. It is what creates lasting learning experiences and makes the best pupil of any individual.
Experiential learning can happen in a myriad of fashions It can take place through service, internships, travel, research, assistantships, apprencticeships, and workshops. Experiential learning can take place on a grand scale and offer truly life=changing opportunities or experiential learning can be as simple as allowing a student to interact with the subject at hand. Not every school or every classroom will have the means to create large-scale, cooperative, experiential learning opportunities. They can be expensive when done in house. The facilities can be exceptionally difficult to maintain and may require individuals with very specialized skills. This creates an extreme hurdle and requires immense creativity on the part of instructors and administrators.
Experiential learning can be provided through small and simple means. It does not require that the students travel, or that the school provide incredible labs and workshops, or that school install high-tech equipment, even though each of these methods are fantastic for the students and the instructors. Experiential learning is as easy as providing real-life, authentic experience within the subject matter. When teaching a language the instructor must bring that language to life for the students in his/her classroom and allow the students to see the role of the language beyond the walls of the school.
Foreign-language acquisition theories all point to two key factors: input and interaction. Input is the sum total of the knowledge; reading, writing, listening, grammar, syntax, pronunciation, and instruction, that is needed to learn a second, third, or another language. Interaction is the actual output that comes from input and forces the learner to negotiate within the foreign language. Both of these ideologies used together lead to a meaningful experience within the language learning environment, which is Experiential Learning.
I believe that students must interact with the culture, the food, the smells, and sounds of a language. I believe that students must struggle to find their words and learn the essential skills of circumlocution as they seek out cohesive meaning in their interactions with native speakers. I believe that students need to see purpose behind their learning and not simply read it in a book and attempt to create it themselves. They must observe it and be a part of it. Experiential learning even in the poorest classroom is so accessible today that it would be a shame if a student wasn't exposed to the reality of his learning.
With the power of the internet, youtube, google, film and music, the global market place, and all the other resources that we have at our finger tips it takes a concerted effort to not provide meaningful experiences to students in the classroom. Creativity in the classroom and a keen awareness of the students needs, wants, and responsibilities will enrich my classroom. Using experiential learning as a key at all times. Students want to move, to listen, to feel, to taste, to truly experience learning and when it happens in this fashion they often don't know what they are learning.
Using methods like Total Physical Response, Content and Task Based Teaching will open up a world of experiences for my students. Experiencing the history of France, the smells of Mali, the food of Tahiti, the rhythm of the Caribbean, the art of Belgium, the struggles of Haiti, the passion of Quebec will only bring the French language to life for my pupils as I do my best to adhere to the ideals of one of my teaching heroes, Albert Einstein, "It is the supreme art of the teacher to awaken joy in creative expression and knowledge."
Experiential Models are all around.
Schools like The Green School are making a difference by creating an experiential learning environment for their pupils.
Research and attribution:
David A. Kolb, "Experiential Learning Theory: Previous Research and New Directions"
Sonja Knutson, "Experiential Learning in Secon-Language Classrooms"
Viljo Kohenen, "Learning to learn through reflection - an experiential learning perspective"
