Please note: this post was written in collaboration with Steve Smith of http://www.frenchteacher.net and Dylan Vinales of Garden International School. In this post I will concern myself with ten very comm…
Day: July 26, 2016
Professional Development Series (1) -Three questions every teacher wanting to improve their teaching practice should ask themselves
One of the buzz-words in the Professional Development circles these days is ‘Reflective practice’. Teachers are told on a daily basis that being a ‘reflective practitioner’ is a must if they are to build on their craft and enhance the quality of teaching and learning in their classrooms. Teachers are encouraged to work in dyads and triads to work collaboratively on lesson plans , to carry out peer-observations and read research together… Excellent stuff! I have done it myself during my school’s professional-development afternoons with my insightful and creative colleague Dylan Viñales and it has indeed benefitted my teaching whilst triggering ideas for the blogposts I publish on The Language Gym.
But I do have a teacher-training background and a PhD in Applied Linguistics on top of 25 years language teaching experience. Would my learning discussions with Dylan be as fruitful were I simply to rely on the input on language teaching methodology I received during my PGCE in Hull 30 years ago? What my PGCE tutors and my school-based mentors taught me about language teaching methodology was a random mix of tips borrowed from various – often contrasting – schools of thoughts, often discounted by current research findings and cognitive psychology acquisitions. So, for instance, I was taught to teach speaking pretty much in the audio-lingual way whilst being told that my teaching was meant to be absolutely CLT-based. I was told that not talking in the target language was anathema whilst research indicated clearly that code-switching does not do any harm to the students in terms of L2 acquisition. Tragically, many of such misconceptions still persist nowadays in the teaching profession.
So the question is: do most teachers possess sufficient know-how in terms of knowledge of theories and research in second language teaching and learning? The ugly truth, in my experience, is that most language teachers have not received adequate training in this area of their teaching competence and, sadly, many do not often have the time – busy as they are marking and planning lessons – to spend hours reading articles or blogs on L2 teaching methodology. Hence, professional development sessions which encourage practice-sharing and collaborative reflection can be beneficial but only to a certain extent; in order to improve one’s teaching it is imperative, in my view, to have an understanding of how the brain processes and acquires languages, of how language competence evolves and of what constitutes valid assessment, as such an understanding enables one to design the curriculum in a more principled and consistent fashion; to sequence learning activities more effectively and more adaptively; to create tests that are as objective and fair as possible and actually measure what they purport to measure.
So, why this post and its extremely pretentious title…? Because the three questions the title alludes to should be, in my view, the essential starting point of any reflective process on one’s own teaching practice. When I was asked the most important of those questions (“How are language learnt?”) by Professor Ron White – an Applied Linguistics legend – on my MA TEFL course 20 years ago I felt as disorientated as I did after my first parachute jump as a young recruit. I felt I should have known the answer, as I had been teaching for over five years prior to that course! Yet, I could not actually articulate it. It was only after three months of Language-Learning-Principles lectures and much individual and collaborative reflection with fellow MA-TEFLers that I felt I was starting to nail it.
In my experience and in that of many of the readers that contact me in the social media, not many teachers find it easy to articulate their beliefs as to how languages are learnt; in fact, many of them do not really espouse a specific view of language acquisition or do not have a given principled pedagogic reference framework.
But “Do teachers actually need one?” – the best teacher and head of faculty I have ever worked with – Gillian Bruce – once asked me. “I know many teachers who do not have any knowledge of SLA theory and still get excellent results!”. My come-back to that was: “Would those teachers who get excellent results do even better if they knew more about Language Acquisition theory and research?” My hunch is that they would.
Here are the three questions I think every teacher who wants to improve their own practice should ask themselves . These questions should be pondered over and answered way before Departments venture in the typical development-time discussions on what the elements of a great language lesson are; on what constitutes best classroom practice; on how to best provide corrective feedback (a highly controversial area of teaching which is massively affected by one’s espoused L2 acquisition theory); on how to best integrate emerging technologies in the curriculum etc.. How can a language department even remotely hope to tackle the above issues effectively when they have not addressed the three questions below?
- The three questions
(1) How are foreign languages learnt ?
In my opinion this is the most important question a teacher should ask themselves and I encourage every PGCE student /Probationary teacher to do so at the very beginning of their teaching practice. Trainee teachers should ask this question to their PGCE tutors and school-based mentors, too. This is paramount as any long-/medium- and short-term planning should be based on the answer.
In my case, finding the answer to that question and using it to frame my classroom approach was fundamental in enhancing my teaching- a true professional breakthrough for me. It meant sacrificing and adapting much of what I had been doing until then, but it paid enormous dividends. Cognitive models of language acquisition (especially Skill-based theories and Connectionism) provided the basis for my espoused theory of learning and shaped much of what you read in my blogs and of what I have been doing in the classroom for the last 20 years.
Can someone hope to answer that question without reading books or articles on second language acquisition? I believe so, if one has been teaching for a fairly long time, has been an assiduous reflective practitioner over the years and thinks long and hard about their own language learning experiences (what worked and what didn’t).
What matters is not to come up with a universal truth but with a set of guiding principles which are not written in stone – as future experiences or learning discussions with peers might end up restructuring them- but can provide a reference framework which will warrant consistency and cohesion to our approach. As professor Macaro, former Head of the Oxford University Education Department, wrote in his review of our book ‘The Language Toolkit’ :
it’s all very well saying there are no ‘methods’ for teaching a foreign language any more but it can’t then be a free-for-all with teachers doing exactly what they want to do. As much as I believe in teacher professional autonomy, language teaching is so complex that you have to have a series of guiding principles.
Ideally, as a Head of Department you will compare your reference framework/guiding principles with those of your staff and come to a sort of agreement – hopefully through democratic consensus- as to what the espoused theory of the department is and on how it should shape teaching and learning. This will hopefully bring about consensus amongst the team as to what constitutes desirable and less desirable practice and possibly prevent controversy during post-lesson observation discussions and lead to fairer performance evaluations.
It is very important for the answer to this question to be as unambiguous as possible if you are working as a Department. For instance, in many Department handbooks I have come across lines to this effect: the Department endorses a Communicative Language teaching approach to MFL instruction. What does this entail in practical terms? A set of guiding principles , whilst not being overly prescriptive, should state roughly how much TLU (target language use) is desirable; roundabout what ratio of receptive-skills-to-productive skills ; suggest possible approaches to listening, reading, speaking, writing, vocabulary and grammar instruction; a framework for the implementation of PBL work; how it is believed that Information technology should be best used to enhance learning etc.
(2) What are the implications of the answer to question (1) for language teaching and learning ?
As hinted above, the answer(s) to the first question will inevitably shape teaching and learning in your classroom, from the emphasis you will give to comprehensible input to the prominence of speaking and auracy/oracy, from teacher-centred to student-centred approaches, from all-out traditional feedback methodology to selective or no error correction, etc.
If you are doing this exercise as a whole Department, this process is bound to cause some controversy and has to be handled with much sensitivity and respect for other colleagues’ views. Having come up with a very clear set of guiding principles in answering question (1) above will definitely help.
My answers to this question are laid out in my blog posts and I am glad that they are, as the process of writing about them has embedded them even deeper in my cognition . I do advice colleagues to answer this and the other questions in writing; it will impact your practice more.
(3) Is the answer to (2) truly reflected in your own teaching practice? If not how can you make sure that it is in the light of the existing curriculum, resources and other logistic constraints (e.g. contact time)?
Chances are – as many research studies show – that your practice is not fully aligned with your beliefs. Partly because of your previously acquired metaphors of learning (which you formed throughout your own language learning experiences) which subconsciously shape the way you teach; partly because of the (often textbook-based) curriculum adopted by the school/institution you work at and the exam requirements; finally, the micro-cultures in your department will play an important role in the way you teach.
Will you’ have the guts’ to be true to yourself and find ways to teach the curriculum content in a way which reflects your beliefs? In my experience, teaching in a way which is consistent with one’s beliefs leads to greater satisfaction and self-fulfilment. Sadly, compromise will be necessary as your bosses’ pedagogic dogmata and the exam requirements will indeeed limit the scope of your freedom to a certain extent. In my case, for instance, I have had to adopt feedback-to-writing strategies that are not aligned with my espoused language learning theory and beliefs – despite having researched error correction in second language writing as part of my PhD study.
If you are doing this as a Department, this can be an exciting opportunity to rewrite the dull Schemes of Work that you have (not) been using so far in a way which is much more conducive to effective and productive curriculum design. You might finally come up with schemes of work that people will actually use, not frozen icons on your computer screen for OFSTED inspectors or your line managers to open as part of checklist-ticking exercises.
Reflecting on one’s teaching practice does contribute to making us better teachers. Without a doubt. However, the self-reflection whether conducted alone or in dyads and triads needs to be framed adequately and needs some background knowledge – even fairly basic – of teaching methodology and acquisition theory. There are many blogs that provide valuable pedagogic know-how, some of my favourites are listed in this post by Steve Smith.
In the absence of an espoused theory of language teaching and learning, I suggested classroom practitioners start the reflective process from the three framing questions discussed above, the most crucial one aiming at identifying the core sets of beliefs we hold about how languages are learnt. Once identified such beliefs one can then lay out the guiding principles which will warrant their classroom practice consistency and cohesion.
To find out more about my views on language teaching and learning do get hold of the book I co-authored with Steve Smith: ‘The Language Teacher Toolkit‘
The seed-planting technique: how it has enhanced my teaching and may enhance yours
1. Introduction – ‘Seed-planting’ or ‘Anaphoric recycling’: a differerent way of recycling
“Don’t judge each day by the harvest you reap but by the seeds that you plant”
A few years back I came across the above line by Robert Louis Stevenson, so true of any teaching/learning experience, but especially relevant to second language acquisition. This is because many of the gains our students make day in, day out are invisible and even though they may not yield any tangible outcomes in the here and now they do often silently contribute to those sudden and ground-breaking ‘light-bulb moments’ they will suddenly experience a week, a month or even a year down the line, which often mark the beginning of acquisition.
Also, just like any other skills, language learning is not about recalling the ten target words, the grammar rule,or learning stategy the teacher taught by the end of a 50-60 minutes lesson ; it is about being able to understand/produce those words as close as possible to native-speaker accuracy and speed long after the end of that lesson. In other words, language instruction should concern itself with the long-term implications of what happens in each and every lesson we teach.
Yet, too much language teaching concerns itself with the short-term, the here-and-now. Consider lesson observations, for instance : how futile is the item ‘evidence of learning’ on the observer’s checklist. Evidence of learning at the end of a sixty-minutes lesson ? Really ? And what about the fact that humans forget more than 40% of what they ‘learn’ at a given time one hour later ? And does being able to recall a list of words at the end of a lesson constitute evidence of language acquisition ? That is the easy bit; one can say those words have been actually learnt only when the students will be able to recognize those words whilst listening to a near-native-speaker audio recording or be able to use them in production – which will probably take many more lessons down the line.
How many lessons on the Perfect Tense have been rated as outstanding by lesson observers – shown lots of evidence of learning, yet a few months later you will have heard the very teachers who taught those lessons complain that the students keep making the same annoying mistakes with the same tense in their speaking and writing? And the explanation : the students are being careless, lazy, dumb,…really ? How about the seeds sown during those fantastic lessons not being watered and looked after properly in the days, weeks and months after their occurrence ?
Any approach to evaluating language learning based solely or mostly on the tangible outcome one observes at the end of a lesson or short cycle of lessons is flawed because it fails to consider that L2 acquisition is less about learning the meaning of word X or the way grammar rule Y operates and more about how the brain speeds up the processing of that word and that grammar rule across a wide range of different linguistic, semantic and cultural contexts. [Please note, incidentally, totally out context, that I am against lesson evaluation of the sort that assigns scores to classroom performance as they are flawed in their purpose and because – based on my experience- way too many observers know too little about language acquisition to be able to pontificate as to what constitutes effective teaching and learning].
I remember, at the end of a lesson observation – in which I had been the observee – my observer telling me that she was concerned about two of my students who had struggled during a mini-board translation task as they were listening to my oral input (short sentences). Unlike the other students in the class, these two boys had not completed every single translation in the time I had allocated ; hence ‘you ought to differentiate better’ was the advice. Yet, two months down the line those boys caught up with the rest of the class at the same task. My observer had focused on the here-and-now, the immediate product of learning, not the process, failing to consider that the two students were refining the skill of processing my oral input and writing every single time they wrote on the miniboard, even if they had not completed the whole translation the first, second or third time around. They knew the meaning of the sentences I uttered ; they simply needed to speed up their ability to process those sentences ; subsequent practice of the same kind lesson in, lesson out allowed for that to happen. The most important thing was not the product, the words on the mini-board, but the process, training their ability to process my input faster. You only learn to hit the ball harder and faster by practising hitting the ball, regardless of the many failures.
In a nutshell, as I often reiterate in my posts, effective teaching and learning cannot happen without effective curriculum design – yes, the Department Schemes of Work that most language teachers don’t look at ! A well-designed language curriculum plans out effectively when, where and how each seed should be sown and the frequency and manner of its recycling with one objective in mind : that by the end of the academic year the course’s core language items are comprehended/produced effectively across all four language skills under real life conditions (or R.O.C.=real operating conditions). The biggest challenge : time constraints – which brings me to ‘why’ I applied the Seed-planting technique in my teaching.
- Optimizing contact time through ‘seed-planting’
The greatest obstacle to effective L2 acquisition in most school settings is definitely time constraints. Hence, teachers must find ways to maximize the use of the time available to them. One way to do this is obvious : if accurate fluency across the listening, reading, speaking and listening modalities is the main objective of instruction, the first and foremost imperative is not to waste too much time on activities which do not promote fluency (e.g. lengthy grammar explanations ; making posters or iMovies in lessons ; masses of Kahoot quizzes).
Another , less obvious approach – the Seed-planting technique or Anaphoric recycling – involves smart curriculum design, by planning in your schemes of work, as meticulousy as possible, the systematic recycling of vocabulary or grammar structures as peripheral-learning items throughout the run-up to the lesson/cycle of lessons in which they are to be taught as core items. Example : if I am planning a set of irregular perfect tense forms in term two, I may want to systematically ‘plant’ them as often as possible in any comprehensible input I will expose my students to throughout term one. I will use typographic devices (e.g. highlighting, underlining or writing in bold/italics) in order to help my students notice each occurrence of the target verb forms. I will also provide some support in the way of translation (e.g.in brackets ; a help vocabulary list).
By so doing, the students will have the opportunity to process any ‘planted’ lexical items or morphemes several times over before the lesson in which you will explicitly present them. This will give the students a significant advantage as they will have many previous instances of encountering those items (through aural and written exposure) to relate to ; lots of dots to connect. It will also allow you to use a more inductive approach to grammar instruction as the students will not get to the target structure as totally ‘clean slates’.
Evidently, for this technique to work at its best, the ‘seed-planting’ ought to occur in both aural and written input (i.e. listening and reading) in the context of texts which contain comprehensible input (i.e. input that the students do not need much guesswork or dictionary use to understand ).
Seed-planting can obviously occur through the speaking and writing media too, by providing the students with unanalysed chunks/set phrases / whole sentences to learn by rote which the teacher will ‘unpack when the students are developmentally ready to grasp their constituents.
Many teachers do indeed say they ‘seed-plant’; however the issue is how, how often, how systematically, how meticulously. How they promote the noticing of the target ‘seeds’. How they support the students as they process them. How explicitly and regularly seed-planting is embedded in the Schemes of Work.
A final point: effective anaphoric recycling (seed-planting) does not mean less emphasis on cataphoric recycling (i.e. recycling after explicit teaching).
- Benefits of Seed-planting
How this technique has benefitted my teaching practice:
3.1 Greater focus on my short- / medium- and long-term planning
When you have been teaching for as long as I have been you don’t look at the course’s Schemes of Work as much as you should – especially when the curriculum is based on the textbook with little or no alterations. ‘Seed-planting’ has had three positive outcomes in this respect: (1) it has made me reflect much more on both anaphoric and cataphoric recycling and how vocabulary and grammar structures were taught throughout the year. This has enhanced the quality of my recycling, thereby improving the Schemes of Work and my curriculum designing skills; (2) I have actually been using the Schemes of Work more because they finally have some use for me; (3) I have always been meticulous about the linguistic content of my lessons, but this process has made me focus on it in even greater detail.
3.2 More work on receptive skills and comprehensible input
One of the greatest influences on my teaching this year has definitely been Steve Smith’s advocacy of the importance of comprehensible input in L2 acquisition – a view that I was unconvinced before meeting him but that I now espouse. The seed-planting technique has forced me to do more receptive work, especially listening (I highlight the ‘planted’ items in the gapped or whole transcripts I give my students or in the body of the text if I we are doing a jigsaw listening task). The technique has crept into my classroom TLU (Target Language Use) too, making it become a vehicle for the deliberate and systematic seed-planting on a daily basis,
All of the above has greatly benefitted my students
3.3 Less time spent on explicit grammar teaching
Because of the frequent encounters the students have with the target structures prior to their explicit teaching, I have had to do less explicit teaching and/or the students seemed to pick them up more quickly. All in all, grammar teaching felt easier.
3.4 More opportunities for differentiation
Seed-planting has provided me with more opportunities for differentiation. How? Example: if a student completes a reading task earlier than the rest of the class, the ‘planted seed’ can constitute a springboard for a learner-led investigation on the web (possible in my case, because our students are equipped with iPads – 1:1). In fact, the gifted and talented in my lessons are one set of students who has benefitted greatly from this technique as it has propelled them ahead of the topics-in-hand sparking off more independent work on their part.
3.5 Enhanced acquisition(?)
In my perception, hardly a scientific truth, this technique has indeed facilitated the acquisition of the core vocabulary and of the grammar structures I ‘planted’, not simply as a direct result of the greater exposure to the target items, but also because of the benefits listed in the previous points
The main obstacle to the implementation of this technique is that it requires more work on the part of the curriculum designer(s). It is quite a painstaking process, as it does require fairly detailed planning. If you are a Head of Department you will hear comments like: “But we do it anyway”. Truth is that many teachers do it in some shape of form – but that the devil is in the detail and most importantly in how frequently and deeply the planted items are processed; and in what contexts.
4. Concluding remarks
The acquisition of a word or grammar structure is largely a function of how often the L2 learner processes it across a range of contexts. The more the encounters with a given L2 item and the wider the range of contexts in which those encounters occur, the more successful acquisition is likely to be. Obviously, as I have often reiterated in my blogs, the ‘how’ of those encounters and what students do with it are very important factors too.
Seed-planting maximises the opportunities of recycling by exposing L2 learners to the set of words or grammar structures you are planning to teach on a given date over several weeks or even months prior to that date promoting through various means the noticing of those items.
Noticing is crucial to acquisition (Schmidt, 1990) and may prompt more inquisitive students to find out more about those items autonomously. Other, less keen and curious students, will benefit from processing those new items in familiar contexts placed in the comprehensible aural or written input they are exposed to, provided that the teacher offers some support (e.g. by glossary or translation in brackets) and guidance. In either case the process will give the learners a useful head-start, which, in my experience, often propels their acquisition of the ‘planted seeds’ further
Many teachers claim they practise seed planting. Truth is many do; however, let me reiterate this, the effectiveness of this technique lies in how systematically and meticulously it is applied in curriculum design.
To find out more about my ideas about language learning, get hold of the book I co-authored: “The Language Teacher Toolkit’
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