Nothing new under the sun

María Alicia Maldonado
marilimaldonado@gmail.com

“Learning is certainly part of the process of
education, but to be truly educative it must
give a broader value and meaning to the
learner’s life. It must be concerned with
educating the whole person.”
Williams and Burden (2006)

Williams and Burden (2006)
“Teachers should maintain a continuous
process of personal reflection, (…) become
aware of the personal and cultural values and
beliefs that underpin their own and other
people’s actions [so as to be able] to
understand fully their own implicit educational
theories and the ways in which such theories
influence their professional practice.”

Theories of Learning
Behaviourism
Conditioned Response
Classical Conditioning
Cognitive
psychology
Information theory
Constructivism Piaget
Bruner
Kelly

•Teachers should make explicitly clear what is to
be taught
•Tasks should be broken down into small,
sequential steps
•Students should be encouraged to work at their
own pace by means of individualised learning
programmes
•Learning should be ‘programmed’ by
incorporating the above procedures and providing
immediate positive reinforcement based as
nearly as possible on 100% success.
The role of the learner is quite passive.

Behaviour is rarely predetermined
We make our own decisions
We don’t just react – we act

Humanism
Maturation Challenges set by society

Maslow
Self-
actualization
Aesthetic Needs
Cognitive Needs
Need for self esteem
Need for interpersonal closeness
Need for safety and security
Basic Physiological Needs
Deficiency
Needs
Being
NeedsHumanism

•Create a sense of belonging
•Make the subject relevant to the learner
•Involve the whole person
•Encourage a knowledge of self
•Develop personal identity
•Encourage self-esteem
•Involve the feelings and emotions
•Minimise criticism
•Encourage creativity
•Develop a knowledge of the process of learning
•Encourage self-initiation
•Allow for choice
•Encourage self-evaluation

Social Interactionism
Vygotsky

Social Interactionism
Reuven Feuerstein

“A definition of language is always,
implicitly or explicitly, a definition of
human beings in the world.”
(Raymond Williams:1997)

Language
System
Discourse
Ideology
Phonological and
Semantico-grammatical
knowledge
Nature of language
communication based
on rules of interaction
appropriate to context.
Transporter and
translator of ideology.
Critical discourse analysis

“Instruction in critical language should
equip learners with the capacities and
understanding which are preconditions
for meaning choice and effective
citizenship in the domain of language.
(Fairclough:1993)

“Legitimate discourse” (Bordieu:1977): A
language is worth what those who speak it
are worth (…) In interactions, speech always
owes a major part of its value to the value
of the person who utters it.”
Language teachers should never forget
that issues of power and language are
intimately connected.
(Larsen-Freeman:2003)

I
N
T
A
K
E
ndividual factors: age and anxiety.
egotiation factors: interaction and interpretation.
actical factors: learning & communication strategies.
ffective factors: attitudes and motivation.
nowledge factors:language & metalanguage knowledge.
nvironmental factors: social & educational contexts.

“Much that is being claimed as
revolutionary in this century is merely a
rethinking and renaming of early ideas and
procedures.
(Kelly: 1969)
What appears to be a radically new
method is more often than not a variant of
existing methods presented with “the
fresh paint of a new terminology that
camouflages their fundamental similarity.”
(Rivers:1991)

Why is the study of teaching methods
relevant?
-It provides teachers with a view of how
the field of ELT has evolved.
-They are not prescriptions but a source of
well-used practices. They can be adapted
or implemented based on own needs.
-Experience in using different approaches
or methods can provide teachers with basic
teaching skills that they can adapt to their
developing teaching experience.
Richards and Rodgers:2002

-If we analyse the theoretical principles and
classroom procedures of established methods
with a critical eye, we will be able to see their
strengths and weaknesses. Moreover, we will
be able to identify how much interconnected
they are.
Kumaradivelu:2008

Method
Specific instructional design
Particular theory of language
Particular theory of learning
Specification of content
roles of the teacher
teaching procedures
and techniquesAudiolingualism
Counseling-learning
Structured Language Teaching
The Silent Way
Suggestopedia/Desuggestopedia
Total Physical Response

Approaches
Nature of language
Nature of language learning
Principles for teaching a language
Communicative Language Teaching
Competency-Based Language Teaching
Content-based Instruction
Cooperation Learning
Multiple Intelligencies
Neurolinguistic Programming
Task-Based Language Teaching
Whole Language

Language-centered
Planned preoccupation with
linguistic systems of the target
language will automatically lead
to communicative use. Language
learning is largely intentional.
Present prepackaged
items, help learners to
practise and to
demonstrate linguistic
knowledge/ability. Induce
intentional learning.
Learner-centered
linguistic and pragmatic
systems of the target
language will automatically
lead to communicative use.
Language learning is largely
intentional.
Preselect, presequence
and prepackage discrete
ítems explicitly focusing
on grammar, vocabulary
and functional
categories, as per learner
needs, wants and
situations.
Present prepackaged items,
help learners to practice
and to demonstrate
linguistic and pragmatic
knowledge/ability. Induce
intentional learning
Learning-centered
communicative use will
automatically lead to the
internalization of linguistic
as well as pragmatic systems
of the target language.
Language learning is largely
incidental.
Preselect topics and
tasks focusing on their
potential to promote
comprehensible input
and message-oriented
activity. Allow language
to emerge from the
activity itself.
Present topics and tasks ,
help learners to carry out
activities and to
demonstrate
communicative ability
using the language
knowledge they “pick up”.
Induce incidental learning
Method Theoretical
Assumption
Organizational
Patterns
Classroom
Procedure
Preselect, presequence
and prepackage
discrete ítems
explicitly focusing on
grammar and
vocabulary.
Kumaradivelu:2008

Post Method Pedagogy Parametres:
Particularity
Practicality
Possibility

Professor Daniel Kies, a linguist and English
teacher at the College of DuPage, offers an
animated solution to the puzzle and interesting
explanation about why it can be so difficult to
solve:
"When most of us look at the field of nine dots,
we imagine a boundary around the edge of the
dot array. In doing so, we limit ourselves to
trying solutions to the puzzle that only link the
dots inside the imaginary border. The result is
futility. We can only solve the puzzle if we
realize that there is no border."
http://papyr.com/hypertextbooks/comp2/9dots.htm

Triarchic Theory of Intelligence.
Sternberg (1985)

“An intelligence is a biopsychological
potential to process information in
certain kinds of ways, in order to solve
problems or create products that are
valued in one or more cultural settings.”
Gardner (2011)

Emotional Intelligence
The elements of emotional intelligence—
being aware of our feelings and handling
disruptive emotions well, empathizing with
how others feel, and being skillful in
handling our relationships—are crucial
abilities for effective living. We should be
teaching the basics of emotional
intelligence in schools.
(Goleman: 2001)

Emotional Intelligence competencies
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills

Personal Competence
Self- Awareness Self-Regulation Motivation
•Emotional
awareness
•Accurate self-
assessment
•Self-confidence
• Self-Control
• Trustworthiness
• Conscientiousness
• Adaptability
• Innovation
•Achievement
drive
•Commitment
•Initiative
•Optimism
(Goleman:1997)

Social Competence
Empathy Social Skills
•Understanding
others
•Developing others
•Service orientation
•Leveraging diversity
•Political awareness
•Influence
•Communication
•Conflict
management
•Leadership
•Change catyst
•Building bonds
•Collaboration &
cooperation
•Team capabilities
(Goleman:1997)

Teaching
Teachers should experiment a shift in priorities
•Teachers seek to have confidence not just in their
content and materials but also in their flexibility and
readiness to respond.
•Teachers put energy into getting materials and
methods planned but also preparing to meet the
learners.
•Teachers see their self-development as emphasizing
not just subject expertise but also the development
of their self-knowledge.
“No method will be effective unless the
teacher’s genuine desire is to create a
climate in which there is freedom to learn.
Rogers (1883)

(Mortiboys: 2012)
Emotional
intelligence
Learning and
teaching
methods
Subject
expertise

Teaching Metaphores
Carer to the vulnerable
Advocate to the jury
Salesperson to potential buyers
Website to surfers
Guru to followers
Gardener to plants
Tour guide to occupants of a tour bus
Any other?

Which words and phrases do you think people
will use to describe you as a teacher?
Teacher’s expertise
and subject
knowledge
Skills as a teacher Emotional Intelligence
attributes

Planning
Have you ever thought of how much energy
you spend…
…planning contents?
…planning methods and materials?
…planning to use emotional intelligence?
Could you list 5 positive words you habitually
use to address your students?
Could you list 5 negative words you
habitually use to address your students?

Physical experience
You cannot fully understand mental processes unless
you take into account the context in which they are
operating, i.e. how the organism of the body and brain
interacts with the physical and social environment.”
(Damaso:1996)
Movement
Physical environment
Comfort

Pair work
Group work
Classroom surveys
Games:
Simon says
Find someone who…
Guess what’s in the bag.
Tic-tac-toe
Follow the leader
Listen and draw
Memory games with cards
Word chains
Rhymes
Songs

Dealing with learners’ expectations
Exchange expectations
Set ground rules.
Address learners’ fears.
Pass on information.

Outcome fears
Evaluation fears
Interpersonal fears
Internal factors

•Your style of teaching.
•What your group will be expected to do as
learners.
•What learners can expect to gain from the
session and how this will be achieved.
•Why the learners are doing this, how it is
related to their learning needs.
•An outline of the content.
•Who is expected to speak when and how.
•Time of breaks.
•Real time the sessions start.

•What will learners be assessed on.
•When that assessment will happen.
•What form it takes.
•How it is marked.
•Who marks it.
•What are the criteria for success in the
assessment.
•How soon after the assessment they will know the
result.
•When and how to regain their work.
•If feedback is available and, if so, when and how.
•How the work they are doing now relates to the
assessment.
•What guidance they can get in preparing for the
assessment.
•Any other?

1. Distribute a provisional set of rules.
2. Allow a few minutes for everyone to consider
them.
3. Go through each item with the group, in order
to:
a. Check a common understanding.
b. Invite rewording of it.
c. Work on reaching a concensus on whether to
adopt it.
4. Receive any suggestions for additional rules.
5. Display the agreed set of rules.
6. Keep the rules displayed or provide copies of
them to everyone.

1. Display a copy of the following list to the group.
a. Who speaks, when and how.
b. interruptions.
c. Confidentiality.
d. Punctuality.
e. Ensuring shared time for speaking.
f. Responding to each other’s opinions.
2. Discuss each issue in turn to arrive at relevant
rules, each of which has to be accepted by the
group.
3. Write out the agreed set of rules and display or
distribute them.

1. Ask each person to write down, on separate
pieces of paper, any ground rules they would
wish for the group.
2. Collect them.
3. Group any similar suggestions together.
4. Take each cluster of suggestions in turn to
discuss as a group and attempt to reach a
consensus about a rule.
5. Write out the agreed set of rules and
display or distribute them.

As a teacher I expect…
• to make a lesson plan
• to assess learners
• to respond to the individual needs of learners
• to determine the aims of the lesson
• learners to assess themselves
• to allow the learners to determine the
content and the method.
• to ensure the group works as a group
• to be seen as a…

As a learner, I expect…
•To be told what to do
•That the teacher knows more than me
•To be asked what I want
•To influence the progress of the course
•To be told if I’m right or wrong
•To be helped by other learners
•To help other learners
•That the teacher knows what will be covered in
the lesson.
•To be asked what I think
•To provide information useful to the teacher.
•The teacher to ensure that I learn something

Make two observations and two inferences.

Write three clear,
specific and maneagable
goals for this coming
week.
Or
Organise your study schedule for the week

1. Volunteering is a good way
to learn responsibility.
2. The only person that I
should really compete with
is myself.
3. If I am a team member, I
should put the good of the
team before my own
desire.

Lateral thinking &
Cultural awareness

Answer in order:
1. How do you put a giraffe in a fridge?
2. How do you put an elephant in a fridge?
3. The lion is giving a lecture in the jungle. Which is the
only animal that does not attend the lecture?
4. There is a river you need to cross. There is no bridge
and lots of crocodiles swim in it. How do you cross it if
the only possible way is swimming?

“The nature of ‘good work’—work in the
professions that is at once technically
excellent, personally engaging, and carried
out in an ethical manner.”
Gardner (2011)

Bibliography:
•RICHARDS and BOHLKE (2011) Creating Effective Language Lessons.
CUP. Cambridge.
•MORTIBOYS (2005) Teaching with Emotional Intelligence. Routledge.
Oxon.
•KUDISHEVA (2010) Psychology of Teaching Foreign Languages.
Universidad del Estado de Pavlodar. Kazajstán.
•STERNBERG (1985). Beyond IQ: A Triarchic Theory of
Intelligence. CUP. Cambridge.
•RICHARDS and RODGERS (2002) Approaches and Methods in Language
Teaching. 2nd.ed. CUP. Cambridge
•GARDNER (2011) The Theory of Multiple Intelligencies. As
Psychology, As Education, As Social Science. Madrid.
•DARWIN, GARY and KAYE (2011)Emotional Intelligence: Achieving
academic and career excellence. Retrieved from
www.EiLearningSys.com 26-06-2013.
•GOLEMAN (1997) Emotional Intelligence. Bantam Books. US
•WILLIAMS and BURDEN (2006)Psychology for Language Teachers.
CUP. Cambridge.
•RICHARDS and LOCKHART (2007) Reflective Teaching in Second
Language Classrooms. CUP. Cambridge.

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