TFL 613 Trending Approaches in TEFL: CLIL & PBL (2) PDF

TFL 613- Trending Approaches in TEFL: CLIL and PBL (2) Course Instructor: PhD., Kymbat SMAKOVA  Post-Method Era The post method era is a concept developed by Kumaravadivelu (1994). “The post method era is a foremost condition which has been occurring in our c...

TFL 613- Trending Approaches in TEFL: CLIL and PBL (2) Course Instructor: PhD., Kymbat SMAKOVA  Post-Method Era The post method era is a concept developed by Kumaravadivelu (1994). “The post method era is a foremost condition which has been occurring in our current language education in which there are various efforts to reconstruct the relationship between theories and practices of methods (and approaches)”(Lusianov, 2020). From knowledge-oriented theories of pedagogy to the classroom-oriented theories of pedagogical practice  The Post Method Era in English Language Teaching The denial of the idea that a specific method is better than the others and that one can apply it successfully to English language education no matter what leads us to the post method era. The post method era not only denies the idea that there is a perfect method that can always be successfully applied but also changes the spotlight from the method to the teacher.  What is intelligence? the ability to acquire and apply knowledge and skills the ability to understand and learn well, and to form judgments and opinions based on reason is the ability to think, reason, and understand instead of doing things automatically or by instinct  Gardner (2013) defines intelligence as: The capacity to create solutions to life’s problems. The ability to acquire new knowledge to gather understanding on a topic. A skillset that is useful to the community, whether it be a product or a service.  Howard Gardner's Theory of Multiple Intelligences (1983, Frames of Mind ). … regardless of which subject you teach—“the arts, the sciences, history, or math”—you should present learning materials in multiple ways. to “pluralize your teaching,” in other words to teach in multiple ways to help students learn, to “convey what it means to understand something well,” and to demonstrate your own understanding  Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words) Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns) Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly) Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully) Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)  Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others) Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes) Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature) Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, “What is the meaning of life? Why do we die? How did we get here?” (“Tapping into Multiple Intelligences,” 2004)  All humans have all nine unique intelligences, potentially more which have yet to be researched. Everyone possesses all nine intelligences in various amounts. Each individual is made up of a unique combination of all nine intelligences. These intelligences are uniquely arranged in each individual’s brain and may or may not work collaboratively together. Students can experience greater success if learning tasks were directly related to their developed intelligences. Intelligences can be developed or weakened, ignored or strengthened  What can the Theory of Multiple Intelligences be used/applied for? Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies.  Principled-Eclectic Approach History The eclectic method was proposed as a reaction to the profusion of teaching methods in the 1970’s and and 1980’S and the dogmatism often found in the application of these methods. The term “eclectic approach” refers to a teaching approach that is not based on a single method (e.g. task-based teaching, or CLIL) but that draws on several different method principles that are made use of in practice. It is a problem-based approach to teaching that is based on the following principles: What particular problem do my learners encounter in mastering this aspect of language or language use? What procedures can I make use of from available methods and approaches that could be used to address this problem?  The use of eclecticism does not mean to mix up different approaches randomly. There must have some philosophical background and systematic relation among different activities. Usually it is recommended to mix structural approaches with communicative use of language. Theory of Language and Theory of Language Learning  Theory of language : language is based on structures which are used to convey meanings which perform functions. Theory of language learning : language learning is combined process of structural and communicative activities ,it emphasizes that language is based on structure that can be acquired with reasonable practice by communication and conversation.  Advantages Safety: the use of a variety of ideas and procedures from different existing approaches and methods will increase the chances of learning taking place. Interest : teachers need to use different techniques to hold the learners attention. Diversity : different learning /teaching contexts require different methodologies. Flexibility: awareness of a range of available techniques will help teachers exploit materials better and manage unexpected situation.  Disadvantages The main criticism of the eclecticism is that : It does not offer any guidance on what basis and by what principles aspects of different methods can be selected and combined. The problem inherent in an eclectic method centers in the tendency to combine contradicting elements and the lack of organizing principles to guide instruction. What are the modern trends in language teaching ? Cognitive - Constructivist Approaches in Education Student-centered Approaches in Education Cooperative Learning Authenticity in Language Learning\ Participatory Approaches Competence-based Language Teaching Reflective Teaching  Global Citizenship Training through ELT Teaching 21st Century Skills Critical Thinking - Self-regulation Skills Communication - Collaboration Skills ICT in Language Learning Internet-based & Mobile Learning English as a Global Language (vs EFL) Intercultural Communication Competence Content-based Instruction Content and Language Integrated Learning Task-based Instruction Project-based (Language) Learning