UNIT 1 Activation and Exploration PDF

1 DISEÑO Y GESTIÓN DE AMBIENTES DE APRENDIZAJE EN EFL TOPIC 1 Activation and Exploration  ÍNDICE 1. Unidad 1: Teaching Process Phases....................................................................3 Topi...

1 DISEÑO Y GESTIÓN DE AMBIENTES DE APRENDIZAJE EN EFL TOPIC 1 Activation and Exploration  ÍNDICE 1. Unidad 1: Teaching Process Phases....................................................................3 Topic 1: Activation and Exploration.............................................................................. 3 Objetivo:........................................................................................................................ 3 Introducción:................................................................................................................. 3 2. Información de los subtemas.............................................................................4 2.1 Subtopic 1: EFL Pedagogy.................................................................................. 4 2.2 Subtopic 2: How to shape an EFL classroom...................................................... 7 2.3 Subtopic 3: ESL and EFL differences................................................................. 11 3. Preguntas de Comprensión de la Unidad..........................................................15 4. Material Complementario................................................................................16 5. Bibliografía......................................................................................................17 2  Activation and Exploration 1. Unidad 1: Teaching Process Phases Topic 1: Activation and Exploration Topic 1 Activation and Explloration Subtopic 2: Subtopic 3: Subtopic 1: How to shape an EFL ESL and EFL EFL Pedagogy classroom differences Objetivo: Create and evaluate favorable and challenging environments for learning. Introducción: A learning environment must contain activities, tools, actors, a socio-cultural environment and some pedagogical components. It is based on the needs and psychological processes that give the best conditions for the student's learning. It is not limited to the design of the school context; it involves a series of conceptual and practical application elements that enhance the educational process and promote self- management of knowledge by students. In other words, the learning environment is considered as the sum of elements, in this sense, the student, the teacher, the classroom, the knowledge, the methodology and other factors that take part. © Universidad Estatal de Milagro – UNEMI In consideration to the essential elements of a foreign language learning environment we can say that they are the following: teacher-student and student-student interaction, course design and organization, the language teaching materials and the teaching techniques and methods. The process of EFL teaching has been benefited with the integration of Internet technologies and updated pedagogical principles and methods. Nowadays we count with modern e-learning environments that allow us to innovate the way in which we instruct our students to learn a foreign language. FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 3  Activation and Exploration 2. Informacion de los subtemas 2.1 Subtopic 1: EFL Pedagogy The history of language teaching evidences the proliferation of methods and approaches that intended to determine the best way of teaching a language and tried to ensure students’ learning. Methods such as the Grammar Translation Method, Audiolingual Method, Communicative Language Teaching, Natural Approach, Direct Method, and others were seen as the solution to help learners become proficient at using the language. But the learning problem has persisted in spite of the adoption of many principles and procedures (Kumaravadivelu, 2006, p.171). The question we can ask ourselves as teachers is: Is there a single effective method to language teaching? EFL and ESL teachers of today have realized that not all of the approaches and methods for teaching and learning a language work in the contexts they are teaching. As a result, what can be considered the most effective decision for a language class is that the teacher decides what is the best method to use and adapts it to his/her own context. It is a common practice for teachers to match methods to the particular needs of students and to the context they are teaching in. This practice of reflecting on one own's way of teaching and adjusting it according to different contexts is known as the “Post-Method Pedagogy” (Kumaravadivelu, 2006; Richards & Rodgers, 2001). Kumaravadivelu explains that this type of pedagogy allows teachers to rely on their own practice and device their own methods and materials. Therefore, the best type of pedagogy for foreign language teaching should be post-methodological. THE POST-METHOD PEDAGOGY AND ITS STRATEGIC FRAMEWORK Kumaravadivelu has developed a strategic framework with three parameters that indicate the type of atmosphere that leads to learning in the classroom. These parameters are particularity, practicality and possibility. © Universidad Estatal de Milagro – UNEMI Particularity means that the techniques used by the teacher depend on where and to whom they are teaching. The teaching situation and the applied methodology go hand in hand. He suggests that “any language pedagogy to be relevant must be sensitive to a particular group of teachers teaching a particular group of learners pursuing a particular set of goals within a particular institutional context embedded in particular sociocultural milieu” (pg. 34). By practicality, Kumaravadivelu means that a method should be applicable in real life to take into consideration both the practice and the theory. Without practicality, teachers could not make theories from their practices or practice what they have theorized. FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 4  Activation and Exploration The last parameter is possibility and this means that a method should be appropriate for the society, the culture and its political situation. The personalities of students and their everyday lives should be considered. They cannot be separated from their thoughts and beliefs. Figure 1. Parameters of a post-method pedagogy. (Kumaravadivelu, 2006) Considering the perspective of the post-method pedagogy, we can agree on the integration of more than one approach such as the Content-Based Instruction (CBI) and the Project-Based instruction (PBI) may be necessary for EFL learning environments. The goals in an English course can be achieved thanks to the characteristics of these approaches. Piaget (1950) stated that the learner’s previous experiences construct learning. Therefore, it is understood that when learners are able to solve problems and participate in their learning process, they turn into active participants. This is what can be recognized as learning by doing. It is a constructivist view of learning. However, we must take into consideration that the learning environment must be well structured and should be accompanied by appropriate scaffolding (Jonassen, 1997). The role of the teacher in an EFL learning environment is that of a coach or supporter of students’ knowledge construction. The learning experiences they provide to students must be open, enjoyable, interactive and imaginative in a way that awakens their © Universidad Estatal de Milagro – UNEMI interest in learning (Savery, 1996). A constructivist approach matches the needs of language teaching since it allows the implementation of critical thinking and the development of other life-long competences into EFL programs. It is important to define Content Based Instruction and Project Based instruction in a brief way to understand their contribution to the pedagogy of a foreign language. Content-Based Instruction: It is an approach that integrates content and language in language teaching. The term appeared in 1980’s. FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 5  Activation and Exploration Project-Based Instruction: A versatile approach that integrates language and content learning into natural contexts. It allows learners to apply their knowledge of culture, their abilities and learning styles. The following table summarizes the most important advantages of applying Content- Based Instruction (CBI) and Project-Based Instruction (PBI) in EFL environments. CONTENT-BASED INSTRUCTION PROJECT-BASED INSTRUCTION (PBI) (CBI) Fosters the development of Prepares learners for the workplace independent learning skills (Kasper, (Railsback, 2002). 2000). Increases motivation (Bottoms & Develops the ability to communicate Webb, 1998; Moursund, Bielefeldt, with others and articulates needs in & Underwood, 1997). the language (Kasper, 2000). Connects learning with reality Helps students to develop valuable (Blank, study skills such as note taking, 1997; Bottoms & Webb, 1998; summarizing and extracting key Reyes, 1998). information from texts (Peachey, Provides collaborative 2003). opportunities to construct Develops very valuable thinking skills knowledge (Bryson, 1994; Reyes, that can then be transferred to other 1998). subjects (Peachey, 2003). Increases problem-solving skills Helps students to develop their (Moursund, Bielefeldt, & collaborative skills, which can have Underwood, 1997). great social value (Peachey, 2003). Conclusions The pedagogy to teach in EFL environments should be more responsive to students’ needs, their interests and their context. An integrated content-based and project-based approach gives students reasons for learning and developing language skills and © Universidad Estatal de Milagro – UNEMI competences in practical ways. To work in class VIDEO: English Language Teaching in the Post-Method Era – Introduction to the concept https://youtu.be/MyxVIAEYQVQ VIDEO: Post Methodological Teaching – The explanation https://youtu.be/iy2P4zUdzXo Objective: Consolidate the topic discussed in class and justify with reasons and opinions FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 6  Activation and Exploration 2.2 Subtopic 2: How to shape an EFL classroom What should we do as English teachers to ensure that we are using the correct methods? The amount of information available about the materials, the strategies and techniques to apply at an EFL classroom is limitless. However, if we want to count with some guidelines and principles to conduct effective EFL lessons, we should bear in mind important facts and theories about language acquisition from the experts. IMPORTANT FACTS ABOUT LANGUAGE ACQUISITION 1. Recognition precedes production: This fact means that as teachers of a foreign language we should know how important it is to expose students to the words of the language, knowing that as the time goes on the learners will increase their vocabulary and recognize the meanings, so that eventually they will be able to speak the language. “Baby -talk” should be avoided while the learner in going through this stage. SEDU (2012) affirms the following: “… people learning a language (LL) must have months, maybe years, of listening before they can produce words themselves. (…) babies who had been spoken to since birth (or before) as if they were adults, began speaking phrases at 7 months of age! By 18 months of age, the child speaks sentences and could carry on a conversation with adults” (pg. 5). Figure 2. Avoid baby-talk. (SEDU, 2012) © Universidad Estatal de Milagro – UNEMI 2. No language skill is taught or learned in isolation: It is almost impossible to separate one language skills from another. For example, we cannot speak if we have not listened to someone speaking the language first. It is for this reason that specialists assure that language skills depend on frequent input and on choosing the right methods. 3. Learning a language is natural: In connection to this fact, SEDU (2012) mentions that “ANYONE can learn a second or third language. The methods by which teachers teach is the determining factor as to whether or not a person learns the language” (pg. 10). As an example of this fact, we can imagine a person who has visited a foreign country and who has learned the language to a survival level just within a few weeks. In the course FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 7  Activation and Exploration of the next weeks, he or she will start noticing what sounds right and what sounds wrong in the language of that country. This type of experience can prove that placing emphasis on grammar and memorization are not the most effective methods for learning a language. At this point it is evident that the teaching methods play an important role in language learning. THE NATURAL APPROACH The specialists in language learning suggest that the Natural Approach can be successful for the teaching of a foreign language. It consists on teaching a second or third language in the same way the mother tongue was learned. The figure 3 shows some of the “ingredients” of The Natural Approach” according to SEDU (2012, pg. 10). 5. NO 6. Acquisition translations activities 2. Reduce the provided: (games, “filter” that 4. Fluency is 100% of the songs) get people tend 3. Errors are valued and 1. Extensive class is better results to erect as a a natural part expected listening conducted in than just barrier to of learning a rather than experiences. the target using second language. grammatical language, “learning” language skills. English for activities acquisition. our (texts and purposes. workbooks). Figure 3. The six ingredients of the natural approach. (SEDU, 2012) In the case of listening and speaking skills, the main principle to follow is allowing students to work on tasks where they feel free to use the language without the pressure of committing mistakes which may break up the fluidity of their ideas. As they progress on the comprehension of a lesson and the meaning of their ideas, it is necessary that the teacher corrects language mistakes using tactics that do not discourage the students. RECOMMENDED TEACHING PRACTICES FOR EFL LEARNING ENVIRONMENTS Riddell (2014) has written a manual for teachers that contains ideas related to the way © Universidad Estatal de Milagro – UNEMI teachers can shape their EFL learning environments. The chapter two of his book named “What makes a good teacher?” presents a list of the elements an EFL teacher should take into account. These are some of the most important recommended practices (pgs. 13-15): - Give interesting lessons - Know your students - Be passionate and patient - Help students make progress - Plan lessons according to the needs of the class FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 8  Activation and Exploration - Evaluate the success of a lesson appropriately Knowing your students is one of the aspects that many teachers might not consider. But according to Riddell it does not matter how much you understand about the subject or how well you can teach it. If you do not feel interest in your students, your success as a teacher is limited. “So, find out about the students – the people – that you are teaching: what they like and are interested in; and what they don’t like and are not interested in. Find out about their previous learning experiences. Find out what their expectations are of the course you are going to be teaching. Find out what their aims are. Ask them about themselves: their country, their culture, their interests. Speak to them outside class. Speak to them inside class. Listen to them. Show an interest in what they are saying. Show an interest in them as human beings. Be approachable. Help and support them. Be friendly. Respond to their needs. Be tolerant. Be patient” (Riddell, 2014, pg. 13). USING COURSEBOOKS, TECHNOLOGY AND AUTHENTIC MATERIALS IN EFL SCENARIOS The variety of resources that language instructors can use is quite extensive. With the evolution of educational technology students and teachers have gained access to the ultimate tools for teaching. Despite all the technological advances, the teacher’s job still remains important since he or she is in charge of using, rejecting, adapting and supplementing the material according to the needs of students in a particular group. A job of this kind cannot be performed by computers, only by humans. “If you simply go through the book from start to finish, setting work from it, you are not demonstrating any teaching skills, you are not responding to your students’ individual needs and backgrounds and you are not doing your job properly. Even if it’s a great book, it still needs exploiting” (Riddell, 2014, pg. 208). Critically evaluate the material in the book in relation to who you are teaching. © Universidad Estatal de Milagro – UNEMI Reject the unsuitable and use the ideal. Otherwise, adapt and supplement the material. Check answers to exercises, and make sure you can justify them if necessary. Teach your students how to get the most out of the book in their free time. For example, books normally have separate grammar summaries, vocabulary summaries, pronunciation guides, and maybe audio scripts. Table 2. Tips on how to work wth course textbooks. (Teach EFL - Riddell, 2014) FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 9  Activation and Exploration Regarding the use of technology, Riddell (2014) mentions that we as teachers must be convinced of the value of any piece of technology we plan to use with our students, so that we can convince them to use it too. Technology should not substitute the teacher. It is just a complement to lessons. He also recommends teachers to always have a “Plan B” in case it fails and lets our students down. Our job as teachers is to make sure that any kind of task that we do with the aid of technology is for the true benefit of our students. In order for students to become true users of a foreign language, the teachers have the arduous task of selecting the best strategies, approaches and techniques that allow students to acquire the language in the most natural way. To work in class The Natural Approach (Video) https://youtu.be/eTVbdstastI Total Physical Response Demonstration (video) https://youtu.be/1Mk6RRf4kKs The Natural Approach – QUIZIZZ test https://quizizz.com/join?gc=18983130 Objective: Consolidate the topic discussed in class and work © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 10  Activation and Exploration 2.3 Subtopic 3: ESL and EFL differences There are two main ways to study the English language known as ESL and EFL. Kate Bell (2011) explains that the same textbooks, lesson plans, and online resources can serve in both cases and that we as English teachers will need to go from one type of teaching position to the other very frequently. However, it is fundamental to understand the differences between ESL and EFL classrooms since this will make us more effective teachers. Here are some definitions to help us understand according to the website English Study Breaks (2018). English as a Foreign Language (EFL) is the practice of studying English in a country where it is not the official language. Some disadvantages of this learning environment are that students share the same language and culture. The only native speaker they may have exposure to is the teacher. The opportunities to use English outside of the classroom are very few. So, their cultural and historical background of the language is scarce. Some students may consider that learning English may not have any obvious practical benefit (Bell, 2011). English as a Second Language (ESL) is the practice of learning English in a country where it is the dominant language, such as the United Kingdom or the USA. ESL students may be immigrants or visitors to that country. As a result, the ESL class is usually formed of mixed nationalities and the students don’t share a native language or a common culture (Bell, 2011). Begum (2019) explains that “living in an English-speaking country helps ESL students to quickly adapt to the language as a means of survival. Repeatedly practicing the language through different scenarios and instances strengthens their language capability.” What are the main differences between ESL and EFL? The first difference is the level of exposure that students get in each of these environments. An ESL environment is much more immersive because the students do not only study and practice the language in the classroom, but also outside of the school © Universidad Estatal de Milagro – UNEMI by applying what they have learned to a wide range of real-life situations. In the case of an EFL environment, the time of exposure to the language is limited to the school’s class schedule. EFL students do not live in a country where English is the official language. A second difference has to do with the cultural awareness skills acquired by learners. Due to the limited time of authentic practice with the language outside the school, EFL students find it hard to deal with the complexities of social situations to hold an effective conversation (English Study Breaks, 2018). What they understand about the English- speaking culture could be distorted through the lens of TV or music (Bell, 2011). On the other hand, ESL students gain more experience at dealing with this aspect because they FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 11  Activation and Exploration have access to communication with speakers of other cultures and also with native speakers of the country where English is the official language. Brown (1994) mentioned that “teaching in classrooms doesn’t fully compensate for the real-life experiences of someone learning English as a second language”. What are the strategies for teaching ESL and EFL students? English as a Second Language 1. Hands-on English lessons suitable for their needs. 2. Explicit cultural instruction. 3. Bridges towards integration. Figure 6. What ESL studens need. (Bell, 2011. English Study Breaks, 2018). As we can observe in the figure 6, there are three main strategies that teachers can apply in ESL scenarios. The needs of ESL students respond to the urgent situations they need to deal with as they interact with the English- speaking country they have arrived in. For this reason, we should satisfy their most urgent needs first before we try to help them with other aspects of the language. To help them with this, Bell (2011) puts the following examples: “If you’ve got a class full of recent immigrants struggling with how to fill out forms, teach them to fill out forms. If you’ve got a group of foreign doctoral students, teach them how to talk to their academic advisors.” © Universidad Estatal de Milagro – UNEMI In relation to the second strategy, “Explicit cultural instruction”, Bell recommends teaching about cultural norms and how to get along in the new society. For example, lessons on festivals, key historical events or the country’s etiquette are important topics that help the students understand the people they are living with (English study breaks, 2018). We can also share opinions on how people from other cultures see the English culture. This information will contribute to make more fluent speakers of them. The third strategy, “building bridges towards integration” means that we teach our students how to solve daily problems they might find in their community using the FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 12  Activation and Exploration language. In order to do this, an ESL teacher should be equipped with the knowledge necessary to help them do this when the opportunity shows up. English as a Foreign Language 1.Lots of practice using English, especially orally. 2. Never lead your students to believe that English is a set of rules and words to memorize. (Expose them to living English) 3.Reasons to learn English. (Find out about each student’s other passions and tie English into them) Figure 7. What EFL students need. (Bell, 2011. English Study Breaks, 2018). The main strategies to apply with EFL students are focused on helping them manage the language. They should be given a lot of practice, specially orally. EFL teachers have to create opportunities for students to speak in class. And when they are not in class, they should know where to find these speaking opportunities by themselves. As a way of motivating them, teachers could reward these students who constantly look for ways to practice the language. Another way of enriching EFL students’ experiences with the language is to do whatever is possible to reveal the depth of culture English has to offer from around the world. Ideas to do this can be: field trips, pen pals, non-traditional teaching materials. There © Universidad Estatal de Milagro – UNEMI are lots of ideas to do this in social networks. The last important factor to consider for this type of learners is motivation. Search for ways to connect each student with their passion and show them how to tie English into them (Bell, 2011). How to train yourself to teach ESL or EFL? The career advisor Rizwana Begum explains: FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 13  Activation and Exploration “The most well-known TEFL (Teaching English as a Foreign Language) qualifications are CELTA (the Cambridge Certificate in English Language Teaching to Adults) and TESOL (Teaching English to Students of Other Languages). Both the CELTA and TESOL teaching courses are structurally similar, and the certificates are widely recognized by official educational faculties. They both share an aim of helping to establish prospective teachers with the best skillset needed to teach English to non-native students” (Blog Post – The difference between ESL and EFL teaching). Conclusions Understanding the difference between ESL and EFL learning environments should help an educator choose the best strategies and methods to teach the foreign language in addition to considering the special needs of each environment. It all results in becoming a more effective teacher. © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 14  Activation and Exploration 3. Preguntas de Comprension de la Unidad What’s the importance of the Post-Method Pedagogy in EFL? The Post method pedagogy supports EFL teachers on the discovery of the best strategies and techniques to apply according to the particular teaching situation of the learning environment. Why are the Content-Based and Project- Based Instruction approaches recommended for EFL learning environments? Both approaches match the needs of language teaching since they allow the implementation of critical thinking and the development of other life-long competences into EFL programs. What is the principle “recognition precedes production” about? This principles states that learning a language takes months, maybe years, of exposure to the language before words and accurate language can be produced. What is the Natural Approach? This approach considers that anyone can learn a second or third language, but the methods used by teachers are the determining factor to whether or not a person learns that language. What are some strategies to teach ESL students? The main teaching strategies for an ESL learning environment are designing hands-on lessons, include explicit cultural material and build bridges towards the integration of all the material studied in the course. © Universidad Estatal de Milagro – UNEMI FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 15  Activation and Exploration 4. Material Complementario Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo: Videos de apoyo: English Language Teaching in the Post-Method Era https://youtu.be/MyxVIAEYQVQ The Post-method Pedagogy for EFL Teachers (webinar) https://youtu.be/CJOnV23R81E Post Methodological Teaching (a clear explanation) https://youtu.be/iy2P4zUdzXo Approaches & Method of Language Teaching - Post Method Pedagogy & the strategic framework https://youtu.be/mLY_-VlieBw The Natural Approach https://youtu.be/eTVbdstastI Total Physical Response Demonstration https://youtu.be/1Mk6RRf4kKs It’s all about input! https://youtu.be/6kYbqud5QAg Teaching ESL versus EFL: What’s the difference? https://youtu.be/9pLkq-IYglo Difference between ESL and EFL https://youtu.be/soYWBBNkC6o Links de apoyo: Lockwood, E., n.d. Teach beginning ESL/EFL and survive! https://www.docdroid.net/file/download/387WCOT/download-teach- beginning-eslefl-and-survive-clear-practical-lesson-plans-for-teaching-adult- beginners-by-ellen-lockwood-pdf Reda, M., n.d. Order from Chaos: Using Tasks in an EFL Classroom. https://pdf- drive.com/order-from-chaos-using-tasks-in-an-efl-classroom/ © Universidad Estatal de Milagro – UNEMI The Natural Approach – QUIZIZZ test https://quizizz.com/join?gc=18983130 The Natural Approach https://www.myenglishpages.com/blog/natural- approach/ FORMATO CONTROLADO: FR0018/ v2.0 / 15-10-2021 16  Activation and Exploration 5. Bibliografía » Begum, R., 2019. The difference between ESL and EFL: teaching the English language. [online] GradJobs. Available at: