Copy of SLTL session 1

*,to edit Master Click title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Second Language Teaching and Learning,Assoc Professor Gary Barkhuizen,Department of Applied Language Studies and Linguistics,University of Auckland,New Zealand,BFSU August 2006,Course objectives,By the end of this three-lecture and three-workshop course you will:,be aware of recent,sociocultural,perspectives on language,teaching,and,learning,have had the opportunity to reflect on these perspectives in relation to your own teaching,contexts,have had the opportunity to reflect on these perspectives in relation to your own teaching,practice,have gained an understanding of sociocultural,approaches,(including critical approaches) to language teaching,pedagogy,and language,learning,Applied Linguistics (Language Teaching and Learning),Linguistics,ESOL,Session 1: The,sociocultural,turn,Zuengler & Miller (2006, p. 35) refer to the “arrival of sociocultural perspectives in SLA second language acquisition and tensions involving cognitive versus sociocultural understandings of learning”. S,ociocultural perspectives,on language and learning view language use in real-world situations as fundamental, not ancillary, to learning.,These researchers focus not on language as input, but as a resource for participation in the kinds of activities our everyday lives comprise. Participation in these activities is both the product and the process of learning”.,The,sociocultural,turn,Johnson (2006, p. 238) also remarks on these different perspectives in the field of language teacher education: “Despite the different ways in which these perspectives foreground and background the dynamic between the social, the cognitive, and language, and despite the varied research agendas of the people who use these perspectives in their work,the epistemological stance of the sociocultural turn supports the notion that humans develop as participants in cultural communities and that their developments can be understood only in light of the cultural practices and circumstances of their communities which also change (Rogoff, 2003). , Thus, both participation and context are critical to human cognition. The sociocultural turn stands in stark contrast to the cognitive learning theories of the positivistic paradigm that defined learning as an internal psychological process isolated in the mind of the learner and largely free from the social and physical contexts within which it occurs”.,learner,input,learner,input,output,learner,interlanguage,input,output,learner,interlanguage,input,output,sociocultural,context,learner,Issues in Language Education course,(Barkhuizen, a case study),three written narratives (or story reflections),introduction of self and interest in language teaching,ideas regarding the process of,becoming,a language teacher generally as well as personally,desires, fears, concerns, moments of joy that language teachers experience,Roxanne (20 years,exprience,) and Betty (pre-service),an analysis of own personal narratives,classroom discussion of narratives, including mine,classroom conversations (more story telling),Tensions or disequilibrium,Teachers experience a certain amount of instability in their lives as teachers.,Bateson (1972) refers to instability in life in general, saying that people are self-corrective systems.,People adjust to instability or disturbances in order to achieve equilibrium.,T,ensions or disequilibrium like a guitar string,expectations,goals,needs,use of L1 and L2,investment,classroom discipline,nature of relationship,teacher learners,meeting learners needs,“,The more experienced colleagues especially the heads of departments provided good guidance; they made the materials for teaching available and provided orientations on how to prepare the lessons and teach them to meet the needs of the students. They also ensured that the lessons were taught in the right way by vetting the teachers lesson notes, provide comments and also check with the students to ensure that the students are taught well”.,(Roxanne),teacher learners,nature of relationship,“,In high school the most popular and loved teacher in the school was always the one who allowed the class to play around in his/her class period. The teacher that made all the learners relax and comfortable by their laid-back teaching style was the teacher who received copious amounts of chocolates and flowers at the end of the academic year”. (Betty),teacher learners,goals,other teachers (language and others),policies,practices,administration/management,status of English program,teacher school,practices,“When I got a part-time job as a lecturer (to teach a first-year course), I entered into a new phase of learning to become a language teacher, because it was a different experience for me compared to what I was used to as a high school teacher. I had a more mature group of students from an entirely different cultural background, more numerous in number than each of the classes I had taught previously. It was quite challenging at first”. (Roxanne),teacher school,other teachers,“,The teacher was very competitive. She was considered to be a reasonably good teacher in the whole of the city. She used to say to us, I have never had a pass rate less than 100% and your year is not about to be the first. I always have straight As in my class and I will be damned if Mrs X has a higher pass rate than me. This always left me wondering whether she was teaching for the sake of maintaining a self-image and self-esteem or maybe she taught for the sake of the learners benefit,”. (Betty),teacher school,the syllabus (whose is it?),materials and teaching approaches,assessment,specifying learner outcomes,teacher curriculum,materials and teaching approaches,“,The good teachers were the teachers who ruled the classroom in a non-authoritative manner. They facilitated learner discussions and participation. They made learners opinions and views heard by encouraging an open discursive atmosphere,”. (Betty),teacher curriculum,teacher resources,availability,practicality,suitability,familiarity,quality,management,parents involvement,needs,collaboration,learner performance,teacher community,needs,“,Language education is a field that I hope to work in and contribute to after my degree but I think of it in a much broader sense. I am interested in language education in the business environment. Now it is expected of one, as an entrepreneur, to know more than one language that will stand one in good stead when it comes to doing,good business,.,(Betty),teacher community,collaboration,“A,s a foreigner I had heard about complaints of attitudes that some of the students have towards foreign lecturers. This gave me concern about how to teach this new course effectively in order for the students to appreciate and love the course as well as respect and appreciate me as their teacher,”. (Roxanne),teacher community,constitution/macro sociopolitical context,related policies and implementation processes,teacher-school-state compatibility,working conditions,teacher state,macro sociopolitical context,“,I do not wish to be a teacher all my life but rather contribute to the planning and implementing of new curricula in education institutions. I am interested in the training of employees in this multilingual world,”. (Betty),teacher state,teacher-school-state compatibility,“School inspectors (experienced teachers) from the department of education also come regularly to inspect the teaching/learning activities going on in the schools. All of these are done to ensure that the required standard is maintained”. (Roxanne),Teacher,learners,school,curriculum,community,state,resources,TEACHER-CENTRED TENSIONS,Teacher,-,Self,teacher learning,professional development,beliefs about language, teaching, learning,teacher practices,personality,world view . . . . .,Teacher,learners,school,curriculum,community,state,resources,TEACHER-CENTRED TENSIONS,T,interlanguage,input,output,sociocultural,context,learner,identity,Who am I?,Where do I come from?,What are my experiences?,What are my plans for the future?,How do other people see me?,What social groups do I belong to?,How do I live my life?,Who do I interact with?,What do I desire?,Where and when do I feel safe?,Where and when do I feel different?,social identity theory,A.artificial distinctions,B.group differences,C.theory of social identity,D.relations of power,E.participation in communicative events,social identity theory,F.role of language,G.subjectivity,H.identity and subjectivity,I.central role of language,J.dynamic and multiple,social identity theory,K.human agency,L.larger structures,M.investment,N.cultural capital,O.motivation a property of the learner,P.socially and historically constructed,Bibliography and References,Aljaafreh, A. & Lantolf, J.P. 1994. Negative feedback as regulation and second language learning in the zone of proximal development.,The Modern Language Journal,78: 46583.,Baker, C. 1996.,Foundations of bilingual education and bilingualism, 2nd Ed. Clevedon: Multilingual Matters.,Ellis, R. 2003.,Task-based language learning and teaching,. Oxford: Oxford University Press.,Ellis, R. & Barkhuizen, G. 2005.,Analysing learner language,. Oxford: Oxford University Press.,Feez, S. 1998.,Text-based syllabus design,. Sydney: National Centre for English Teaching and Research.,Johnson, K.E. 2006. The sociocultural turn and its challenges for second language teacher education.,TESOL Quarterly,40(1): 235-257.,Kumaravadivelu, B. 2001. Towards a,postmethod,pedagogy.,TESOL Quarterly,35(4): 537-560.,Kumaravadivelu, B. 2003.,Beyond methods:,Macrostrategies,for language teaching,. New Haven: Yale University Press.,Kumaravadivelu, B. 2006.,Understanding language teaching: From method to postmethod,. Mahwah, NJ: Lawrence Erlbaum.,Kumaravadivelu, B. 2006. TESOL methods: Changing tracks, challenging trends.,TESOL Quarterly,40(1): 59-81.,Knight, P. 2001. The development of EFL methodology. In C.N. Candlin & N. Mercer. (eds.),English language teaching in its social context: a reader,. London: Routledge.,McKay, S.L. & Wong, S-L.C. 1996. Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students.,Harvard Educational Review,66(3): 577-608.,Norton, B. 2000.,Identity and language learning,. London: Longman.,Ohta, A.S. 2001.,Second Language Acquisition Processes in the Classroom: Learning Japanese,. Mahwah, NJ: Lawrence Erlbaum.,Peirce, B.N. 1995. Social identity, investment, and language learning.,TESOL Quarterly,29(1): 9-31.,Richards, J.C. & Rodgers, T.S. 2001.,Approaches and methods in language teaching,. 2nd Edition. Cambridge: Cambridge University Press.,Rodgers, T. 2000. Methodology in the new millennium,English Teaching Forum,38(2): 2-13.,Stern, H.H. 1992.,Issues and options in language teaching,. Oxford: Oxford University Press.,Stevick, E. 1990.,Humanism in language teaching: A critical perspective,. Oxford: Oxford University Press.,Vygotsky, L.S. 1981. The genesis of higher mental functions. In J.V. Wertsch (ed.),The concept of activity in Soviet psychology,(pp. 147-188). Armonk, NY: Sharpe.,Zuengler, J. & Miller, E.R. 2006. Cognitive and,sociocultural,perspectives: Two parallel SLA worlds?,TESOL Quarterly,40(1): 35-58.,