Wong Chapter 1

Chapter 1 of Dialogic Approaches to TESOL seemed to cover quite a bit of what we read in Saville-Troike, discussing the different language acquisition theories such as Behavorism and Chomsky's ideas on Universal Grammar. I did find that the way Wong presented the information seemed to give more examples and showed how they were used when each particular theory was popular.

What I found particularly interesting about this chapter was the discussion on the grammar-translation approach, the audiolingual method, the communicative approach, and dialogic pedagogy. In my own experiences in school I feel as though I have gone through each of these teaching methods. Early on, in late elementary school and middle school, we were taught with the teacher using the grammar-translation method of teaching. She merely translated things into English and were expected to memorize their meanings. It wasn't as if we were being taught to speak Spanish, it was more a mere memorization of rules and basic words to get us through basic conversation. I suppose, in the long run, it was helpful to know those rules and words but if I had been taught that way throughout my entire time learning Spanish, I doubt I would have the proficiency I experience today.

Once I hit high school, the first two years, our teachers seemed to want us to talk more but they also had us listen and repeat quite a bit of the information they gave us. We were made to parrot what they said until we had different phrases and information memorized for our speeches or homework or tests. We conversed in groups more so then when I was in middle school but at the same time we still spent time watching audio/visual tapes of movies or shows so that we could hear the language spoken as well. In some ways I think this method hinders and helps. I have never been a fan of memorization, it never seemed to help much when I would promptly forget it after the test but, at the same time, when you keep memorizing the same things, over and over again, you can't help but begin to recall them. There is good and bad to every approach.

After that my Spanish teachers began to focus even further on letting us discuss as we saw fit. They felt that the practice was extremely important in learning the language and working through what we may or may not understand. This seems to fit well with the Communicative Approach to teaching a second language. I am fully convinced that this practice with speaking the language and being forced to use the language I was learning helped me speak with more confidence and learn more quickly the topics brought up in class.

Finally, I was also intrigued by the idea brought up about methodology by Edward Anthony. He created three concentric circles for Approach, Method, and Technique; one inside the other to show how they related to one another. It was interesting to note that Technique was placed as the inner most circle. I was thinking it would be to signify importance? I could be wrong. The section some what confused me as to what it all had to do with each other. If anyone knows or would like to enlighten me, I'd be very grateful. :)

I think that's all for now.

Sometimes I Wonder

After reading the articles assigned on language learning and what makes some one a good language learner, I have to say I am a bit frustrated. It's annoying to find that those who are learning their L2 are treated as though they cannot communicate with English speakers around them.

They aren't given a fair chance to work things out and make head way in learning the language. It is assumed, immediately, that if they person cannot communicate quickly and efficiently then all they are is a burden to society. Imagine if all native speakers of whatever language, treated L2 learners this way... no one would ever take the time to learn a second language. It would be far too demeaning yet we treat L2 learners of English just that way.

It's sad and I wish there was a way to change it, to make people aware of the effect they had on L2 learners just by the way they act.

Under Construction - Scaffolding

In chapter 5 of Saville-Troike there is a discussion about the Zone of Proximal Development under which they bring up the idea of scaffolding. According to Saville-Troike:

Scaffolding is a method by which an expert or someone who better understands the language being learned, gives the L2 learner chunks of talk that the learners can then use to express concepts which are beyond their independent means.

I found this to be an interesting way of teaching an L2 learner. My first thought was that doing something like this doesn't make any sense since the learner is only given chunks of information to use without really understand why they are using it. This being my initial reaction, I have found that maybe my reaction was a bit off base. The idea of scaffolding can actually be helpful in that the L2 learner is, later in their learning, able to relate to what they learned early on. Maybe they didn't quite understand it at the time but as their learning continues they are then able to connect it all together.

Another side to scaffolding could be having the individual work in a group to come up with something that they could not come up with on their own. My initial reaction to this was positive and I stick by that. In this sense, working with others helps the individual learn parts of the L2 they did not understand or know before they grouped together. They are given a chance to gain knowledge from their peers, thus improving their own language.

This can, of course, backfire for those who may be more advanced in the L2 or if they are the most advanced of the group then they are no longer learning new things, they are teaching. This maybe a good leadership opportunity but I don't see it as a good way to learn more of a language. It may even further confuse the L2 learner since they are having to teach something they may not fully understand.

Anyway, I shall stop my rambling. Those were just my thoughts.