Assumptions on Teaching Methodology for English Second Language Students - Essay Example

[Lecturer] October 21, 2008 Assumptions on Teaching Methodology for English Second Language (ESL) As an educator I have had to reflect on issues that affect my teaching styles and methodologies. My role as educator is, not only trying to increase the competencies of my students, within the acquisition of a second language, but to boost their confidence in utilizing this newly learnt language. We are fortunate today; in that we have the resources to draw knowledge, techniques and methodologies from past and present in order to best execute our function as ESL teachers. With my level of commitment in giving the best to my students I am presented with an array of teaching methods; I have formulated a set of four assumptions – pertaining to two methods I will utilize and two methods I will not apply. I have selected from the vast range of available methodologies and will apply those that best suit the desired outcome of overall competency and confidence within my students. The first assumption is that of the Direct Method approach. This method is also know as the natural method, and primarily uses the English language to expose the learners to conversational style English. This method in the application of its principles provides exceptional exposure of the English language in that the entire lesson will be taught in English, with no option of reverting to the mother tongue of the students being permitted. In the development of this method, which was originally based upon the grammar translation method, research by Sauveur and Franke indicated that there were psychological associations made by students between words and meaning, which facilitated the learning process of language acquisition. The principles of this teaching method are based around the speaking of the English language, starting out with question and answer formulation and progressing to the next level via graded increments. Key to the methodology is a small sized class, which according to my experience enables a better interactive diversity for the students to learn, as well as maximizing my ability of instruction and attention to any student that may require special attention within the learning process. The direct method approach allows my students to develop a solid base of the English language, encouraged initially in conversational styles and enforced with graphic representation in a realistic type environment. Overall success within this methodology is based around the solid use of English in instruction, conversation and questioning by all members of the learning group. My second assumption is the employment of the methodology in The Silent Way, which is a constructivist method in leading students to develop their own conceptual models in all aspects of the language; this is accomplished by allowing the students to be experimental learners. This methodology of teaching and learning was created by Caleb Gattegno in the 1970s, and is based on general observations hence the name the silent way. The core underlying principle of this pedagogical approach is that the teacher becomes a learner along with his students to establish what his students need to learn and what activities should be undertaken in the lesson period. In Gattegno’s research and study a key element of awareness was realized, and subsequently the teacher utilizing the Silent Way does not provide knowledge but rather produces awareness of the subject and lesson objective. In the process of utilizing the Silent Way where teaching is subordinated to learning there are several tools that are identified for use in the lessons. These tools include the Sound or Color Chart, used as a correspondence tool where words or phrases are linked to a specific colored rectangle on the chart. The fidel is a natural extension of the color chart, as well as a set of colored rods, and word charts. There is no silent way lesson that will ever compare to another, as each class is unique with each of the participants and the current dynamic, which can never be replicated. Although the usage of charts and pointers is fundamental in this process I initially thought that my personality type and teaching style would counter the methodology utilised here, but after attendance of a guest teacher’s lesson I realized that I learnt more in that short spell than I had in my traditional approaches. When learning about the Rassias Method, I had immediate misgivings of this methodology – the fact that one performs or acts a routine out to banish any inhibition they may have did not appeal to my sense of education and instruction, the method has even been jokingly referred to as ‘for language masochists’. Granted the principle behind the whole process is both valid and genuine; the process was somewhat counter productive in my opinion. I felt that a self respecting person, already resigned to the fact that they are starting from the beginning in terms of learning a new language should not be faced with any humiliation or belittling experiences, even if they are self-administered. The methods have the right principle of speaking the language to learn it on an immersion basis, and although I personally have misgivings of the methods we still have to highlight the benefits that are inherent in this method. The methods utilised in this option may be appealing to some learners, which is why the method still exists and functions, we have to therefore allow for this type of instruction even if we do not endorse the methods. An alternative model of teaching, developed by James Asher, which I have encountered, is the Total Physical Response; it is based upon the coordination of speech and action. I agree with this methodology on a very fundamental basic learner level, and I acknowledge that the principal of this method is based on the structural view of language – the same as The Silent Way; I believe that as one progresses through the conceptualization of the English language, there are times, phrases and actions that cannot be addressed or demonstrated by a model such as this. It therefore leads me to believe that this method has too many shortcomings in the holistic approach one has to employ in order to provide a solid grounding for the student that is learning English as a second language. The methodology is also lacking in comprehension skills if they are limited to commands and acting the commands out – there seems to be a basic level that you can achieve with this method and cannot progress any further from that point. I have identified two assumptions that I am able to approach as a professional educator, these assumptions included ‘The Silent Way’ and ‘The Direct Method’, based upon my personal traits as an educator as well as my principles of belief, these two methods are more approachable, as well as executable. The style of these approaches allows me to address my students in a manner that will benefit their growth and competency within the second language acquisition process, whilst maintaining a high level of professionalism within the learning environment. By selecting the two assumptions we are effectively taking two viewpoints on the view of language, namely a structural view in The Silent Way and a communicative view in The Direct Method. By combining the two views successfully we will be addressing the main issues of the language as a whole from the structure of the language, to the communication thereof and enabling our learners via the interactive nature of our classes. This in turn equips the educator with a strong repertoire of teaching methodology in addressing the needs and progress of our students. The two assumptions identified as insufficient in my opinion are ‘The Rassias Method’ and ‘The Total Physical Response Method’. I have identified these methods as lacking in the self respecting and confidence building nature of the Rassias method, and the perhaps too basic nature of the Total Physical Response Method. Although as previously stated these two options may well equip people with necessary skills within the learning and education process, specific to my style and level of instruction I tend to disagree with the methodology of these two techniques. By utilizing these choices I have identified goals and objectives that will assist and motivate me as an educator, for the ultimate benefit of my students. These objectives include: Encouragement of my students in second language acquisition by the employment of a combination of the Silent Way and the Direct Method approaches – with active motivation towards interaction with my students and within the group dynamic; Increased awareness and encouragement of the over experiential value of learning a second language by offering a variety of study options via the three main channels of auditory, visual and kinesthetic learning, in an interactive, cohesive and balanced forum; Equip my students with the correct tools for confident and competent English language usage, for the enjoyment of the surrounding American culture and opportunities of cross cultural interactions. Throughout the process of learning about teaching methods and processes I have been fortunate enough to be presented with a holistic view of programs and options available. Having learnt a tremendous amount, not only about the methodology, but about myself puts me in a position to contribute in a positive and constructive manner to those that are placed under my instruction. My teaching methods will always be committed to the student, where my potential hindering beliefs will be placed away from the ultimate benefit of these students, in their journey of self improvement and learning. References Asher, James J., and Carol Adamski. Learning Another Language Through Actions: The Complete Teachers Guidebook. Los Gatos, Calif: Sky Oaks Productions, 1982. Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, N.J.: Prentice Hall Regents, 1994. "Direct method (education)." Wikipedia, The Free Encyclopedia. 7 Sep 2008, 03:21 UTC. 20 Oct 2008 . Gattegno, Caleb. Teaching Foreign Languages in Schools: The Silent Way. New York: Educational Solutions, 1978. Krause, Carl A. The Direct Method in Modern Languages; Contributions to Methods and Didactics in Modern Languages. New York: C. Scribners Sons, 1916. Stevick, Earl W. Success with Foreign Languages: Seven Who Achieved It and What Worked for Them. Prentice Hall International language teaching methodology series. New York: Prentice Hall, 1989. Read More