Approaches to the Teaching of Second Language - Essay Example

Description and analysis Name Institution Date This essay explores approaches to the teaching of second language (L2) readers in the context of current theoretical perspectives on l2 literacy processes, practices, and readers. The essay is a resource for in- service teachers and l2 literacy researchers. It evaluates vocabulary development as a tool for facilitating effective reading and as a language-learning goal in itself. It is worthwhile noting that the essay attempts to create an appeal to myriad audiences. For instance, it is vital for researchers involved in describing l2 literacy and investigating l2 reading pedagogy. Notably, the essay provides myriad overviews of research related to l2 reading and other numerous opportunities to reflect on, develop, and practice the teaching skills needed for effective ESL and EFL literacy instruction. Additionally, in its synthesis and analysis the essay aims at benefiting the researchers in the field by providing certain topics in l2 literacy education. Significantly, the primary goal of the essay is to furnish readers with a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. Most significantly, the essay develops a set of reading resources for both teacher trainees and in- service teachers. The essay comprises of two sections with the first section providing a text portfolio chosen for the above- mentioned learners. In addition, there is also a brief description of the selected texts that explores the genre and register of each text. Moreover there i0s an exegesis justifying the reason for choosing each text based on the literacy theory and language, as well as pedagogy. Similarly, the second section of the essay provides a detailed analysis of two prominent language features from one of the above- mentioned texts. Finally, the essay gives an illustration of how one can help learners learn the text by unpacking the above language features (Langer, 2011). The essay covers a flourishing and comprehensive overview of the foundational work related to the teaching of writing techniques and reading in Australia usually referred to as The Australian Genre Pedagogy. It is worthwhile noting that, the essay is of profound use for beginners of the above pedagogy and those learners already engaged in it and well informed. Notably, I have identified the following texts ad important tools for the students engaged in the genre pedagogy. In addition, I have provided a detailed justification as to why I found them worthwhile. Lastly, I have discussed features such as writing and reading and how one can apply the in classroom teaching. Title Genre Register Field Mode Tenor TEXT 1 English for Academic Purposes and study skills Language, literacy and L2 writing instruction TDXT 2 English for Academic Purposes: A Guide and Resource Book for Teachers / R.R. Jordan. English for Academic Purposes and study skills TEXT 3 Genre pedagogy: Language, literacy and L2 writing instruction Genre refers to the abstract, as well as socially acknowledged ways of language use. Genre is founded on the principle that community members usually have insignificant difficulty in acknowledging similarities in the texts they employ regularly and are in a position to borrow their habitual experiences with the above texts to comprehend, understand, and therefore write them quite easily. Significantly, writing refers to a practice which relies on expectations. Notably, the interpreting chances of the reader increases the purpose of the writer if the writer admits to anticipate the expectations of the reader with respect to similar previous read texts. Langer (2011) compares readers of a text and its writers as dancers copying one’s another steps, each drawing sense from a text through an anticipation of the reactions of the other through associations with the prior texts. Notably, similarly to dancing, writing encourages creativity and the basis for variations is formed by the unexpected, as well as the established patterns. For instance, one immediately knows whether a text presents a recipe, or is a joke, or it is a love letter. Consequently, one can react on the presented idea immediately and also construct similar texts. Considerably teachers are in a position to engage in specialized genres including lesson plans, reports of students, as well as feedback sheets; hence, bringing initiating an expertise to the manner in which one comprehends or writes texts that are familiar. Significantly, one possesses certain schemes of earlier knowledge which he shares with other people and can relate to the circumstances in which one comprehends and write to talk about himself quite efficiently. Affect: resources for construing emotional reactions it has taken time ever since I studied such a well-crafted novel that I left with consideration, as opposed to affection towards the characters. Consequently, I was able to synthesize the book, b during my interaction with the book and after reading it. I barely slept for about an hour previous night after finishing the comprehension, bearing in mind the repercussions, the cautiously encrusted symbolism, the author’s created conditions. It may seem anomalous, but significantly I am happy to have become exceptionally rough by a narrative. It is worthwhile noting that genre Classroom applications represents the product of language teaching communicative approaches which started in the eighteenth century , making a continuation of pedagogic tradition of emphasizing the role of language in helping learners realize particular goals in certain contexts. Additionally, they are closely associated to current literacy conceptions which reveal that writing and comprehension varies with situations and can never be summed up into abstract cognitive and technical abilities. Notably, there are diverse practices that are relevant and appropriate for certain contexts, places, audiences, and objectives. However, such practices are always taken with significant caution because they are integral to ones identity, social relationships, as well as group memberships. Significantly, the adoption of genre pedagogies is a mitigation measure to the significantly global emphasis on a reviewing framework named planning-writing, which directs learners towards writing strategies rather than linguistic resources needed for effective self expression. However, Genre instruction emphasizes that there are specific genres in certain cultures; hence, students may never share such knowledge with teachers. Consequently, teachers are urged to explore more than merely the syntactic structures and vocabulary. Additionally, teachers are compelled to incorporate into their teaching myriad ways in which learners can language in particular contexts. Considerably, It enables students utilize the expressive capability of the discourse structures of a certain society. Notably, Genre pedagogies accrue real benefits for students because they compact language, its content, and the contexts in which the language it is used, while providing teachers with an approach of presenting learners with explicit, as well as systematic descriptions of the literature to communicate. Nevertheless, the above discussion does not claim that all the above characteristics are dissimilar to genre pedagogy, but I can consider no other methodology to writing instruction which comprises all of them. Considerably, the most significant tenet is that genre-based writing instruction provides learners a vivid understanding of how objective texts are organized and the reasons for the nature of their current writing form. Significantly, such explicitness gives educators and students an encouragement by providing clear writing outcomes as opposed to miss inductive techniques whereby students are expected to assimilate the needed genres from recurrent writing experiences. Similarly, it may be from the teacher’s notes provided in the margins of their class assignments. For teacher trainers, genre pedagogies do not merely tackle the expectations of ESL writers but additionally educators into looking at how texts significantly serve as communication. However, the above idea if often expensive because teachers of writing significantly need to be language teachers, because it is a capability to practice proper linguistic choices in the manner in which they administer and organize topics for certain readers which enables students assign authority to their ideas. Grammar Knowledge, exploring on how learners can easily codify meanings in diverse and recognizable manner, becomes vital for teacher education activities. Familiarity with genres has a significant consciousness-promoting potential for educators, with profound consequences for both their fluency of writing, as well as their professional advancement. Notably, by categorizing and evaluating the texts they require their learners to write, educators become significantly attuned to the manner in which meanings are framed and significantly sensitive to the particular communicative expectations of their students. Therefore teachers can synthesize their own writing, as well as that of their learners; hence, offering the learners an opportunity to understand texts, deconstruct them, and challenge their content and structure. Consequently, a reflective teacher is significantly effective teacher. Notably, a person who comprehends how texts are explicitly structured, comprehended, and utilized is in a place to intervene victoriously in the writing of their learners, to offer significant well-grounded response on writing, to make choices about the teaching techniques, as well as the materials to employ, and to address current instructional issues with a significant critical eye. Notably, Genre methodologies have merely been uncritically utilized in classrooms of L2 writing. Significantly the pioneers of the New Rhetoric technique to genre provide that writing is often part of the purposes and situations that result to it and no one can learnt it in the normal classroom context. However, the above view negates the fact that L2 writers are always at a significant disadvantage in such strange naturalistic environments and that genre-founded writing teaching can ease the lengthy processes of positioned acquisition. Notably, Critical scholars have also focused on the genre teaching; for accommodating students to existing practice modes and secondly, to the values, as well as the ideologies of widespread culture that factored in genres embody. Genre pioneers, however, reveal that the above notion can be leveled at almost all teaching approaches. Learning about genres has no significant relationship with critical analysis of preclude. However, it provides a vital basis for significant dealing with cultural practices and textual issues. In conclusion, genre educators have to fight against process adherents, as well as the notion that genre instruction is an obstacle to self expression of writers and creativity through the aspect of conformity and the renowned prescriptivism. However, there is nothing overwhelmingly prescriptive in an approach of a genre. Notably, there is no justification why offering learners with a discourse understanding should be significantly prescriptive than, for instance, offering them with a clause description, the sentence parts, or the steps in a process of writing. It is worthwhile noting that genres comprise a limiting power which puts to limit the creativity of each writer. Consequently, selecting a certain genre implies the utilization of particular patterns; however it does not reflect the manner in which an individual writes. It assists individuals in choice making and it encourages expression. Notably, the capability to formulate meaning is significantly enabled by the likelihood of alternatives. For instance, it ensures that the above options are accessible to learners; educators provide them with the opportunity to come up with such choices (Paltridge, 2001). When addressing Genre and its writing instruction there myriad principles which entail all genre-based teaching which can be converted into syllabus goals, as well as teaching methodologies. Notably, writing refers to a social activity. Considerably, communication often has a goal, a certain context, and a target audience. Significantly, the above aspects can initiate the criterion for both writing activities, as well as syllabuses. Consequently, learners must engage in myriad relevant writing practices which borrow, evaluate, and investigate distinct goals and readers. It is worthwhile noting that, learning the skill of writing is needs-oriented. Significantly, effective teaching acknowledges the needs, prior learning, and today’s students’ proficiencies. However, in a genre-based programme, it means recognizing the varieties of writing that students will require to accomplish in their expected situations and integrating them into the programme. Considerably, for one to learning writing he needs explicit outcomes, as well as expectations. Notably, Learning occurs effectively if educators are familiar with what is being leant, the justification for its teaching, and the role of students at the conclusion of the learning process, showing a clear pedagogy. Additionally, one should identify that learning about writing refers to a social engagement. Considerably, it is entrenched within commonly know routines and by associating new contexts and knowledge to what students prior knowledge of learners about writing. Consequently, teaching is often a series of scaffold developmental phases in which educators and peers engages in a significant role. Learning the art of writing entails learning language use. Notably, Genre teaching encompasses being acquindant with how texts are patterned grammatically, but grammar is incorporated into the texts exploration and contexts as opposed to teaching as a discrete element. Consequently, it helps learners establish how grammar use and choice of vocabulary accrue meanings, but to acknowledge how language itself operates, realizing a way to debate on language and its significance in texts. However, the above principles may be demonstrated in diverse ways as genre methodologies merely represent a sole set of methodologies. Considerably, the two significantly influential orientations in L2 learning globally, Systemic and Functional Linguistics, as well as English for certain needs , for instance , have distinct viewpoints of genre and diverse pedagogies. EAP addresses those English communication skills in which are needed for study reasons in formal systems of education. We can now look at EAP in a little more detail. It has two divisions: it 'may be either common core or subject-specific’. A significant percentage of the common central element is significantly known as 'study skills', and that is the label that will be used for those elements in this book. Some examples of study skills are given in the diagram, e.g. listening and note-taking (Hyland, 2004). Subject-specific English refers to the language required for a certain academic subject such as economics, and the subject’s disciplinary culture. It comprises the structure of the language, its vocabulary, the certain skills required for the subject, and the proper academic conventions. In the past, some authors regarded EAP and study skills as being synonymous (Robinson 1980, 1991). However, the majority view, more recently, is that study skills is the key component in EAP -'it is difficult ... to conceive of an EAP course which is not centered on study skills in English' but that EAP includes something in addition to this (see Jordan 1989 for a full discussion; this also includes an extensive bibliography on all aspects of EAP). These additional features can be summarized as a general academic English register, incorporating a formal, academic style, with proficiency in the language use. These features will also be looked at later. Conclusively, genre research gives teacher trainers a significant role in preparing individuals to L2 writing, as well as confidently guides them on curriculum development materials and class activities for writing. As has been stated earlier, this book gives a rich and profound insight into genre pedagogy and its different facets in a very accessible way. At the same time, it is a teaser for wanting more. One of these “wanting more things” concerns an extended discussion of the transfer from joint reading and writing to, in the first place, individual and later on independent reading and writing, and how to keep track of the transfers different students may go through. Another aspect to expand on is the embedding or integration of reading and writing in curriculum in order not to lose sight of the content of what is written and read. It concerns the perspectives chosen, the voices used, and the values and norms these perspectives and voices are based on (cf a perspective based on the work of Bakhtin and his colleagues (The Bakhtin Reader 1994)). These things are hinted at in the book on some occasions. However, from a curriculum perspective these are of tremendous importance and therefore a whole chapter on each of these issues would be desirable. Bibliography The Bakhtin Reader. Selected Writings of Bakhtin, Medvedev, Voloshinov (1994). Morris, P. (Ed.). London: Edward Arnold. Hasan, R. (1996). Literacy, everyday talk and society. In: R. Hasan & G. Williams (Eds.) Literacy in Society. London and New York: Longman. (p. 377-424). Langer, J.A. (2011). Envisioning knowledge: building literacy in the academic disciplines. New York: Teachers College Press. Luke, A. & Freebody, P. (1999). Further notes on the Four Resources Model. Reading online. http://www.readingonline.org/research/lukefreebody.html [downloaded 2012-02-13]. English for Academic Purposes : A Guide and Resource Book for Teachers / R.R. Jordan. Cambridge, K.U ; New York, NY : Cambridge University Press, 1997. Johns, A.M. (Ed.). (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ: Earlbaum. Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: University of Michigan Press. Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press. Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum. Schleppegrell, M. J. (2005). Helping content area teachers’ work with academic language: Promoting English language learners’ literacy in history (Final report: Individual Research Grant Award #03-03CY-061G-D). Santa Barbara, CA: UC Linguistic Minority Research Institute Read More