UNIVERSITY OF CALDASSCHOOL OF ARTS AND HUMANITIES
MASTER’S DEGREE IN ENGLISH LANGUAGE TEACHING
LANGUAGE LEARNING RESOURCESYAMITH JOSÉ FANDIÑO
Didactics and language learning resources
According to Oerbaek (2008), the term “didactics” originates from the Greek Didaskein, which means to teach, to educate.
In EFL, didactics is a major component of teacher education because it revolves around the answers to the questions “what”, “how”, and “why”.
Navarro and Piñeiro (2012) define didactics as the discipline that studies techniques, procedures, strategies, and methods to enhance the teaching process for students to approach in a wide, deep, and significant way knowledge… (p. 234).
John Amos Comenius (The great didactic)
The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring from the bud on a tree.
Didactics and language learning resources
John Amos Comenius (The great didactic)
• Disapproved of - the tradition of studying grammar and memorizing texts. - the severe teaching methods in schools, which diminished
student interest in learning.
• Proposed- a revolution in methods of teaching so that learning might
become rapid, pleasant, and thorough.- matching students' stages of development and the level of
instruction. - lesson planning from easy to complex at a slow and
deliberate pace.
Didactics and language learning resources
Didactics and language learning resources
John Amos Comenius (The great didactic)
(1) learning foreign languages through the mother tongue as a frame of reference for unfamiliar words to become meaningful.
(2) presenting ideas through objects and images rather than words.
(3) starting with the use of familiar concepts to introduce the new language.
(4) beginning with simple exercises before proceeding to more complex contents.
(5) Presenting simplified vocabulary and specific examples to help students understand rules or structures.
Didactics and language learning resources
Communicative language teaching (Jack Richards)
A reaction away from - a grammar-focused approach- a great a priority to accuracy - the sentence as the unit of presentation and practice.
A set of principles about - communication as the focus of teaching and learning- communicative competence as the goal of language teaching
through tasks, role plays, information sharing, and so on.- the provision of opportunities for students to practice
language use through the classroom materials and activities.
Didactics and language learning resources
Linguistic competence- Mastery of the language based on studying structures and
the grammatical rules of the language.- Ability to create accurate sentences in the language.- Knowing the rules of sentence formation.
Communicative competence- Knowing how sentences are used in communication naturally
and appropriately.- The capacity to use language in ways that appropriate for the
context, the participants, and their relationships.
Rethinking syllabuses and materials for a language course (functions, tasks, fluency activities, different texts, etc.)
Didactics and language learning resources
Essentials for successful ELT (Farrell & Jacobs, 2010)
An approach to teaching English for enabling language learners to use language functionally, meaningfully and appropriately, instead of correctly. It impacts:• the goals of language teaching,• how learners learn a language, • the kinds of classroom learning activities, • the roles of teachers and learners.
Phase 1: functional and skill-based teaching (60’s)
Phase 2: communicative competence – appropriate and varied language use (70’s – 90’s)
Phase 3: agreed principles about complementing linguistic/communicative competence, accuracy/fluency, reception/production (90’s – until now).
Didactics and language learning resources
Essentials for successful ELT (Farrell & Jacobs, 2010)
CLT is a paradigm shift because in order to successfully implement it, we must change our thinking about teachers, students, learning, and teaching a second language.
A move away from behaviorist psychology and structural linguistics toward socio-cognitive psychology and contextualized, meaning-based views of language.
Partially implementation because of two reasons:- Separate understanding and limited picture of
communication.- Separate implementation and challenging change.
Didactics and language learning resources
Stop understanding the CLT shift in a piecemeal (fragmented) in order to implement it in a holistic manner.
How? Considering eight major changes associated with the language education field in a more integrated fashion.
Language learning resources
Resourcing and materials (Scarino & Liddicoat, 2009)
ASPECT ATTRIBUTES
1. The purpose A. __ A range of engaging learning experiences.
2. Selection B. __ Interpretations, expressions, and perspectives.
3. Authenticity C. __ Resources do not exit in isolation in a learning program.
4. Adaptability D. ___ Input, scaffolding, reflection / Multiplicity in uses / Critical users.
5. Contemporary E. __ Theories of language learning and culture / Matching resources and learning goals
6. Critical use F. __ Actual contemporary use.Enlarge understanding of language & culture.
7. Relationship/Connection G. Effective teachers / Partial pix of language and culture.
8. Learners H. __ Dynamic language & culture // Contemporary relevance for Ss.
9. Resource bank I. __ Maximize value for particular learners // Personalization to connect resources to learners.
Language learning resources
Resourcing and materials (Scarino & Liddicoat, 2009)
1. The purpose 2. Selection 3. Authenticity
D. Input, scaffolding, reflection // Multiplicity in uses // Critical users.
E. Theories of language learning and culture // matching resources and learning goals.
F. Actual contemporary us /// Enlarge understanding of language & culture.
4. Adaptability 5. Contemporary 6. Critical use
I. Maximize value for particular learner // Personalization to connect resources to learners.
H. Dynamic language & culture // Contemporary relevance for Ss.
G. Effective teachers // Partial pix of language and culture.
7. Relationship/Connection
8. Learners 9. Resources bank
C. Resources do not exit in isolation in a learning program.
B. Interpretations, expressions, and perspectives.
A. A range of engaging learning experiences.
Language learning resources
Managing resources: equipment and teaching aids / Using materials (Gower, Walters & Philips, 2005)
The board
The OP
Visuals
Worksheets & workcards
The Cassette recorder (The CD player)
Video
Computers
The photocopier
Published materials: coursebooks, skills books, readers, supplementary books, references books, resources books, CALL.
Authentic materials
Language learning resources
Educational technology and other learning resources (Harmer, 2004)
Language learning resources
Educational technology and other learning resources (Harmer, 2004)
Students
Objects, pictures, and things: realia, pictures, cards, cuisenaire rods.
The coursebook
Ways of showing: the board, the OHP, the flip chart, computer-based presentation technology.
Ways of listening: CDs, MP3
Ways of finding out: dictionaries, concordances, the internet.
Ways of composing: word processing/editing, mousepals, chat, blogging, authoring, website design.
Virtual learning: from emails to simulated environments.
Language learning resources
Educational technology and other learning resources (Harmer, 2004)
RESOURCES ACTIVITIES
Students Thoughts – Experiences
Realia Stimulators / Evocative objects
Pictures Drills / Games / Understanding / Ornamentation / Prediction / Discussion
Cards Matching and ordering / Selecting / Card games
Cuisenaire rods Word stress / Structures / Prepositions
Coursebook Omit and replace / Change: add, rewrite, replace, reorder, reduce.
The board Note-pad / Explanation aid / Picture frame / public workbook / game board / Notice board
Language learning resourcesEducational technology and other learning resources (Harmer, 2004)
RESOURCES ACTIVITIES
OHP Grammar exercises, pictures, diagrams, gradual work.
The flip chart Making notes, recording main points, group work.
Computer-based presentation
Computer and data projector, PowerPoint, IWB.
Dictionaries Paper dictionaries (bilingual or monolingual), CD-ROMs, electronic pocket dictionaries, online dictionaries.
Concordances Word research and vocabulary exploration.
The internet References, encyclopedias, webquests.
Composing Word processing/editing, keypals, chatting, blogging, authoring (hot potatoes), websites (Google sites)
Language learning resources
Materials and resources for ELT (Trujillo & Salvadores, 2004)
• The blackboard• Visual aids• The textbook• Hand-made materials
Traditional resources
Language learning resources
Resource What? Why? How?
The learner
The board
The OP
Visuals
Worksheets and workcards
Cassettes/CDs/MP3
Videos/Cameras
Computers
The photocopier
Published materials
Authentic materials
Language learning resourcesThe role of materials in the language classroom (Crawford, 2002) - Attitudes
Debilitating crutch: Ts reduce to classroom technicians and
implementers.
Helpful scaffold: Materials as guides and negotiating points.
O’Neill (1982): Uniqueness of the class cannot be met.Littlejohn (1999): Reduction of the T’s role.Allwright (1981): Make decisions for Ts and Ss.Nunan (1989): Fail to provide authentic models.Walts (1989): Fail to contextualize. Kaplan & Knutson (1993): Fail to address discourse.Apple (1992): Materials are not neutral.
Loewenberg-Nall and Feiman-Nenser (1988): Assist inexperienced TsDonoghue (1992): Source of info and support for experienced TsHutchinson and Torres (1994): - Agent for change: training, guidance, collegial support, clear picture.- A structuring tool = social routinisation reduces unpredictability and unfamiliarity.- A useful map: Negotiation, accountability, and orientation.
Language learning resourcesThe role of materials in the language classroom (Crawford, 2002)
Materials contribute to goals and content but they cannot determine either. What is learnt is a product of the interaction between learners, teachers and the materials at their disposal. Teachers do not teach what materials writers write just as learners do not learn what teachers teach.
Effective materials:- Functional and contextualized.- Purposeful use of language.- Realistic and authentic.- Audiovisual/Multimedia oriented.- Written and spoken genres. - Learner autonomy.- Flexible to learner differences and contexts.- Affective and cognitive engaging.
Language learning resourcesThe role and design of instructional materials (Richards, 2001)
Roles/Functions
Authentic vs created materials
Textbooks: Evaluation for selection and adaptation for use.
- A source of language- A learning support- Motivation and stimulation
- Reference- A source of activities- A syllabus- A support for teachers
Effect on motivationAuthentic cultural informationExposure to real languageDevelop Ts’ creativityContain difficult language
Motivating for learners Built around a graded syllabusAccessible and no-time consuming
Language learning resourcesMaterials development or preparation
1. Establish goals and objectives.
2. Develop a plan/structure.
3. Choosing input and sources (grammar, listening, reading, writing, speaking materials)
4. Selecting exercises: Bottom-up, top-down, interactional, involving linguistic (questions, summaries, info reorganization) or nonlinguistic responses (picture sequencing, matching, etc.)
5. Organize and develop materials.
6. Pilot, review and edit
Monitoring the use of materials
Observation Feedback sessions
Written reports Reviews
- Relevance- Develop expertise and reputation- Flexibility
- Cost- Quality- Training
Language learning resourcesGuidelines for designing effective ELT materials (Howard & Major, 2005)
Factors Guidelines
LearnersCurriculum and contextResources and facilitiesPersonal confidence and competenceCopyrightTime
1. Contextualized
2. Interactive
3. Learning skills
4. Form and function focus
5. Integrated language use.
6. Authentic
7. Progression of skills
8. Attractive
9. Appropriate instructions.
10. Flexible
Language learning resourcesKey aspects for developing instructional materials (Núñez, Pineda & Tellez, 2004)
1. Prerequisites- Objectives and materials congruency- Prior knowledge activation- Type of interaction- Effectiveness
2. Design and motivation: attention, relevance, confidence, and satisfaction.
3. Content contextualization and exposure to L2
4. Visual layout: clarity, info distribution, legibility, varied activities, eye-catchiness.
5. Recommendations: systematize the process and avoid piracy.