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Changing rules, changing roles: Challenges for language teachers in the 21st century. Anna Saroli Acadia University , Canada. The challenge of change. Technological innovations Cultural and social changes : - Teacher / student roles and expectations.
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Changing rules, changing roles: Challenges for languageteachers in the 21st century Anna Saroli Acadia University, Canada
Thechallengeofchange • Technologicalinnovations • Cultural and social changes: - Teacher/student roles and expectations
Responding to the challenges of globalization Globalization is “shorthand for the intensified flows of capital, goods, people, images and discourses around the globe, driven by technological innovations mainly in the field of media and information and communication technology, and resulting in new patterns of global activity, community organization and culture.” (Kramsch 2014: 13)
Learningbeyondtheclassroom • Computer-assistedlanguagelearning (CALL) • Studyabroad • Tandemlearning:
Self-directedlearning/ learnerautonomy • “the learners´ ability to take charge of some aspects of their own learning, including setting goals and assessing progress” (Illés 2012: 506)
Intrinsic and extrinsic motivation • Intrinsic motivation: learners are motivated because of the activity itself, because they enjoy it or find it rewarding.
Extrinsic motivation: learners are motivated because of an external reward such as a good grade or the teacher’s praise.
The “post-method” age: the “deconstruction of conventional classroom practices” (Benson 2007: 34)
Implicit vs explicit learning • Implicit learning is the learning of complex information in an incidental manner, without awareness of what has been learned. • Explicit learning is taught learning: it takes place consciously, learners are aware that they have learned something.
Theories of learning Teaching methods Behaviourism Audiolingual method (positive/negative reinforcement) ?Communicative language teaching
Focus on form - draws attention to structural or linguistic features within meaning-based activities: - Task-essential language: (C/F) Toronto is bigger than Ottawa. Vancouver is smaller than Halifax. - Input enhancement: Susie has two sisters. She sees her sisters on weekends when they go to visit their mother.
Fluency and automization - Uses a sequence of skill-building drills and activities to develop automatic use. Fluency-building tasks include: 1. the declarative input stage provides clear rules and sufficient examples; 2. the controlled practice stage offers opportunities for abundant repetition within a narrow context; 3. the open-ended practice stage involves continuous improvement in the performance of a skill.
Formulaic language - a repertoire of language “chunks” which can be used as the basics for speaking and writing: - idioms: to rub someone the wrong way, to have the blues, raining cats and dogs - set expressions: by the way, all of a sudden, fall into line - greetings, filler words: Well.., Mmmm.., So… - proverbs: A bird in the hand is worth two in the bush - rhymes, songs
The teacher’s role(s) Teacher as facilitator or “coach”
Teacher as moral agent Transformation of teacher’s role from - passive technician, - to reflective practitioner, - to transformative intellectual (Kumaravadivelu 2003: 14)
“the role of the language teacher emerges as one filled with questions of what languages and language teachers are for, what purposes language education and language teacher education should serve in societies in which multilingualism and multiculturalism are the norm…” (Kubanyiova and Crookes 2016).
Conflicting and unrealistic roles + criticism of the educational system + decline in social status = burnout!
