Alina Alvarez IEEE Uruguay Section - TEP - St Petersburg 2 October, 2009.

Alina AlvarezIEEE Uruguay Section

- TEP - St Petersburg 2 October, 2009

METHODOLOGIES THAT WORKED

1. BEFORE THE 1960`s Behaviorism

2. AFTER THE 1960´s

3. KEY ISSUES IN THE DEVELOPMENT OF A TEP PROGRAM FOR NON-NATIVE SPEAKERS OF ENGLISH

4. METHODOLOGY AND CULTURE

• LANGUAGE IS TREATED AT SENTENCE LEVEL

• KEY SKILLS ARE READING AND GRAMMAR

• STUDENTS BUILD ON TRANSLATION SKILLS

• ALMOST ALL THE TEACHING OCCURS IN L1

• THERE IS LITTLE OR NON-SPOKEN COMMUNICATION IN L2

GRAMMAR TRANSLATION METHOD

DIRECT METHOD ( end of XIX century)

• FAVORED TEACHER AND STUDENTS SPEAKING TOGETHER • RELATED GRAMMATICAL FORMS TO OBJECTS AND PICTURES • ONLY L2 WAS USED IN THE CLASSROOM

• INPUT STUDENTS RECEIVE = INTAKE THEY ABSORB

READING APROACH (1920-1940)

• EMPHASIS WAS PUT ON: READING SKILLS

•READING COMPREHENSION IS THE ONLY LANGUAGE SKILL EMPHASIZED

•TRANSLATION IS RESPECTABLE CLASSROOM PROCEDURE

AUDIOLINGUAL METHOD (1940,1950, 1960)

LANGUAGE LEARNING IS GOVERNED BY:

- HABIT FORMATION

- CONSTANT REPETITION OF CORRECT UTTERANCES SUPPORTED BY REINFORCEMENT.

- MEMORIZATION

Presentation

Practice

Production

COGNITIVE APPROACH - LANGUAGE IS VIEWED AS RULE ACQUISITION

- I WANT TO MAKE MY OWN DECISIONS- I WANT TO EXPLORE AND DISCOVER

HUMANISTIC APPROACH- MY FEELINGS AND EMOTIONS ARE SO IMPORTANT!- I WANT TO GROW IN SELF-AWARENESS AND IN UNDERSTANDING OTHERS - I WANT TO BE AN ACTIVE LEARNER

COMMUNICATIVE APPROACH- COMMUNICATE TO OTHERS WHAT YOU THINK AND FEEL- ESTABLISH AND MAINTAIN SOCIAL AND WORKING RELATIONSHIPS- MAKE SUGGESTIONS TO OTHERS AND EVALUATE OTHERS´ IDEAS

2- AFTER 1960

CONSCIOUS LEARNING

SUBCONSCIOUS LEARNING

VS

KRASHEN AND TERREL (1983)

ADULTS DEVELOP COMPETENCE IN A SECOND LANGUAGE THROUGH:

ACQUISITION which is a subconscious process

LANGUAGE LEARNING conscious knowledge of the second language

SUBCONSCIOUS ACQUISITION

Motivation

Self- confidence Anxiety

Low affective filter

THE AFFECTIVE FILTER HYPOTHESIS

input + 1

THE INPUT HYPOTHESIS

For acquisition to occur, the acquirer must understand the meaning of the message (not concentrate on the form) by relying on their

knowledge of the world and the context situation.

THE MONITOR HYPOTHESIS

Acquisition initiates our utterances and is responsible for our fluency.Learning has the function of "monitor" or "editor“. It requires time , focus on form, and knowing the rule.

Language acquisition of grammatical structures has a certain predictable order

NATURAL ORDER HYPOTHESIS

LEARNING IS MEDIATED BY SOCIAL INTERACTION EACH INDIVIDUAL LEARNS DISTINCTIVELY PRIOR KNOWLEDGE AND PAST EXPERIENCES ARE IMPORTANT TO MAKE SENSE OF NEW SITUATIONS LANGUAGE PLAYS A CENTRAL ROLE IN COGNITIVE DEVELOPMENT THE DEVELOPMENT OF HIGH ORDER THINKING SKILLS MUST BE PROMOTED LANGUAGE SKILLS ARE CRITICAL IN THE CREATION OF MEANING ZPD

LEV VYGOTSKI(1896 – 1934)

3. KEY ISSUES IN THE DEVELOPMENT OF A TEP PROGRAM FOR NON-NATIVE SPEAKERS OF ENGLISH

ON-GOING NEEDS ANALYSIS TO ASSESS PRESENT SITUATION

STATE COURSE OBJECTIVES CLEARLY

ON-GOING ASSESSMENT TO DESIGN A ROUTE MAP TO REACH THE EXPECTED OUTCOMES

STATE PREFERRED METHODOLOGIES

DETERMINE INSTRUCTIONAL MATERIALS

DETERMINE TOOLS OF FORMATIVE AND SUMMATIVE ASSESSMENT

WHAT DETERMINES THE SUCCESS OF A TEP?

STEP 1

Who are your learners?

Which are thespecific

objectives of the course?

What is the teachers´

profile needed for

this program?

Which other professional

should be part of the TEP team?

Who are your learners ?

Which are their strengths and areas of improvement in English ?

Which are their background experiences ?

What interests do they have ?

Which are their talents and their passions , and values ?

“ A thought which has not penetrated to other minds, will die unfruitful”

Quoted in Steve Aaronson “Style in Scientific Writing”

Which are the specific objectives of the course?Implement a needs analysis

Skills-basedLanguage-basedContent-based

Competency-basedProficiency based

Through observation, interviews, questionnaires, content analysis, job description, role plays, tests, etc.

Determine in which settings the learners will use the language.

“The 21st century skill is to be able to follow one´s own passion (s) as one´s own ability allows”

Marc Prensky

“A scientist can not go voyaging through strange seas of thought alone”

John R. Platt

The teaching team should work together to nurture their potentials towards the achievement of a common goal.

Team up efficiently to reach a consensus on:

The teaching approach, The curriculum development The syllabus designThe assessment measures and tests Resources available to expand students potentialsTime for preparation, peer teacher, peer observation  

 Which other professionals should be part of the TEP team? •Administrative Coordinator

•Possibly a Section volunteer •A Teacher of English

•Possibly as the TEP Educational Coordinator

•Professors of Electrical and Computer Engineering

•For topical lectures and exercises in their fields of interest

METHODOLOGICAL CULTURE

Alina [email protected]

THANK YOU !