My
teaching approach
Any acquired language
after any persons first, is referred
to as mother tongue, is
considered to be one´s second .The process by which people learn
this skill is known as
acquisition.
Linguistics , socio-linguistics, phycology , neuro-science and general education make up fundamental
parts in language analysis and application of learning methodologies. My basis
for teaching thus lies between both applied linguistics , with a view to
helping to understand real life situations, in relation to acquisition of both
receptive and productive skills , whilst maintaining the direct method of
teaching in referencing for adaptation purposes.
Research and studies in languages are still very much
on- going, given the fact that they evolve in dynamics and time. This brings me
to my most preferred method and reasons
just why , I would formulate my method of teaching around it.
The Communicative Approach, considered today as a
modern technique , over the traditional direct method, by using target language TL, as means of
classroom communication. The primary
focus is on developing skills impeach, writing and reading, through activities
such as role plays, games, debate, where errors are considered to be part of
the learning experience. This method can be supported by the TPR, Total
Physical Response method, that will
reinforce learning through physical movement, gesturing and praising of learners, to provide a relaxed environment to
overcome anxiety. Realia, or tools such as visual aids, help build and maintain
conversation in TL, vocabulary in class management.
Whereas direct method has may not be as flexible , and can be
restrictive , to meeting the teachers objectives , as sometimes the materials
are not authentic and out-dated . Another aspect is the placement of emphasis
on reading and writing skills whilst
neglecting verbalising language, when the teacher directs classroom as an
authority.
Oxbridge method does however, support the idea on the
approach of assumption for one´s inability to write about something when one is
not orally competent to communicate, and thus they do place emphasis on
the concept of .listening and
understanding . One, method, commonly employed, is CCQ, Quick Concept
Questions, aimed at eliciting understanding of lexical items and vocabulary
that have been misunderstood by
learners. Its provides an opportunity
for clarification and correction.
As an English teacher, my role will be to get
the English language system across to learners without or preventing them from
applying mother tongue or L1 rules, to
the English language structure. A process referred to as language transfer,
learners get torched into using re
created interlanguage system of communication , mainly influenced by mother
tongue to predict and anticipate their
needs being met, which of course is essence of communication.
This brings
me to the methods for evaluating my learners level of acquisition , to find and
create an appropriate approach that is
not only in their best interests, but covers all the learning objectives and
outcomes for the specific purposes. Individualized, or standard , proficiency, diagnostic and
prognostic tests, can be applied using
the performance related results for learners assessments , thereby forming a
basis for a plan of action , in syllabus or lessons adaptation and
presentation.
In either
a asynchronous learning environment where the teacher and
learner happen to be in different places at
varying times, or synchronous
time, which in this case would be at a fixed
location or classroom setting, teachers well preparedness and classroom management is absolutely
cardinal. The teacher is the playmaker, role model and leader in creating
rapport and dynamism for the students.
Using a
planned course of study or a mere concrete lesson, including aims ,
assumptions, with anticipated problems
during a given session, consisting
all aspects of Jeremy Harmer´s , lesson plans stages, E. S.A., Engage
Study Activate.
Time and classroom management, depend largely on various
factors , for the teacher, adaptable to size of particular learners , or their age , language level , and content of materials and
resources available to produce a well balanced lesson. Staging and sequencing
of activities for a lesson creates rhythm
necessary for a free flowing class. The
one technique peculiar to Oxbridge Teaching method is what they term as Teacher
Talking Time, (TTT) that suggest that being given an allocation in percentage
to class instructional purposes of 20% and
Student Talking Time (STT) at 80%, committed to interactional needs by
students themselves for learning language, for example through class debates,
discussions, or role modelling. The QCC,( Quick Concept Questions) also used by Oxbridge in warm up
sessions to class activity stimulate and
relax learners to break out of their shells, especially for the younger students , or perhaps daily
routine for the adult learners, or for
simply just both groups. It equally gives structure to a lesson to be given ,thereafter. Its
important for the teacher to have a defined duration time of activities in a lesson, where a mix of
different tasks in quick succession will
keep the class engaged and stimulated at the same time. The teacher uses his or
her aura of presence in direct interaction with learners in providing learners a focal point to listening. I would
suggest to the teacher, or do so my self, to walk around the classroom filling
the energy into spaces, also using gestures and eye contact, in offering
continuity and pace to my students. Praises, voice projection and bodily modelling will work as well , even for
students who might want or need to take advantage of various today´s
modern learning resources such web
clases via the internet. Lessons could be conducted and smoothly , saving up more time and money for learners at their
convenience to access and enjoy.
Taking all
these elements into consideration, I
would say, that my personal experiences of living in a foreign country where I
am not able to speak a word of Spanish, but have had to communicate my needs somehow in way ,
on a daily basis to get by. I do relate
with Oxbridge ´s teaching style of a
functional approach, what it is for, then explanation of meaning and eventually form of
grammar, where amongst these stages my
fluency will improve naturally.
I do
suppose therefore, that formulating a
methodology , and syllabus for teaching English in my case, does or might
entirely be dependent on the needs and objectives, specific purpose one does need to study English.
In this light, a good mix of old tried and tested methods , in SLA stages be adapted to more modern
communicative methods with available
technologically developed teacher´s
resources and tools we have at
our disposal today.
By Ireen Mihallfy
