150714 WW AuthenticityandAutonomy

8/12/2019 150714 WW AuthenticityandAutonomy

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Keith Morrow

July 2014

Authenticity and autonomy for learners and teachers


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The death of the method

Prabhu, N.S. 1990.

There is no best method why? TESOL

Quarterly, 24/2: 161176.


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The enemy of good teaching is not a bad

method, but over-routinisation.

Prabhu p. 174


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When we encounter an instance of really

bad teaching, it is most often not a case

of the teacher following a method with

which we disagree, but rather of the

teacher merely going through the

motions of teaching, with no sense of

involvement.

Prabhu p.171.


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At the breakfast table

Mr Brown: What is this, Mary?

Mrs Brown: That is a knife, John. And this is a

fork.


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At the breakfast table

Mr Brown: Am I a man, Mary?Mrs Brown: Yes, John. You are a man and I am

a woman.


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Professional Development7

materials topics

learning processes

Engagement through authenticity


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Authentic text


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Manners matter Corporate culture

Tomorrows world

PARSNIP politics, alcohol, religion, sex, narcotics, isms (such as fascism or atheism), and

pork.

Topics


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Reformulation Reconstruction

Learning process


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I want you to write three sentences to tell me three things you

did at the weekend.

Reformulation


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Saturday I go market with mother. Later visit aunt to her

house. Sunday study and do homework.

Reformulation


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Teacher: OK now listen and write this in your book

On Saturday I went to the market with my mother. Later we

visited my aunt at her house. On Sunday I studied and did

my homework.

Reformulation


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Now look at your book. What are the differences between

what you said and what you wrote down?

Reformulation


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The starting point for reconstruction activities is the teacher'stext (or, at least, a text provided by the teacher) which the

learner first reads (or listens to) and then reconstructs.

Dictogloss

Reconstruction


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So here we go.

Reconstruction


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Four friends went on a journey. After walking they found a

place to rest and eat. Each said they would do something.

One said "I've prepared a meal". Another said "I'll start a fire".The third said "I'll build a shelter", while the fourth said "I am

ready to eat."

Reconstruction


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Awareness

Autonomy

Authenticity


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What is authentic for a teacher?

Authenticity, awareness & autonomy

for teachers


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What is authentic for a teacher?

Her work with her learners in her classroom.

Authenticity, awareness & autonomy

for teachers


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Record what you do

Awareness


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Record what you do

Listen to what you doWatch what you do

Awareness


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Record what you do

Listen to what you doWatch what you do

What do you notice?

Awareness


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Record what you do.

Listen to what you do.Watch what you do.

What do you notice?

Analyse what you do.

Awareness


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Feature of teacher talk Description

A Scaffolding

B Direct repair

C Content feedback

D Extended wait-time

E Referential questions

F Seeking clarification


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Feature of teacher talk Description

A Scaffolding 1 Reformulation (rephrasing a learners contribution)

2 Extension (extending a learners contribution)3 Modelling (providing an example for learner(s))

B Direct repair Correcting an error quickly and directly.

C Content feedback Giving feedback to the message rather than thewords used.

D Extended wait-time Allowing sufficient time (several seconds) forstudents to respond or formulate a response.

E Referential questionsGenuine questions to which the teacher does not

know the answer.

F Seeking clarification 1 Teacher asks a student to clarify something thestudent has said.

2 Student asks teacher to clarify something the

teacher has said.


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Authenticity

Awareness

Autonomy

Review


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Prabhu, N.S. There is no best method why? TESOL Quarterly, April 1990.

Thornbury, S. Tasks that promote noticing ELT Journal October 1997

http://eltj.oxfordjournals.org/content/51/4/326.full.pdf+html

Walsh, S. Talking the talk of the TESOL Classroom ELT JournalApril 2006

http://eltj.oxfordjournals.org/content/60/2/133.full.pdf+html

Follow up


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150714 WW AuthenticityandAutonomy