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Franklin Cárdenas González
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Lifelong Learning in English Teaching and Learning
Franklin Cárdenas González
Bogotá, September 20th
2011
Professional adapting skills
Teachers: No difference Information available in the foreign lang. and students' needs
Avis, Fisher, Thompson, 1997:
Language in constant evolution. New Lexis and teaching techniques.
Constant development? L.L. process:
Continuous
Spontaneous
Motivational
Effective performance
Autonomous
Aims • LL. contributor to success of learners and
teachers (account of LL + current situation).
• Implications.
Lifelong Learning Every learning situation: Johnston, R. in Leicester and Field 2000.
Learners decide and embrace learning situations: Nyerere, J.
Students argue:
Dodds, 2001: Inspire students.
Information gathered:
Research, theoretical framework:
Personal proposal LLL.
Students' demotivation
Causes: - the teacher
- the context
- the way English is regarded
- lack of motivation
Teachers’ Weaknesses
What about us? • No engagement.
• Workplace!
• Students feel lack of enthusiasm. Teacher: touch students and change attitudes.
• Belief: Salary, set for life. Practical?
• Working place: Seldom use of English
• S+T=LL option
G+T > V+P
Teachers making sense… • Green, C: Low affective drive.
• Intrinsic (Ushoda,1996) = embracing goals.
• Relevance, students own L. process: Interests = engaging activities = focused.
• Constraints: Lack of context.
Wallace, 1998
fluency Pedagogical ground
o Comfort Zone: Self aware (Osdenis, 1996).
Conscious of weaknesses Confidence.
o Model: Meticulous Preparation –Perform: vital for imitation.
o Pronunciation (Bobda, 1993): avoid misunderstandings:
o Stress, repetitions. NP: Unachievable? (Hewings,2004).
o Risk of fossilisation (Harmer, 2001): No motivation + repetition of patterns.
o Danger in learning process (Wallace, 1998): Boring lessons, wrong books, feedback and misuse of techniques.
o Classroom research (Blaz, 1999), Raise teachers' voices (Fitchman, Hendol,2008): Great impact.
More benefits for teachers • Identifying students’ difficulties + insightful professional
instructional experience (Harmer, J: 2001)
Mutual commitment !
• Learning new things every day: Right attitude. Effective teaching is effortless ( Martin, Piconne, ASCD 2009).
• Medgyes, 1994. Native speaking proficiency: Model. Command of English: biggest tool.
• Effort: Change of attitudes: Alert and ready, using our own learning strategies. Objective: Students becoming permanent users.
• Avism 1995: Teach them to learn.
o Perkins-Salomon, 1988: Students need guidance to apply strategies: Teacher's Expertise.
o Sensitive to difficulties (Medgyes, 1994). Our perspectives to LT, a desired model to be imitated.
o Direct insight into similar process for other non native speakers. (O`neil, 1994).
o Keep their interest going (Harmer, 2001): Best approach and classroom techniques Students` reflection on their learning experience = autonomy.
o Dam: No withdrawal of support,
but paving the way for
Only with o Right motivation
o Prioritization of stimulating strategies
o Learning process will be established.
o Teacher using his LL strategies: autonomy
communicating for support and guide to Students’
Conclusion “…What if we assume that learning is
much a part of our human nature as eating or sleeping, that is both life sustaining and inevitable, and that given a chance, we are quite
good at it”.
Wenger, 1998.
