Summary of Article #4

Communicative Competence: A Pedagogically Motivated Model with Content Specifications

By: Celce-Murcia, Dőrnyei, Thurrell

    The authors in this article present the relationship between model of communicative competence and pedagogical specification of content for CLT not unified under a comprehensive, theoretical model of language teaching.  They believe that competence is a powerful source of insight about what needs to be learned for syllabuses writers, teachers, materials creators, and performance evaluators.  The article continues to present four authors with different reactions towards this model.  They are Chomsky, Dell Hymes and Canale & Swain. 
     In the version used by Canale, the model includes four components:
1. Grammatical competence refers to the knowledge of the language code 
2. Sociolinguistic Competence involves the mastery of the sociocultural code of language use
3. Discourse competence is the ability to combine language structure into different types of solid texts.
4. Strategic Competence is the knowledge of verbal and non-verbal communication strategies.
     Celce-Murcia, Dörnyei and Thurrell (CMDT) further refined the model by making finer distinctions inthe area of sociolinguistic competence.
 l. Linguistic Competence (not narrowly grammar)
 2. Strategic Competence (efficiency and recovery)
 3. Sociocultural Competence (non-linguistic knowledge for appropriate deployment of linguistic  
 4. Actional Competence (carrying out/understanding communicative intent by performing and interpreting speech acts and speech events)
5. Discourse Competence concerns the selection, sequencing of linguistic items to achieve a unified spoken/ written text.  Five components are suggested : cohesion, delxis, coherence, genre and converstional structure. 

      The article ends with a chart of a chronological evolution model which also includes  Canale &Swain and  Canale's models.

Journal #3

Write about one of the techniques that seem to be more feasible and convincing for you to use in your own teaching?

SOCIAL INTERACTIVE TECHNIQUE: Activity of Show and Tell 

     If you teach young children you know they always have something to tell you and to share with the class. The minute they see you, they start telling you a million of things all at once.  Although one loves to hear their news, jokes, sad and happy stories, it takes time away from getting started with your instuctional class. For years, I like to use show and tell activites as a way to use their excitement about sharing their different experiences. This has become a class favorite. Students love sharing about themselves and special news.  At the same time they are interacting and developing their public speaking skills. In the beginning of the year I give them sentences starters to help them get starter.  As I said, this interactive activity is a favorite for all my students in my classroom and parents love it too because they get to share their child's experience at home. It's also more meaningful for parents to see their child actual work.  

     A good follow up activities is to have them write about their show and tell experience and post them up in the classroom. During class breaks the students interacts their written news or stories that have been posted.  These activities are a great way to interact and communicate with my students!   Don't be surprise about how much you can learn from your students too!

Summary of article # 3 - The Whats, Whys, Hows and Whos of Content-Based Instruction in Second/Foreign Language Education.

The Whats, Whys, Hows and Whos of Content-Based Instruction in Second/Foreign Language Education. 
By: Maria Duenas
   
    This article explores the nature  of the content based methodological frame work, the theoretical foundations that support it and the different models for application in compliances with parameters.  It also provides a number of references selected from the existing literature, contributed by researchers in the field of Content Bases Instuction.

     According to communicative principles, attaining communicative competence that would allow learners to function well in the new language was set as the main objective of instruction. Using the language to communicate was seen as the best way to learn it. The key purpose of the communicative proposal has been “the elaboration and implementation of programs and methodologies that promote the development of functional language ability through learners’ participation in communicative events” (Savignon, 2002: 10).These CLT spin-off approaches include The Natural Approach,Cooperative Language Learning, Content-Based Teaching, and Task-Based Teaching.

     The article discuss the "Whats" of Content-based by providing its description and background.  The best conditions for learning a second/foreign language takes place when both the target language and some meaningful content are included in the classroom. The language is both an immediate object of study in itself, and a medium for learning a particular subject matter. In this case, teachers use content topics rather than grammar rule. This practice of combining language and content for both purposeful linguistic and subject-matter learning originated in Canada around 1965.

      In addition, the author provides the "whys" or theoretical underpinnings of CBI. According to Grabe and Stoller, the research which supports CBI come from many studies in ESL.  Researchers like Krashen and Swain support Content Base Instruction with their work. Krashen (1982, 1984, 1895) claims that second language acquisition occurs when the learner receives comprehensible input, not when he or she is forced to memorize vocabulary or manipulate language by means of batteries of grammar exercises. Those methodological practices which provide students with more comprehensible input are bound to be more successful in attaining the desired goals. Swain (l985,l993) states that, in order for learners to develop communicative competence, they must also have the opportunity of using the new language productively, both orally and in writing.

     Other classroom training research also supports the effectiveness of CBI. Along with these are: research on cooperative learning, research on learning strategy instruction, and research in extensive reading. Cooperative learning requires that small groups of students work together to learn information and perform different tasks, thus promoting peer group support and peer instruction. Cooperative learning leads to greater student participation, increases motivation for learning, develops more positive student attitudes toward school, and promotes greater self-esteem. Cooperative learning also provides students with self confidence and cognitive demands.

     A comprehensive review of the apparent benefits of CBI is found in Grabe and Stoller (1997); the conclusions resulting from these findings suggest seven rationales for CBI that can be recapitulated as follows:

1. In content-based classrooms, students are exposed to a considerable amount of language while learning content. 

2. CBI supports contextualized learning; students are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. 

3. The use of coherently developed content sources allows students to call on their own prior knowledge to learn additional language and content material.

4.  In content-based classrooms, students are exposed to complex information and are involved in demanding activities which can lead to intrinsic motivation.

5. CBI  lends itself well to strategy instruction and practice, as theme units naturally require and recycle important strategies across varying content and learning tasks.

6. CBI allows greater flexibility and adaptability to be built into the curriculum and activity sequences.

7. CBI lends itself to student-centered classroom activities.

  The "Hows" of CBI are described in four models as follows: 

l. Immersion education refers to the teaching, learning concepts and ideas in a language that is not one’s own is hardly a new phenomenon.

2. Sheltered courses is taught in a second language by a content specialist to a group of learners who have been segregated or ‘sheltered’ from native speakers” The term ‘sheltered’ derives from the intended separation of second language students from native speakers of the target language for content instruction purposes.  

3. Adjunct courses constitutes a more sophisticated pattern for the integration of language and content, because adjunct classes are not implemented on their own but aim at assisting an existing regular subject-matter class.

4. Theme-based model.  Theme-based courses probably constitute the most popular and widely used prototype of CBI at all levels of instructions and in both second and foreign language settings. In the theme-based model, courses are autonomous.

    The last part of the article offers numerous authors whose work and experience have contributed in CBI.   In conclusion, Content-Based Instruction has been around since the early l900s providing a flexible teaching framework with optimal scope for the accommodation of the most diverse content areas. The end results of a CBI course strongly offers the most stimulating challenge for language teachers. Most experienced authors agree that experimenting CBI is certainly worthwhile.

Journal #2 How can teachers create classroom dynamics in which learners actually report to each other instead of just answering question?

    I believe that as teachers we should get motivated preparing our ESL classes. A motivated teacher equals motivated students. It's our job to help them learn to acquire a second language efficiently. Let's motivate them into learning English by making it fun and enjoyable. We need to keep up to date with the latest technology that our students are using and bring them into our classes. For instance, we can use videos to encourage discussions of a film. This will eventually help develop comprehension, oral skills and critical thinking skills. 

  I also think that by providing students with a friendly, supportive learning environment, we can help reduce their learning anxieties and therefore boost their learning progress. This is based on Krashen’s “affective filter hypothesis”, which states that anxiety, stress, or tension may hinder a learner’s ability to learn (Krashen, l982). When students are relaxed, they will be able to focus on learning.  

  I also believe that a child learns by doing (constructivism). The teacher should use a variety of methods to stimulate children’s interest and encourage student involvement. It is important to seek out on individual interests, needs, and abilities. Learning by doing is exciting, and the process of participating, contributing, and interacting creates the classroom dynamic in which learners actually report to each other. Again, I insist that motivation plays an important role during language learning. ESL teachers need to engage the students’ motivation with instruction. Constructivism is also closely tied to the multiple intelligences because the recognition of varying learning types is crucial to creating a learning environment.  
  In conclusion, without motivation, you cannot ensure student achievement. Language teachers cannot teach a second language effectively, if they do not understand the relationship between motivation and its effect on language acquisition. Learners need quality instruction and opportunities for meaningful output not only to make progress, but also to maintain motivation for language learning. A good teacher, then, must find ways to identify student’s purposes for studying a language and develop proper motivational strategies. As instructors, we may be the most important factor in influencing our student’s motivation, which is the key element in language acquisition process.

Journal #1

Answer the questions

a. What is the difference between use and usage?

Widdowson distinguishes two aspects of performance: "usage" and "use." He says that "usage"
makes evident the extent to which the language user demonstrates his knowledge to linguistic rules for effective communication.( Widdowson 1998)
Dictionary.com defines "usage" as the customary manner in which a language or a form of a language is spoken or written: English usage; a grammar based on usage rather than on arbitrary notions of correctness. It defines "use" as a way of being employed or used; a purpose for which something is used: He was of temporary use. The instrument has different uses.

b. What is the difference between fluency and accuracy?

Dictionary.com defines " fluency" as the ablilty to speak or write smoothly, easily or readily and it defines " accuracy" as a condition or quality of being true, correct or exact.

c. What is the difference between a functional syllabus and a structional one?

A syllabus is an outline or a summary of work that must be covered for a particular coarse of study. It's also referred as a "design."

- A structural syllabus is a syllabus in which grammatical structures form the central organizing feature. A structural syllabus proceeds from simple grammatical structure to more complex grammatical structure. An example might be something like: Present progressive -> Comparatives -> Simple past -> Past progressive
- Funcional Syllabus moves away from grammatical from and concentrates unstead on "functions" and the programatic purposed to which we apply language. Textbooks that advocate "communicative" language learning usually organize according to a National Functional Syllabus.

Summary of the Article: Benefits and Strategies of Communicative Language Learning by Paul Overland

This article gives the advantages and strategies of communicative language learning since it is an engaging development in the field of ancient language acquisition. The outcome of numerous opportunities for creative teaching will continue to benefit teachers and students in the future.

Communicative language learning strives to bring students beyond grammatical competence where they can manipulate the language in private dialog or reach communicative competence. The advantages is that a language in private dialog resist atrophy longer than a language learned through grammatical explanation and translation exercises.

There are several strategies which influence language learning. They are: private dialog , an emmersion envirnoment and instructional songs.

Private dialog means that students manipulate a language to express their own desires or opinion. In order for learners to progress, they must move from object - regulation to other regulation and finally self regulation. Too often language teaching under estimates the importance of communicative competence, therefore skipping important steps in a students' process towards proficiency. Some techniques suggested are: Fictitious student biographies and visual aids of a comples sort

An immersion envirnment obtains when the target language also server as the language of instuction. When students find themselves surrounded by the target language with little or no dependence on a mediating mother tongue, their ability to think in the target language accelerates dramatically. Techniques for immersion are using the target language for often-repeated phrases.

Instructional songs link selected components such as alphabet, numerals and grammatical structures melody , to aid retention. The student is issued a printed list or chart, and is told that there will be a quiz over the material the following day. By poring over the list, slowly they are embeded in one's memory. It is important to remember that auditory learning is vital to enabling communicative competence. The techniques suggested here is to begin with the desired rhythm , one may develop a simple, slow, repetive melody that can carry the desird word list or phrase into the memory of students.

Summary of the Article Communicative competence and communicative language teaching. By: Atsuko Ohno

This article explains how communication, communicative competency and communicative language teaching contribute to improve the English language teaching in the education system. The author, Atsuko Ohno attempts to clear up confusion among the area of communicative competence, by discussing several theoretical communicataive concepts and their applicatiions to language and methods of teaching language. First, he presents Hymes' work of communicative competence. Second he explains Widdowon's work regarding communicative language teaching. Third, he discusses Canale and Swain's work of communicative competence. Finally in his fourth section he explains the application of commmunicative competence to language teaching, using Stern and Rivers' framework.

Hymes' concept of communicative competence come from Chomsky's distinction between competence and performance. By competence, Chomsky means that the shared knowledge of the ideal speaker - listener set in a completely homogeneous speech community. Performance is concerned with the process of applying the knowledge to the actual language use; encoding and encoding. He also points out Labov's work, that linguistic competence co-varies with the speaker. Futhermore, he states that social life affects not only performance but inner competence itself. He argues that social factors interfere with or restrict grammar use because the rules of use are dominant over the rules of grammar. He insists that the rules of speech are controlling factors for the linguistic form as a whole. He defines communicative competence as a knowledge of the rules for understanding and producing both the referential and social meaning of language.

He continues with some "integrative theories" from Widdowson, which according to him, the idea that once competence is acquired, performance will take care of itself is false. Communicative abilities have to be developed as the same time as linguistic skills. He distinguishes the terms "usage" and "use" to make the discussion of teaching linguistic and communicative competence clear. He states that "usage"makes evident the extent to which the language user demonstrates his knowledge of linguistic rules. The term "use" make evident the extent to which the language user shows his ability to use his knowledge of linguistic rule for effective communication. He also distinguishes two aspects of meaning."significance" and "value". "Significance is the meaning that sentences have in isolation from the particular situation in which the sentence is produced; and "value refers to the meaning that the sentence take on when they are used to communicate. He believes that linguistic context and communicative context must be used in class.

Canale and Swain (1980) believe that the study of grammatical comptence is as essential to the study of communcative competence as is the study of social linguistic competence. Their work focuses on the interacion of social context, grammar and meaning.

Stern (1981) and Rivera (1972) offer two levels of language teaching: "skill-getting" and "skill - using" Through "skill-getting" activities, the teacher isolates specific elements of knowledge and provides the learner with opportunities to practice them separately. With " skills-using", the learner should be on her own and not supported or directed by teacher.

All of these theories are important in teaching foreign language. Foreign language teachers are always affected since approaches to language learning using these theories place a high demand on teachers. Student-teacher relationship are among the most essential ingredients for successful communicative language teaching.

Three Days to See by Helen Keller

Three Days to See by Helen Keller

What would you look at if you had just three days of sight? Helen Keller, blind and deaf from infancy, gives her answer in this remarkable essay.
I have often thought it would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life. Darkness would make him more appreciative of sight, silence would teach him the joys of sound.
Now and then I have tested my seeing friends to discover what they see. Recently I asked a friend, who had just returned from a long walk in the woods, what she had observed. “Nothing in particular,” she replied.
How was it possible, I asked myself, to walk for an hour through the woods and see nothing worthy of note? I who cannot see find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after the winter’s sleep. Occasionally, if I am very fortunate, I place my hand gently on a small tree and feel the happy quiver of a bird in full song.
At time my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. And I have imagined what I should most like to see if I were given the use of my eyes, say for just three days.
On the first day, I should want to see the people whose kindness and companionship have made my life worth living. I do not know what it is to see into the heart of a friend through that “window of the soul,” the eye. I can only “see” through my fingertips the outline of a face. I can detect laughter, sorrow, and many other obvious emotions. I know my friends from the feel of their faces.
For instance, can you describe accurately the faces of five different friends? As an experiment, I have questioned husbands about the colour of their wives’ eyes, and often they express embarrassed confusion and admit that they do not know. I should like to see the books which have been read to me, and which have revealed to me the deepest channels of human life. In the afternoon I should take a long walk in the woods and intoxicate my eyes on the beauties of the world of Nature. And I should pray for the glory of a colourful sunset. That night, I should not be able to sleep.
On my second day, I should like to see the pageant of man’s progress, and I should go to the museums. I should try to probe into the soul of man through his art. The things I knew through touch I should now see. The evening of my second day I should spend at a theatre or at the movies.
The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. Today this third day, I shall spend in the workaday world, amid the haunts of men going about the business of life.
At midnight permanent night would close on me again. Only when darkness had again descended upon me should I realize how much I had left unseen.
I am sure that if you faced the fate of blindness you would use your eyes as never before. Everything you saw will become dear to you. Your eyes will touch and embrace every object that came within your range of vision. Then, at least, you would really see, and a new world of beauty would open itself before you.
I who am blind can give one hint to those who see: Use your eyes as if tomorrow you would be stricken blind. And the same method can be applied to the other senses. Hear the music of voices, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow. Touch each object as if tomorrow your tactile sense would fail. Smell the perfume of flowers, taste with relish each morsel, as if tomorrow you could never smell and taste again. Make the most of every sense; glory in all the facets of pleasure and beauty, which the world reveals to you through the several means of contact which nature provides. But of all the senses, I am sure that sight must be the most delightful.

Language Experience Approach-lesson plan

Lesson Plan

Teacher: Mrs. Ruth Gonzalez

Lesson Plan: Three Days To See By: Helen Keller

Grade Level: 6th grade

Standards: Listening/Speaking
Reading
Writing


Grade Level Expectation: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age appropriate expressive vocabulary.


Strategy: Conceptualization

Objectives: Through the oral presentation of the title of the story the student
will be able to:
a. act out responses to a given situation.
b. recognize the importance of having eyesight.
c. classify the actions of the author for three days of sight.
d. acquire knowledge by answering guided questions.
e. dictate and teacher writes on the board their personal narrative story.

Materials: Overhead projector, transparencies, worksheets, index cards, type recorder and pictures.

Procedures: The student will receive an index card that he/she will use for an
activity at the end of class.

Reflection: Quote from Helen Keller
The best and most beautiful things in the world cannot be seen
or even touched. They must be felt with the heart.


Initial:
-Ice-breaker activity follow the leader
- The class will participate in a brainstorming activity where under safe and fully-supervised conditions, take turns blindfolding each other and trying to compete some simple tasks. Some suggestions:
- pick up a dropped ruler
- hand out books to your row


When finish the student will record their observations and
feelings that he/she had experienced. .

Development:
· Through background music and using their senses the students will close their eyes and will listen to the teacher summarize the story. Students will envision what the teacher is saying.
· Students will classify pictures according to each day of Helen Keller’s three days of sight.
· Students will answer guided questions about the story.
· Students will write a paragraph expressing what they would like to see if blind and granted three days of eyesight.

Closing:

Give homework assignment and explain it.

Summarize the lesson. (What did you learn today?)

Homework: Re-read the story to your parents and write one sentence
about their reactions to your story.

My Philosophy of Education

I teach because I deeply believe in the truism, "What you are is God's gift to you; what you then become is your gift to God." I live this truth by striving to develop my own talents and abilities to their full potential, and by promoting the same in others. Teaching provides the perfect opportunity to accomplish both of these goals simultaneously. Thus, I view teaching far beyond the classroom. Rather, it is an opportunity to serve and to grow by sharing with others. It is a privilege.

In a school setting I must join my Philosophy of education to that of Saint Joseph of
Calasanz, founder of the Pious Schools and order of the Piarists. His contribution to the field of education have made a tremendous difference in our world. He organized and systematized a method of educating primary school pupils in an era when no one else was interested in public education. He believed that the society can be transformed by the implementation of a systematic education based on love and knowledge.

My educational philosophy centers around the students and the way they learn. I am a person who is best associated with the constructive teaching style. I believe that students learn by doing or by playing an active role in their learning process. Hands on activities, adapted lesson plans, and critical thinking are a few ways that I feel allow students to learn better and easier. The community, school, parents, and teachers are all very important aspects of helping children get the proper education they need to be better prepared for their futures.

Constructivism is also closelytied to the multiple intelligences of Howard Gardner because the recognition of varying learning types is crucial to creating a constructivist learning environment. Constructivist teachers mustvalue students' needs and interests. As an ESL teacher I have become conscious of the fact that individual students have preferred modalities of learning, that what is good for one is not always good for everybody. I've had to adopt a more flexible outlook upon the process of language teaching and adapt my ways to the needs of my students. Therefore, I have to use a variety of methods to stimulate children’s interest and encourage student involvement.

It is also my philosophy that by providing students with a friendly, supportive learning environment, I can help reduce their learning anxieties and therefore boost their learning progress.  This is based on Krahen' s "affective filter hypothesis". which states that anxiety, stress or  tension may hinder a learner's ability to learn (Krahen l982).  When students are relaxed, they will be able to focus on learning.  In addition, when they have no fear of embarrassment or negative critcism, they will be more willing to express their ideas and participate in class.

In conclusion, I understand that as I experience different classroom and students, my theories will also change.  Recalling different experiences from being a student and a teacher will greatly influence my philosophy of education. 

My Philosophy of Education