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Transcript of Constructivism and Innovation in English Language Teaching Prof Bob Adamson Hong Kong Institute of...
Constructivism and Innovation in English Language Teaching
Constructivism and Innovation in English Language Teaching
Prof Bob AdamsonHong Kong Institute of Education
Social and constructivist learningSocial and constructivist learning
Influenced by Vygotsky and Bruner
Learner-centred
Diversity of individual patterns of learning
Social and constructivist learningSocial and constructivist learning
People: learn in social contexts through interaction with others
build their learning by linking new learning to existing knowledge and understandings
need to know how to learn
Social and constructivist learningSocial and constructivist learning
Build on learners’ prior knowledge and experiences
New learning can reinforce, amend or contradict previous conceptions
Learners create conceptual maps of interlinked knowledge
Social and constructivist learningSocial and constructivist learning
Learning is individual
Learning is an active experience
Learners’ contributions are to be valued
Teacher is facilitator of learning and teacher of how to learn
Constructivist approaches to TESOLConstructivist approaches to TESOL
Linguistic basis (focus on Ss language production; related SLA theories; social views of language)
Educational psychology basis (task-based learning; Outcomes-based Learning; learning through doing, etc.)
Ideological basis (individualism, whole-person development, generic skills)
Our AimsOur Aims
Making learning enjoyable
Making learning successful
Making English learnable
Teaching LanguageTeaching Language
StudentsStudents need to: use language for communication master the linguistic systems make frameworks of knowledge through language
TeachersTeachers need to: provide opportunities for communication teach the linguistic systems help students construct frameworks of knowledge
ProcessProcess
1. Assess learners’ needs, interests & abilities
2. Identify motivating, valuable, achievable topics
3. Identify relevant communicative outcomes
4. Specify the holistic and atomistic support that the learners would need
5. Design resources as springboards to learning
Hamburger ModelHamburger Model
Focus on discrete items: pedagogical space
Holistic input: focus on genre/meaning
Holistic output: pedagogical space, but opportunity for
social construction
Holistic InputHolistic Input
Communicative discourse Attention to Ss’ needs, interests & abilities Cognitive, thematic & linguistic links to prior learning Spiral progression and variation Pseudo-authentic; ZPD and i + 1 Comprehension focuses on key genre features
Focus on discrete itemsFocus on discrete items
Key linguistic elements & skills of the
genre/discourse
Grammar, vocab and skills in context
Free range of pedagogical possibilities
ZPD / i + 1
Holistic OutputHolistic Output
Scaffolded Opportunities for whole class, group, pairwork as
well as individual output Model A: holistic input Model B: focus on individual skills process Model C: Ss’ own staged output
Hamburger ModelHamburger Model
Grammar: modalsVocab: places, time
Skills: phone conversations
Holistic input: making an arrangement to meet on the phone
Holistic output: students create own phone dialogues
Hamburger ModelHamburger Model
Grammar: past tenseVocab: accidents
Skills: interviewing; short paragraphs: news, interviews, background;
Holistic input: a newspaper report
Holistic output: Ss carry out interviews and write a report
Constructivist approaches to reformConstructivist approaches to reform
Link the reform to school’s capacity for change (ZPD)
Focus on what can be done, not “ideal” reform See reform as a learning experience Scaffold learning (learning communities; training;
action research, etc.) Learn from elsewhere
Constructivist approaches to reformConstructivist approaches to reform
1. Assess school’s needs, interests & abilities
2. Identify motivating, valuable, achievable aspects of the reform
3. Identify relevant outcomes
4. Specify the holistic and atomistic support that the school would need
5. Design professional development resources as springboards to learning
Hamburger ModelHamburger Model
ContentProcesses
Skills
Holistic input: experiences of reform in
other context
Holistic output: School carries out own reform
谢 谢 !
Thank you!