Participating in a change process

Problems and solutions for implementing corpus linguistics

data & methods into ESL/EFL writing courses and programs

Problems that will slow or prevent the changes we seek

The approach to linguistics in U.S. MA programs

The approach to language in SLA publications and MA courses

Classroom teacher background and job characteristics

Teacher suspicion about "the latest theory“ All those files of handouts Our un-tempered enthusiasm for corpus

linguistics

Problem #1: The approach to linguistics in U.S. MA programs

Drawing “trees” Made up sentences Little connection to discourse Little connection to learner language

development The concept of “linguistic creativity” The missing concept of “the routine”

Problem #2: SLA & Language Data

Language data and description don’t really matter

Because you won’t be teaching grammar anyway

So, just draw those trees and finish up with that requirement and forget about it

See the results inDoughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.

Where a researcher has to work hard to convince a skeptical classroom teacher that direct teaching of grammar will not be harmful.

Problem #3: Classroom teacher background and job characteristics

Lots of part-time teachers who might not have degrees in TESOL or who might have studied quite a long time ago

Programs that do not encourage professional development so many teachers find it hard to make connections to changes in the field

Teaching courses with not-very-clearly articulated purposes

Curriculum-free programs

Problem #4: All those files of handouts

Lots of classes Lots of students Materials that have been developed over time

and that are familiar and comfortable Making a change in a textbook in that context

is an emotional as well as intellectual decision about use of time and energy

Problem #5: Our sometimes Un-tempered enthusiasm for corpus linguistics

Language data is only part of the total package of an ESL writing course

Teacher suspicion about "the latest theory“

Solutions: Ways to encourage change

Solution #1: Work for Knowledge Base Changes

Solution #2: Be Practical & Savvy About the Change Process

Process Solution #3: Develop & Share Tools for Change

Solution #1:Work for Knowledge Base Changes Make the powerful connection of corpus linguistics

to sociolinguistics and "language in use“ Emphasize the empirical nature of the data

discovered through corpus linguistics methods and resources

Discuss and come to an understanding of the various meanings of creativity and the role of the routine

Clarify the various meanings of intuition and native speaker intuition and the relationship between making educated guesses based on experience and making educated guesses based on empirical data

Solution #2: Be Practical & Savvy About the Change Process

Local as well as national and international presentations and workshops and training courses

Identify classroom teachers who are experimenting with corpus linguistics content and/or methods and work with them to create teaching materials and to demonstrate those materials at local as well as national meetings and perhaps in publications

Be cool. Include caveats in discussions. Deal with suspicions about “first adopters” and our

willingness to undergo all kinds of pain and problems to make a new technology or tool or idea work

Solution #3: Develop & Share Tools for Change

Publications Websites Software

Some of these are listed on my handout. If you did not get a copy, please email me at

patbyrd@gsu.eduAnd I’ll send you a set.

In sum

A Practical Plan Implemented withPersistencePatienceGuile