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UNIVERSITY OF CALDAS SCHOOL OF ARTS AND HUMANITIES MASTER’S DEGREE IN ENGLISH LANGUAGE TEACHING LANGUAGE LEARNING RESOURCES YAMITH JOSÉ FANDIÑO

Language learning resources

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Page 1: Language learning resources

UNIVERSITY OF CALDASSCHOOL OF ARTS AND HUMANITIES

MASTER’S DEGREE IN ENGLISH LANGUAGE TEACHING

LANGUAGE LEARNING RESOURCESYAMITH JOSÉ FANDIÑO

Page 2: Language learning resources

Didactics and language learning resources

According to Oerbaek (2008), the term “didactics” originates from the Greek Didaskein, which means to teach, to educate.

In EFL, didactics is a major component of teacher education because it revolves around the answers to the questions “what”, “how”, and “why”.

Navarro and Piñeiro (2012) define didactics as the discipline that studies techniques, procedures, strategies, and methods to enhance the teaching process for students to approach in a wide, deep, and significant way knowledge… (p. 234).

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John Amos Comenius (The great didactic)

The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring from the bud on a tree.

Didactics and language learning resources

Page 4: Language learning resources

John Amos Comenius (The great didactic)

• Disapproved of - the tradition of studying grammar and memorizing texts. - the severe teaching methods in schools, which diminished

student interest in learning. 

• Proposed- a revolution in methods of teaching so that learning might

become rapid, pleasant, and thorough.- matching students' stages of development and the level of

instruction. - lesson planning from easy to complex at a slow and

deliberate pace.

Didactics and language learning resources

Page 5: Language learning resources

Didactics and language learning resources

John Amos Comenius (The great didactic)

(1) learning foreign languages through the mother tongue as a frame of reference for unfamiliar words to become meaningful.

(2) presenting ideas through objects and images rather than words.

(3) starting with the use of familiar concepts to introduce the new language.

(4) beginning with simple exercises before proceeding to more complex contents.

(5) Presenting simplified vocabulary and specific examples to help students understand rules or structures.

Page 6: Language learning resources

Didactics and language learning resources

Communicative language teaching (Jack Richards)

A reaction away from - a grammar-focused approach- a great a priority to accuracy - the sentence as the unit of presentation and practice.

A set of principles about - communication as the focus of teaching and learning- communicative competence as the goal of language teaching

through tasks, role plays, information sharing, and so on.- the provision of opportunities for students to practice

language use through the classroom materials and activities.

Page 7: Language learning resources

Didactics and language learning resources

Linguistic competence- Mastery of the language based on studying structures and

the grammatical rules of the language.- Ability to create accurate sentences in the language.- Knowing the rules of sentence formation.

Communicative competence- Knowing how sentences are used in communication naturally

and appropriately.- The capacity to use language in ways that appropriate for the

context, the participants, and their relationships.

Rethinking syllabuses and materials for a language course (functions, tasks, fluency activities, different texts, etc.)

Page 8: Language learning resources

Didactics and language learning resources

Essentials for successful ELT (Farrell & Jacobs, 2010)

An approach to teaching English for enabling language learners to use language functionally, meaningfully and appropriately, instead of correctly. It impacts:• the goals of language teaching,• how learners learn a language, • the kinds of classroom learning activities, • the roles of teachers and learners.

Phase 1: functional and skill-based teaching (60’s)

Phase 2: communicative competence – appropriate and varied language use (70’s – 90’s)

Phase 3: agreed principles about complementing linguistic/communicative competence, accuracy/fluency, reception/production (90’s – until now).

Page 9: Language learning resources

Didactics and language learning resources

Essentials for successful ELT (Farrell & Jacobs, 2010)

CLT is a paradigm shift because in order to successfully implement it, we must change our thinking about teachers, students, learning, and teaching a second language.

A move away from behaviorist psychology and structural linguistics toward socio-cognitive psychology and contextualized, meaning-based views of language.

Partially implementation because of two reasons:- Separate understanding and limited picture of

communication.- Separate implementation and challenging change.

Page 10: Language learning resources

Didactics and language learning resources

Stop understanding the CLT shift in a piecemeal (fragmented) in order to implement it in a holistic manner.

How? Considering eight major changes associated with the language education field in a more integrated fashion.

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Language learning resources

Resourcing and materials (Scarino & Liddicoat, 2009)

ASPECT ATTRIBUTES

1. The purpose A. __ A range of engaging learning experiences.

2. Selection B. __ Interpretations, expressions, and perspectives.

3. Authenticity C. __ Resources do not exit in isolation in a learning program.

4. Adaptability D. ___ Input, scaffolding, reflection / Multiplicity in uses / Critical users.

5. Contemporary E. __ Theories of language learning and culture / Matching resources and learning goals

6. Critical use F. __ Actual contemporary use.Enlarge understanding of language & culture.

7. Relationship/Connection G. Effective teachers / Partial pix of language and culture.

8. Learners H. __ Dynamic language & culture // Contemporary relevance for Ss.

9. Resource bank I. __ Maximize value for particular learners // Personalization to connect resources to learners.

Page 12: Language learning resources

Language learning resources

Resourcing and materials (Scarino & Liddicoat, 2009)

1. The purpose 2. Selection 3. Authenticity

D. Input, scaffolding, reflection // Multiplicity in uses // Critical users.

E. Theories of language learning and culture // matching resources and learning goals.

F. Actual contemporary us /// Enlarge understanding of language & culture.

4. Adaptability 5. Contemporary 6. Critical use

I. Maximize value for particular learner // Personalization to connect resources to learners.

H. Dynamic language & culture // Contemporary relevance for Ss.

G. Effective teachers // Partial pix of language and culture.

7. Relationship/Connection

8. Learners 9. Resources bank

C. Resources do not exit in isolation in a learning program.

B. Interpretations, expressions, and perspectives.

A. A range of engaging learning experiences.

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Language learning resources

Managing resources: equipment and teaching aids / Using materials (Gower, Walters & Philips, 2005)

The board

The OP

Visuals

Worksheets & workcards

The Cassette recorder (The CD player)

Video

Computers

The photocopier

Published materials: coursebooks, skills books, readers, supplementary books, references books, resources books, CALL.

Authentic materials

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Language learning resources

Educational technology and other learning resources (Harmer, 2004)

Page 15: Language learning resources

Language learning resources

Educational technology and other learning resources (Harmer, 2004)

Students

Objects, pictures, and things: realia, pictures, cards, cuisenaire rods.

The coursebook

Ways of showing: the board, the OHP, the flip chart, computer-based presentation technology.

Ways of listening: CDs, MP3

Ways of finding out: dictionaries, concordances, the internet.

Ways of composing: word processing/editing, mousepals, chat, blogging, authoring, website design.

Virtual learning: from emails to simulated environments.

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Language learning resources

Educational technology and other learning resources (Harmer, 2004)

RESOURCES ACTIVITIES

Students Thoughts – Experiences

Realia Stimulators / Evocative objects

Pictures Drills / Games / Understanding / Ornamentation / Prediction / Discussion

Cards Matching and ordering / Selecting / Card games

Cuisenaire rods Word stress / Structures / Prepositions

Coursebook Omit and replace / Change: add, rewrite, replace, reorder, reduce.

The board Note-pad / Explanation aid / Picture frame / public workbook / game board / Notice board

Page 17: Language learning resources

Language learning resourcesEducational technology and other learning resources (Harmer, 2004)

RESOURCES ACTIVITIES

OHP Grammar exercises, pictures, diagrams, gradual work.

The flip chart Making notes, recording main points, group work.

Computer-based presentation

Computer and data projector, PowerPoint, IWB.

Dictionaries Paper dictionaries (bilingual or monolingual), CD-ROMs, electronic pocket dictionaries, online dictionaries.

Concordances Word research and vocabulary exploration.

The internet References, encyclopedias, webquests.

Composing Word processing/editing, keypals, chatting, blogging, authoring (hot potatoes), websites (Google sites)

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Language learning resources

Materials and resources for ELT (Trujillo & Salvadores, 2004)

• The blackboard• Visual aids• The textbook• Hand-made materials

Traditional resources

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Language learning resources

Resource What? Why? How?

The learner

The board

The OP

Visuals

Worksheets and workcards

Cassettes/CDs/MP3

Videos/Cameras

Computers

The photocopier

Published materials

Authentic materials

Page 20: Language learning resources

Language learning resourcesThe role of materials in the language classroom (Crawford, 2002) - Attitudes

Debilitating crutch: Ts reduce to classroom technicians and

implementers.

Helpful scaffold: Materials as guides and negotiating points.

O’Neill (1982): Uniqueness of the class cannot be met.Littlejohn (1999): Reduction of the T’s role.Allwright (1981): Make decisions for Ts and Ss.Nunan (1989): Fail to provide authentic models.Walts (1989): Fail to contextualize. Kaplan & Knutson (1993): Fail to address discourse.Apple (1992): Materials are not neutral.

Loewenberg-Nall and Feiman-Nenser (1988): Assist inexperienced TsDonoghue (1992): Source of info and support for experienced TsHutchinson and Torres (1994): - Agent for change: training, guidance, collegial support, clear picture.- A structuring tool = social routinisation reduces unpredictability and unfamiliarity.- A useful map: Negotiation, accountability, and orientation.

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Language learning resourcesThe role of materials in the language classroom (Crawford, 2002)

Materials contribute to goals and content but they cannot determine either. What is learnt is a product of the interaction between learners, teachers and the materials at their disposal. Teachers do not teach what materials writers write just as learners do not learn what teachers teach.

Effective materials:- Functional and contextualized.- Purposeful use of language.- Realistic and authentic.- Audiovisual/Multimedia oriented.- Written and spoken genres. - Learner autonomy.- Flexible to learner differences and contexts.- Affective and cognitive engaging.

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Language learning resourcesThe role and design of instructional materials (Richards, 2001)

Roles/Functions

Authentic vs created materials

Textbooks: Evaluation for selection and adaptation for use.

- A source of language- A learning support- Motivation and stimulation

- Reference- A source of activities- A syllabus- A support for teachers

Effect on motivationAuthentic cultural informationExposure to real languageDevelop Ts’ creativityContain difficult language

Motivating for learners Built around a graded syllabusAccessible and no-time consuming

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Language learning resourcesMaterials development or preparation

1. Establish goals and objectives.

2. Develop a plan/structure.

3. Choosing input and sources (grammar, listening, reading, writing, speaking materials)

4. Selecting exercises: Bottom-up, top-down, interactional, involving linguistic (questions, summaries, info reorganization) or nonlinguistic responses (picture sequencing, matching, etc.)

5. Organize and develop materials.

6. Pilot, review and edit

Monitoring the use of materials

Observation Feedback sessions

Written reports Reviews

- Relevance- Develop expertise and reputation- Flexibility

- Cost- Quality- Training

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Language learning resourcesGuidelines for designing effective ELT materials (Howard & Major, 2005)

Factors Guidelines

LearnersCurriculum and contextResources and facilitiesPersonal confidence and competenceCopyrightTime

1. Contextualized

2. Interactive

3. Learning skills

4. Form and function focus

5. Integrated language use.

6. Authentic

7. Progression of skills

8. Attractive

9. Appropriate instructions.

10. Flexible

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Language learning resourcesKey aspects for developing instructional materials (Núñez, Pineda & Tellez, 2004)

1. Prerequisites- Objectives and materials congruency- Prior knowledge activation- Type of interaction- Effectiveness

2. Design and motivation: attention, relevance, confidence, and satisfaction.

3. Content contextualization and exposure to L2

4. Visual layout: clarity, info distribution, legibility, varied activities, eye-catchiness.

5. Recommendations: systematize the process and avoid piracy.