TESOL Methodology Week 6: Lecture A Review Quiz: Desuggestopedia Homework Commentary Community Language Learning

Review Quiz * 1 Question One Which of the following is not one of the fears that Georgi Lozanov claimed is a barrier to learning? (a) fear of failure (b) fear of limitations in learning ability (c) fear of being unable to perform (d) fear of spiders 정답: D

Review Quiz * 1 Question Two In Desuggestopedia, what do teachers attempt to desuggest? (a) rules of grammar (b) unconscious barriers to learning (c) relaxation through music (d) role-playing and games 정답: B

Review Quiz * 1 Question Three Which is not one of the basic objectives of Desuggestopedia? (a) accelerate the learning process (b) develop the ability of speed-reading (c) remove psychological limitations (d) tap into full potential of mental power 정답: B

Review Quiz * 1 Question Four In the process of infantilization learners __________, which helps them become more spontaneous, receptive and self-confident, and enhances language learning. (a) play with children (b) physically become younger (c) become totally unconscious (d) XP a state of childlike playfulness 정답: D

Review Quiz * 1 Question Five In Desugg, the subconscious plane of communication includes factors such as the ________. (a) mood & atmosphere of classroom (b) relaxing & stimulating music (c) personality of the teacher (d) linguistic message 정답: ABC

* 1 Homework Commentary Question 2: Creating New Identities Having Ss create new identities can be quite beneficial for young learners and beginners of any age. Young learners especially like to “pretend” to be someone else and connecting this with language learning can increase motivation and bring a real joy to learning.

* 1 Homework Commentary Question 2: Creating New Identities For some adults, new identities can help them feel less inhibited or self-conscious about their performance Short-term not long-term, Ss need “real” identities so that they can talk about their real selves. Some adults resist new identities- isolation & cultural ‘betweenness’

TESOL Methodology Community Language Learning Intro & Background Principles & Characteristics

Intro & Background 1 1 Feelings of the Learners With CLL, we see for the first time a language teaching method that focuses primarily on the recognition of students as human beings, specifically on their feelings & emotions.

Intro & Background 1 1 Feelings of the Learners (A Review) GTM & DM: ignored emotions ALM: Ss are merely organisms responding to stimuli SW: feelings can “get in the way” Desugg: the first to take feelings into acct., especially in terms of fear and its negative effects

Intro & Background 1 1 Feelings of the Learners With CLL, the affective side of learning take center stage – in this method, the feelings & emotions of learners and their recognition as human beings are of fundamental significance.

Intro & Background 1 1 Basic Concepts of CLL “Learning is persons” – LL happens best in a relationship of trust, support and cooperation (T-S / S-S) LL is about becoming a part of a new community of lg speakers LL necessitates a positive learning environment: safe, comfortable, supportive

Intro & Background 1 1 Basic Concepts of CLL LL mirrors the process of maturation It’s a developmental process like the one people go through in life (birth, childhood, adolescence and adulthood) As learners go through process of rebirth & development, T serves as a counselor to guide them through.

Intro & Background 1 1 Whole Person Learning CLL advises Ts to consider Ss as “whole persons” A balance between Ss’ academic needs and emotional needs Considers not only the intellect, but also the relationship among feelings, physical reactions, instinctive protective reactions, desire to learn

Intro & Background 1 1 Humanistic Techniques CLL belongs to a larger set of learning & teaching practices known as humanistic techniques. These blend what Ss feel, think and know with what they are learning. Rather than self-denial, it is the ideals of self-actualization and self-esteem that are pursued in LL classroom.

Intro & Background 1 1 Humanistic Techniques …help build rapport, cohesiveness, and mutual support in the community. …help Ss to be themselves, to accept themselves, to be proud of themselves. …help foster a climate of caring & sharing in LL classroom. …engage the whole person, including the affective, cognitive, and behavioral dimensions of each learner.

Intro & Background 1 1 Video Intro: Humanistic Counseling In this video you will watch an introduction to the practice of humanistic counseling, developed by Carl Rogers.   The principles of humanistic counseling underlie the approach known as Counseling-Learning, which was originally developed by Charles A. Curran and applied to LL to form the method called CLL.

Intro & Background 1 1 Before Video: Humanistic Counseling Things to look for Counseling environment / atmosphere Relationship b/w counselor & client Importance of the client as a person Unconditional Positive Regard (UPR) Significance of both self & community

Intro & Background 1 1 After Video: Summary A warm, friendly environment is the key to counseling success – an atmosphere of warmth & acceptance Client centered – not given directives, they have complete control Focus on needs & goals of client, not predetermined goals of therapist

Intro & Background 1 1 After Video: Summary No advice or homework – counselor guides the client toward self-discovery Counselor encourages clients to get in touch with & express their feelings Emotions play a large role, facilitate behavior – we act because we feel

Intro & Background 1 1 After Video: Summary Self Theory: Self gradually emerges, particularly from interactions w/ others We learn to become ourselves by interacting with others We learn to accept ourselves by being accepted by others

Intro & Background 1 1 After Video: Summary Client-therapist relationship: develop through active listening, clarification and paraphrasing R’ship allows the client to “open up,” to put down defenses and feel safe Safety of confidential relationship lets clients experience UPR UPR: total acceptance – you are accepted for who you are, just the way you are

Principles & Characteristics 2 1 Principles & Characteristics Counseling-Learning CLL’s insights based on the humanistic approach to psychological counseling developed by Carl Rogers CLL: Charles A. Curran’s “Counseling-Learning” approach applied to LL Curran: a specialist in Rogerian counseling and professor of psychology at Loyola U in Chicago

Principles & Characteristics 2 1 Principles & Characteristics Counseling-Learning Based on research on adult learning Curran’s findings: Adults often feel threatened by new learning situations Fear of change Fear of appearing foolish To deal with fears, Ts become counselors, Ss become clients

Principles & Characteristics 2 1 Principles & Characteristics Teacher-Counselor Not a psychologist or psychiatrist Rather, a skillful “understander” of the struggle faced by Ss as they attempt to internalize a new language Counseling: one person giving advice, assistance and support to another who has a problem or is in some way in need

Principles & Characteristics 2 1 Principles & Characteristics Teacher-Counselor Especially, a counselor listens empathetically, understands and relates to client Counselor’s role is to respond calmly, supportively & non-judgmentally, to help the client try to understand problems by applying order & analysis Through understanding, T-counselor indicates acceptance of the S-client

Principles & Characteristics 2 1 Principles & Characteristics Teacher-Counselor By understanding & being sensitive to Ss’ fears, T helps them overcome negative feelings and turn them into positive energy to stimulate learning Also key to relationship between T-counselor and learner-client are “convalidation” and “unconditional positive regard”

Principles & Characteristics 2 1 Principles & Characteristics Convalidation Consensual validation: for Curran, a key element of CLL classroom procedures and essential to the learning process Convalidation: the development between T and learner of mutual warmth, understanding and positive evaluation of other’s worth

Principles & Characteristics 2 1 Principles & Characteristics Unconditional Positive Regard UPR: counselor’s unconditional acceptance & support of a client Essential to healthy development When Ts provide UPR, Ss develop sense of self-esteem and confidence, eventually moving toward self-actualization and becoming more successful lg learners

Principles & Characteristics 2 1 Principles & Characteristics View of Language Structural view accepted, including sound features & syntactic structures Language also viewed interactionally, as a human social process From Curran’s disciple La Forge: “Language is people; language is persons in contact; language is persons in response.”

Principles & Characteristics 2 1 Principles & Characteristics Language as Interaction Two fundamental types of lg interactions: between learners, and between learners & knowers Interactions between learners will deepen in intimacy as the class becomes a community of learners Desire to be a part of growing community - intimacy pushes Ss to keep pace with learning of peers

Principles & Characteristics 2 1 Principles & Characteristics Interaction: Learners & Knowers Language Learning goes through 5 stages and compared to maturation or becoming an adult. Process of learning a new language is like being reborn and developing a new persona, with all the trials & challenges of growing up and maturing

Principles & Characteristics 2 1 Principles & Characteristics Interaction: Learners & Knowers Stage 1: Birth Learner dependent on knower. L tells K what he wants to say in TL and K tells him how to say it. Feelings of security & belonging are established. Stage 2: Childhood Learner’s abilities improve, learner becomes self-assertive and achieves a measure of independence.

Principles & Characteristics 2 1 Principles & Characteristics Interaction: Learners & Knowers Stage 3: Adolescence Learner speaks independently, may need to assert his or her own identity, often rejecting unasked-for advice or even becoming resentful and indignant Stage 4: Learner develops tolerance, grows secure enough to take criticism Stage 5: Adulthood The learner becomes a knower.

Principles & Characteristics 2 1 Principles & Characteristics “SARD” An acronym describing Curran’s view on the psychological requirements for successful learning (sometimes SAARRD) S: Security A: Attention & Aggression R: Retention & Reflection D: Discrimination

Principles & Characteristics 2 1 Principles & Characteristics “SARD” SECURITY: Unless learners feel secure, they will have difficulty entering into a successful learning experience.

Principles & Characteristics 2 1 Principles & Characteristics “SARD” ATTENTION: indicates involvement in learning. Variety in choice of learner tasks increases attention & promotes learning AGGRESSION: the way a child seeks opportunities to show strength by taking over and demonstrating what has been learned, using new knowledge as tool for self-assertion

Principles & Characteristics 2 1 Principles & Characteristics “SARD” RETENTION: what is learned is internalized & retained, becoming a part of learner’s new persona in TL REFLECTION: a consciously identified period of silence within lesson framework for Ss to focus on what they learned, assess present stage of development, and re-evaluate future goals

Principles & Characteristics 2 1 Principles & Characteristics “SARD” DISCRIMINATION: The sorting out of learned material With learning, learners discriminate to see how one thing relates to another Discrimination process becomes more and more refined, eventually enabling Ss to use the TL for communication outside the classroom

Principles & Characteristics 2 1 Principles & Characteristics The Learning Community Ss become members of a community, learn by interacting with each other Learning is not an individual accomplishment, but something achieved collaboratively Setup: Ss in CLL classrooms typically sit in a circle facing each other for more open, shared interaction

Principles & Characteristics 2 1 Principles & Characteristics The Learning Community Expectations of learners Listen attentively to T, and to each other Freely offer messages to express Repeat TL utterances without hesitation Support fellow members of community Report deep inner feelings, frustrations, joy, pleasure, fears, failures, victories Become counselors for other learners

Next Time CLL Demo Lesson

TESOL Methodology Week 6: Lecture B Video: CLL Sample Lesson Lesson Analysis Techniques & Applications Homework Questions

Video: CLL 1 1 Video Introduction In this video, you will watch a CLL demo lesson taught by SIT instructor Bonnie Mennell to an international group of adult English language learners.

Video: CLL 1 1 Before Video Things to look for How does the T fulfill her role as a counselor? How are the feelings & emotions of Ss taken into account? How do the activities of this lesson differ from previous ones? How does the T respond and react to Ss’ comments?

Video: CLL 1 1 After the Video What did you think? Would you like to have been a participant in this class? Why did the T do an “inside-out” version of L&R? What was the purpose? What was the significance of the reflective feedback session? If you could add your own comment for the feedback session, what would you say?

Lesson Analysis 2 1 2. Role of Teacher & Students The T is a counselor. SLT: Throughout the lesson, T sets up a warm, comforting, friendly and safe atmosphere through her friendly & supportive attitude and warm manner SLT: T has the Ss free-associate about their homes, calling up images, feelings and emotions

Lesson Analysis 2 1 2. Role of Teacher & Students The learners are at the center of the learning experience. As in humanistic counseling, learning is “client-centered.” The goals of learning emerge from the needs of the learners, not the predetermined goals of the T-counselor. This is reflected in two parts of the class:

Lesson Analysis 2 1 2. Role of Teacher & Students Ss should have the chance to generate the language they wish to learn. SLT: Ss “brainstormed” words they needed for descriptions. Curran believed that Ss should be given the opportunity to assert themselves, to be actively involved, and to invest themselves in the learning experience.

Lesson Analysis 2 1 2. Role of Teacher & Students Instead of being told what to do, the learners should be given control. SLT: During Human ComputerTM, Ss chose which words they wished to have T repeat. Ss control the HC, and can turn it off any time. This is the opposite of L&R, where the T directs, controls and operates everything.

Lesson Analysis 2 1 2. Role of Teacher & Students The learners are given control and autonomy in classroom work. SLT: When S asked how long their sentences should be – “it could be short, it could be long…it’s up to you!”

Lesson Analysis 2 1 2. Role of Teacher & Students Students are whole persons. CLL calls upon Ts to become skillful understanders of their learners as whole persons. Becoming an understander means recognizing and accepting the struggle Ss face as the attempt to internalize another language…

Lesson Analysis 2 1 2. Role of Teacher & Students SLT: During feedback, T listened and showed each S she understood what each one was feeling, not just by repeating the words back, but by paraphrasing and expressing the essence of the message back to them. This shows the Ss that the T accepts them as whole persons.

Lesson Analysis 2 1 3. Teaching / Learning Process People learn best when they feel secure, and knowing what to expect makes people secure. SLT: T began lesson by telling Ss what they were going to be doing for the class. She does this recognizing that any new learning experience can be threatening.

Lesson Analysis 2 1 3. Teaching / Learning Process Setting & enforcing time limits enhances Ss’ feeling of security. SLT: T invited Ss to first visualize and then describe their homes. Each S was given a time limit, and toward the end of the activity they were reminded that they had only one minute left.

Lesson Analysis 2 1 4. Teacher-Student Interaction Learning takes place in a community, through interaction. SLT: Most interaction initiated by Ss – e.g. volunteering words for the board, offering comments during feedback SLT: Ss had chance to interact freely with partners during conversation activity, communicating in their own way

Lesson Analysis 2 1 5. Feelings of Students Ss should always feel comfortable, safe and secure. The superior knowledge & power of teacher can be threatening. SLT: During vocab work the T stood behind the Ss. If the T does not remain in the front of classroom, the threat is reduced, and Ss can focus full attention on words in front of them.

Lesson Analysis 2 1 8. Role of L1 Ss’ native language is used to make meaning clear and to build a bridge from the known to the unknown. Ss feel more secure when they understand everything. SLT: Not in demo lesson due to variation in Ss’ L1s, but see TPLT sample lesson for a good example

Lesson Analysis 2 1 9. Evaluation As with other aspects of CLL, evaluation is done in reverse, with the Ss evaluating their own production. SLT: In the Human ComputerTM activity, Ss learn to discriminate, to listen carefully to see if what they are saying matches what the T is saying.

Lesson Analysis 2 1 9. Evaluation SLT: Reverse Evaluation – it is the Ss who give feedback, in a reflective session at the end of every lesson. Let’s look at two examples from the sample lesson. Remember that in her role as counselor, the T must show understanding & acceptance.

Lesson Analysis 2 1 9. Evaluation S: I also felt comfortable because I knew the purpose of what I was studying. So it was easy for me. T: So, knowing what we were doing and understanding what the purpose was helped you to relax and to study. S: Yes.

Lesson Analysis 2 1 9. Evaluation S: I think it was very good because people can express their feelings and at the same time it’s interesting because you can think many things. And for the vocabulary you can learn a lot because maybe I know some words, but other people know others, and we can share. This way is very nice, increase the vocabulary…

Lesson Analysis 2 1 9. Evaluation S: And I agree about the other opinion about the relaxed time. You don’t feel the pressure, you can talk. Sometimes people can’t express. To me its important. T: So two things that really struck you. One, a lot of the words were new, but they came from your fellow students. And also not feeling pressure allowed you to feel relaxed and to learn.

Lesson Analysis 2 1 10. Error Analysis Error correction should be done in a non-threatening manner. SLT: Human ComputerTM (Part 2) – Ss used words to make their own sentences. As T repeated each sentence, she corrected it – never overtly, but rather by gently repeating a correct version of the sentence.

Techniques 3 1 Translation Learners form a small circle facing each other, with T behind Session may begin with silence, with learners thinking about what to say Eventually, “awkwardness of silence becomes sufficiently agonizing for someone to volunteer to break the silence.” Otherwise, T can encourage lively & active involvement of Ss…

Techniques 3 1 Translation A learner indicates that she has something to say T moves behind her S whispers the message to T, who translates and interprets Learner repeats message in TL to the whole group And so on…

Techniques 3 1 Recording Conversation A technique from Rogerian counseling Works best with smaller groups Record conversation among Ss, giving everyone a chance to speak Ss choose what to say, and when T provides language in chunks, according to the comfort level and ability of each S…

Techniques 3 1 Recording Conversation Gives Ss responsibility over their own learning – the conversation becomes the lesson content When played back, Ss usually recall everything – very motivating Ss have a chance to hear and experience actual results right away Instead of tape recorder, use computer or smart phone for easy recording, playback and distribution

Techniques 3 1 Transcription Becomes basis for class activities – a text for translation, practice, listening, analysis and/or application of grammar points, lexical usage, word/phrase pronunciation, models for new sentence creation Collection of transcripts becomes both the syllabus and the course book – Ss are more willing & motivated to learn when they are the creators

Techniques 3 1 Reflection & Observation At the end of class, in small groups or all together Learners reflect & report on their experience that day Total frankness is encouraged – Rogerian emphasis on congruence T responses demonstrate understanding & acceptance of both positive and negative comments Congruence is a kind of genuineness or transparency, a unity of thoughts, feelings and words

Techniques 3 1 Reflection & Observation Most comments are expressions of feelings – sense of one another, reactions to silence, concern about others, embarrassment, relief, sense of progress or frustration, feelings toward the knower, etc. Reflection can provide basis for (oral or written) contracts – T and Ss specify and commit to what they agree to accomplish within the course

Techniques 3 1 Reflective Listening Ss relax, close their eyes and listen to their voices from the recording, thinking back upon it with full attention and quiet reflection Instead of recording, T can read the transcript as they listen Another technique – Ss mouth the words as they listen

Techniques 3 1 Human ComputerTM The reverse of L&R Any S can operate the HC – just choose a word, phrase or sentence and speak it out. This activates the HC, who repeats it back. S can repeat this again and again as many times as she wants – to stop, just stop…

Techniques 3 1 Human ComputerTM Ss are in complete control, deciding what to work on, when and how T does not correct mispronunciation or other errors, just repeats the language Through T’s consistent manner of repeating the language clearly, Ss self-evaluate and self-correct as they try to imitate the HC’s model

Techniques 3 1 Small Group Tasks Several Purposes: Allow Ss to learn from each other through interaction & cooperation Get more practice in TL Get to know each other better (Community Building) Endless possibilities…

Techniques 3 1 Small Group Tasks Topic-based discussions (use question lists, expand from group to class) Preparing a conversation or role-play (use music, costumes, puppets, drums) Completing or writing a story together to present to the class (use large picture cards to go with story, or act out)

Homework Questions 4 1 Question 1 As a teacher, how important do you think it is to consider the feelings of students? Explain why you think so, providing relevant details from your own experience if you can.

Homework Questions 4 1 Question 2 In your years as a student, did you ever have a teacher who was particularly warm & supportive, or who felt like a counselor to you? Tell us about this teacher, describing his or her personal characteristics and how they affected you or your classmates.

Homework Questions 4 1 Question 3 This week, use the use this answer as an opportunity for reflective feedback, just as we saw in the demo lesson. What are you feelings about the course so far? What do you think about what we’ve learned so far? Feel free to provide positive or negative comments.

Next Week The Natural Approach & Total Physical Response