Paradigm Shift: Understanding and Implementing Change in Second Language Education (George M. Jacobs and Thomas S C Farrell) (George M. Jacobs and Thomas S C Farrell) Whitney and Stephanie EDN 203: Journal Review

Change from Positivism to Post-positivism Positivism Emphasis on learning in parts Emphases on separation General Objective consideration and quantified Rely on experts knowledge (researcher as external) Focus on control Top-down Standardization Focus on product Post-Positivism Emphasis on whole and cross-cultural learning Emphasis integration Specific Consider subjective and non-quantifiable Consider average and insider knowledge (researcher as internal) Focus on understanding Bottom-up Diversity appreciation Focus on the process

Greater attention on role of learning process Development of life-long learning Greater attention on diversity as a strength to be catered to and appreciated. Holistic learning – school to world connecting Focus of internal classroom than external observers Comprehension - Importance of meaning instead of drills Changes of Learning Emphasis

Eight Teaching Strategies Learner Autonomy responsible for own learning and others they interact with Students develop their own purposes for life-long learning Extensive reading Group Activities Self-Assessment – high-order thinking Cooperative Learning Enhance student-student interaction Group activities - student-centered Project Work – community focus Curricular Integration Focus on meaning Drill and memorization – short-term Focus on language that is being used Journal Writing Self-Assessment

Strategies Continued Diversity Get rid of “one-size-fit-all” mentality Student awareness on intelligence Students work with different intelligence profiles Thinking skills High-order - critical and creative Project Work Curriculum Integration Alternative Assessment Emphasis meaning rather than form Portfolios Peer assessment and feedback Teachers as co-learners Asking questions with many answers Teachers learn subject area as they teach Teacher and Student Journals - share with students Do research with students - fellow learner (facilitator) Teacher and Student writes and share feedbacks

Reasons why Paradigm Shift is not completely working Beliefs and behaviors Confusion in implementing task at hand Task is time consuming Shift is being presented in “piecemeal fashion” (traditional/holistic mix) More communication Testing remain traditional Low-order thinking Form focused rather than meaning Complete, Holistic Change Must Occur