Constructivism and Innovation in English Language Teaching

Constructivism and Innovation in English Language Teaching

Prof Bob AdamsonHong Kong Institute of Education

badamson@ied.edu.hk

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!