I have been working on these blasted journal entries, so NOT a journal, but here goes, as it takes up time and ends up being quite interesting for me, I thought at least I should post them up :)
Foreign language learning I have encountered as a
language teacher in China is often a combination of Skinnerian,
Ausubelian and Rogersian concepts; some aspects of these theories are
existent as general educational practice, and others facilitated and
progressively practiced in my classrooms. In this instance, my
perspective comes from teaching multiple ages, in classes of all sizes
and variations, every student learning compulsory English in China. I
have found a regimented rote learning style of education in Chinese
public and private schools, where retention is gained through
memorization, and mental storage of information is considered success.
Classical conditioning is common in language classrooms, and
stereotypical cultural features of learners behavior eventuates in
attitudes, affecting the development of a target language (Brown, 2007).
Skinners use of reinforcers (Brown, 2007, p. 89) as response to
behavior in the language classroom equate in learners strengthened
confidence, and certainty in their behavior. Commonly I have found
learners often develop blind responses to stimuli; in all situations,
the answer to ‘how are you?’ is ‘I am fine’. Due to an implicit control
on human behavior customary in some countries, emitted reactions and
responses are frequently silence, students hoping as a consequence to be
ignored, rather than admitting confusion. I encourage learners to ask
questions, and with subtle support, student’s behavior develops to be
open and inquisitive in nature.
Ausubel’s subsumption theory is more frequently acknowledged as an
important factor in learning functional properties of the target
language, especially in non-immersion classrooms. Relating material from
the ‘real world’ so students can retain meaningful language knowledge
is similar to a natural acquisition process. Creating a meaningful
learning (Brown, 2007, p. 91) environment in a language classroom is a
challenge I consider imperative for learners development, authentic
tasks and materials can be utilized to gain more extensive and genuine
knowledge of the target language, culture and its functional properties.
In most schools where curriculum is relaxed with foreign teachers, I
implement task based activities and games, where learners focus on
imitating real life situations and implicitly practice functional uses
of the language forms they already know, but never have had to use.
Rogers concept of humanistic psychology outlined in Brown describes
the importance of teachers as facilitators, and ‘the establishment of
interpersonal relationships with learners,’ (see Brown, 2007, p. 97).
In my experience, building a classroom community (Senior, 2002) is key
to trust and progress between learners and their teacher. I encourage
opinionated expression and self-concept development of my students,
where in reality, the background of learners is of a traditionally
conditioned culture, where individual expression is discouraged.
Within boundaries of culturally appropriate and general awareness in
teaching methods, I strive to facilitate a genuine context for learners
to communicate, and interact, in meaning focused situations. As Chamot
describes, the good language learner uses memorization techniques, asks
questions, practices communication and is an active learner (2001, p.
29). I generally find a combination of relevant concepts in play in the
language classrooms I encounter.
References
Brown, D. H. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY: Longman.
Chamot, A. (2001). The role of
learning strategies in second language acquisition. In M. Breen (Ed.),
Learner contributions to language learning: New directions in research
(pp.25-43), Harlow: Longman.
Senior, R. (2002). A class centered approach. ELT Journal, 56(4), 397-403.
