Brown's chapter four begins by discussing approaches to teaching. As he states on page 62, you are more likely to engage in what he calls "enlightened" teaching if you perceive and internalize connections between practice and theory. This is not unfamiliar to us. We as pre-service and practicing teachers continuously ask ourselves; Who am I as a teacher? How does theory influence my practice? How does this impact my students?
The readings for this week seemed to focus on how important it is to maximize learning opportunities for our learners. However, as Kumar states, learning is primarily a personal construct which is controlled by the individual learner (44). What individual learners bring to the learning context must be considered in teaching. There are a number of factors we have read about that influence second language learning which all center around the individual learner. The best we as teachers can do, according to Kumar is create the conditions necessary for learning to take place (44).
Brown specifically looks at 12 principles of second language learning which form the core of an approach to language learning. The first is automaticity and the second being meaningful learning. Meaningful connections must be made between existing knowledge and new material. The third principle is the anticipation of reward which Brown believes to be a human characteristic. If students are driven to act in anticipation of some reward, what can we do as teachers long term, short term to motivate students? Fourth is intrinsic motivation; the idea that it is better in language learning to be intrinsically motivated. If the student is intrinsically motivated a external reward won't be needed as the act itself would be self-rewarding. Strategic investment is the fifth principle mentioned. This is the idea that instead of a focus on teaching methods, learning a second language will be due to a learners own personal investment in effort, attention and time. As Kumar suggests as well, language learning should be learner-centered and not focused on the teaching methods. Brown states on 64 that, "a teachers greatest dilemma is how to attend to each individual student in a class while still teaching the class as a whole group." (64). What does this mean? How can we individualize instruction while still teaching the whole class? you agree and what can we do in our classroom to individualize instruction while still reaching ll stud tens.
The sixth principle is autonomy which means the learners' autonomous ability will have a great influence on their success in the second language. I thought it was well defined here as "the capacity to control one's own learning" (70). Brown also states learners need to become autonomous, independent of the classroom in another chapter when discussing strategic investment. Here he states how important it is for learners to be fully aware of their own strengths, weaknesses, preferences and styles and to use that in strategic options and raise awareness in language learning (26). Brown believes that knowing who you are as a learner, helps you become more independent and more successful. The chapter goes on to discuss the number of ways learners can develop the self-awareness they need to for successful learning strategies and how to teach these strategies in your classroom. Why is this important? What stuck out to you in these sugestions?
The principles discussed by Brown thus far have been considered cognitive but there are also a number of socio-affective principles which are more focused on the emotional involvement of learners. Brown first discusses the "language ego" meaning when we learn a second language we develop a "new mode of thinking feeling and acting" (72). Brown calls this second identity, a language ego. He believes this can create a sense of defensiveness, fragility and raising of inhibitions in the learner. Therefore it is important to provide support for our students, how would you do this?
Willingness to communicate is the eighth principle discussed. On page 73 it is described as "the intention to initiate communication, given a choice". This often includes, anxiety, self confidence, risk-taking, self efficacy, their belief in their ability etc. I know through my own language learning experiences that this can be challenging for many learners. While I can listen to my second language and comprehend what is being said, I find myself to be much more reserved when using my second language. In my first language I am able to express myself openly and don't worry about mistakes or what I am saying. However, in my second language, even when I am tempted to say something, most often I hold my comments back because I don't want to take the chance of a communication breakdown.
The ninth principle is the language-culture connection. This is the idea that with the language, a system of customs values, feelings, acts and ways of thinking is also taught. This is something we have discussed in ENG 343 and most likely, many of your other courses. This could also include helping students through the process of acculturation. It is very difficult to define a culture, as we have discussed. Teaching culture and learning about culture also proves very difficult. However, many students whoa re living in a feign culture may stubble with this process of acculturation, what can we do to help? Or for the students who are learning EFL, how are we able to teach culture?
The last set of principles are linguistic, centered around the language itself. These include the tenth principle; the native language effect in which the native language has a strong effect on acquisition of the second language either through production and comprehension. The eleventh principle is the interlanguage which states that learners go through a systematic or quasi-systematic developmental process as they progress to full competence in the language (Brown 77). And lastly, instruction should be directed towards communicative competence, which is the goal of the language classroom.
Brown's chapter sixteen further discusses language learning. On page 258, he argues that persistent use of a whole battery of strategies for learning language, either in a classroom or self-study is needed for success. He discusses strategic investment, which learners make in their own learning process. This is an investment of time and effort. Brown compares these skills to others including learning a musical instrument or playing a sport. Both of these examples and language learning involve observing, focusing , practicing, monitoring, correcting and redirecting. I have played a musical instrument for over a decade and taught myself how to play several more. When I think about how I learned how to play my first and second instruments I do see many connections between these skills and language learning.
Learning is certainly individualistic. As Kumar addresses in his chapter, we need to break the cycle of classrooms being bound by teaches' agendas, teaching materials, and syllabus specifications. It is important as Brown pointed out for language learners to be autonomous and teachers must do everything in their power to maximize learning opportunities for their students. Kumar discussed in his chapter that teachers and learners need to generate learning opportunities not only inside the classroom but outside of the classroom. Inside the classrooms students must be involved, teachers need to be asking questions that will trigger meaningful interaction and outside of the classroom teachers need to help learners connect with the local community and global community.
