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“Motivation is the extent to which you make choices about (a) goals you pursue and (b) the effort you will devote to that pursuit”

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Chapter 7 - Aline, Maiara and Mateus Henrique.

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Chapter 7 - Aline, Maiara and Mateus Henrique.

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Culture is the ''glue'' that binds us together. It makes us sensitive about what other will expect from us. It's dynamic and situational.
It also establishes contexts of cognitive and affective behavior.

So it seems obvius that culture is highly important in learning a second language as it is part of culture. They are so connected that its impossible to havo one without another.

The acquisition of a language is also the acquisition of a second culture.

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1. Analyze the overall situation (students, resources, and so on)

2. Analyze needs

(objective and subjective ones)

3. Plan in advance for potential problems.

4. Define goals.

5. Prepare the syllabus.

6. Select materials and resources available.

7. Prepare assessments.

8. Evaluate your curriculum.

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Teaching beginning levels

10 factors will help you design classroom techniques

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1 - Students’ cognitive learning process:

A lot of repetition, but you can make your students use their limited vocabulary for meaning purposes.

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2 - The role of the teacher:

a) Teacher-centered but also student-centered (pair or group work).

b) “Keep the ball rolling”.
c) As student gain proficiency, they will be able to initiate conversations

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3 - Teacher talk:

a) Slow speech but not too much.
b) Don't need to change the tone of your voice.                                                   c) Vocabulary and structures.
d) Native language is an option

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4 - Authenticity of language:

a) Simple greetings and introduction
b) This may appear artificial because of repetition but students appreciate the opportunity to practice
c) Make sure utterances are limited to short, simple phrases

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5 - Fluency and accuracy:

a) Students are practicing to be fluent but don`t need to be corrected for every minor flaws
b) No news is good news” is dangerous
c) Pronunciation work is good (phonemes, phonemic patterns, intonation, rhythm and stress)
d) Ignoring this may make fluency difficult for students
e) Teacher should create the perfect balance

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How does the relationship of culture and language affect your own teaching?

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How does the relationship of culture and language affect your own teaching?

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In ESL context, the students are learning not just a new language, but also a new culture.

In EFL context, your students are in their own culture, learning a language with some foreign cultural connotations.

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6 - Student creativity:

a) Unrehearsed situations
b) Receptive and productive creativity
c) Innovation will come later because now students are very limited

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7 - Techniques (activities, procedures, tasks):

a) Repetition
b) Group or pair work
c) A variety of techniques are important because of limited vocabulary

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8 - Listening and speaking goals:

a) Listening and speaking need to be meaningful and authentic
b) Students are limited more by grammar, vocabulary and length of utterance

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Guidelines on accounting for cultural issues in your classroom

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Guidelines on accounting for cultural issues in your classroom

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1. The student's culture identity is a seated bundle of emotions.

2. Capitalize on the cultural connotations.

3. Use your classroom as a place where students can realize that there's no such thing as a culture better than another.

4.  Help your students to appreciate and celebrate diversity.

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9 - Reading and writing goals:

a) Teachers should use brief but real-life written material
b) Reading: Advertisements, forms and recipes
c) Writing: forms, lists and simple notes and letters
d) Respect the students` literacy level in their native language .

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10 - Grammar:

a) EFL (non English-speaking country) - the teacher can use the students` native language to explain grammar
b) EFL (when relying only on English) - the teacher may overwhelm the students. An inductive approach to grammar will be more effective

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To teach for students classified as intermediate level, it's necessary to consider ten topics because these students are good in average communication.

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1 - Students' cognitive learning processes:

Firstly, intermediate students know some grammar elements and some things about language that  are automatized by mental processes. The teacher needs to continue working on the automation of that processes with hints of language.

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2 - The role of the teachers

The second point is working in pairs or in groups to reinforce the interaction between students, with that the conversation can be more advantageous for them.

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3 - Teacher talk

It's important that the teacher don't speak too much, but instead, give more opportunities to their students to talk. Also, the teacher needs to speak less their native language, in order to practice the foreign one.

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4 - Authenticity of language

Students can be too focused on grammar analysis and deviate from the usage of the real language. The teacher has to remember them what is the real focus.

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5 - Fluency and accuracy

The fluency exercises can help students write everything correctly.

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6 - Student creativity

When learning a new language it can be hard to don't make mistakes, but it's necessary to encourage the students and allow them to be creative in dialogues.

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7 - Techniques

Some techniques for intermediate students are: chain stories, surveys and polls, paired interviews, group problem solving and others.

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8 - Listening and speaking goals

These abilities are complex, but they can be learned with alternative forms like, for example, the creation of a novel, where students can be asked and answer questions to exercise their communicative skills.

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9- Reading and writing goals

To improve the reading and writing abilities, it's necessary to read short stories, for example, and writing it too.

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10 - Grammar

The students of this level can learn with simple explanations. The teachers need to know that their students don't need to be specialists in linguistic.

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Since few ESL classes are made for the superior level, the items will just describe what is considered "advanced".

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1. Analyze the overall situation (students, resources, and so on)

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1. Analyze the overall situation (students, resources, and so on)

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It begins with an overview of the educational settings (available resources, institutional framework, physical structure, and learner’s profile). Class characteristics ought to be taken into consideration as well. It means the teacher has to analyze the level of homogeneity of the students, how many are there, how is their relationship to other classes, and so on.

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2. Analyze needs (objective and subjective ones)

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2. Analyze needs (objective and subjective ones)

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It is essential for designing the course's goal. According to Brown (2007), there are two types of needs: objective (ex: what learners need to do in English) and subjective (ex: students’ expectations).

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It is essential to define goals first, such as making students participate in social conversations in English, and then proceed to objectives, which are the specific lessons included in the curriculum to reach its goals.

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3. Plan in advance for potential problems

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3. Plan in advance for potential problems

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Plan in advance in order to have an action course in the case of any problems. Brown (2007) describes the situation analysis as one of the easiest steps towards designing a course. However, the needs analysis points out to potential problems one might find along the way.

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First of all, it must be function-focused rather than form-focused. Brown (2007) calls the syllabus a communicative syllabus because it must be tested more than once in order to get the right strategy. Brown’s list for a communicative syllabus includes the course’s goals, objectives for units and lessons, purposes, skills, grammatical, lexical and/or phonological forms, references to additional resources and possible suggestions of assessment alternatives.

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6. Select materials and resources available

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6. Select materials and resources available

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Above it all, those materials should meet learners’ needs and how they’re going to use the language, they should also facilitate the learning process and have a clear role as learning support.

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Assessment should also be included in curriculum designing. Its goals and types are to be described.

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Brown (2007) ends up the chapter explaining that the curriculum’s success must take into consideration the effectiveness of three factors: students’ learning, how well the curriculum has been built and the teacher’s skill to work on it in an effective way.

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1. Students' cognitive learning process

At this level, teachers are almost unneeded, because students are automatically gaining confidence to speak the language.

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There is a crucial debate between: English Only versus English Plus.

Two commonly used terms characterize the status of one's native language in a society where the second languague is learned: substractive and additive.

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ESL and EFL classes are found in such a wide variety of educational establishments. Even within one "type" of instituion, multiple goals are pursued.

Elementary and Secondary Schools
A number of models are currently praticed in the United States for dealing with nonnative English Speaking students in elementary and secondary schools.  Some models of these models follows:

1) Submersion;
2) Immersion;
3) Mainstreaming;
4) Transitional Bilingual Programs;
5) Maintenance Bilingual Programs;
7) Enrichment Bilingual Programs.

Post-Secondary and Adult Education

The following descriptions illustrate the variety of courses in such institutions:

Survival/Social
Literacy
VESL (Voactional ESL)
Workplace ESL

Institutions of Higher Education
Following are descriptions of three broad types of curricula that are designed to fit varying student goals:

IEPs;
EAP;
ESP.

"Institutionals constrains are sometimes the biggest hurdle you have to cross. Once you have found ways to compromise with the system and still feel professionally fulfilled, you can release more energy into creative teaching."

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The difference between second and foreign langague needs some attention, as both definitions are regularly interchanged.

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As English takes on more and more the role of a second language in a country, there's a likelihood of a more nativized variety of English in that context.

The multiplication of varieties of English poses some practical concerns for the teacher.

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1. Behavioral
(motivation that gives the student rewards, or in other cases, penalties. Some examples of recommendations used by the author are compliments, such as notes and even hugs or candies)

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2. Cognitive
(The. Drive theory, as the name says, is the guided theory, and it is elaborated in 6 “drivers”: exploration, manipulation, activity, simulation, knowledge and improvement of the ego. This theory is a way of showing us interested in exploring the unknown, "controlling" our environment, being physically active, going after the answers to some questions, reaching our self-system, etc.
B. Hierarchy of needs theory is the theory cited by Maslow, who created a pyramid of human needs that goes from physical needs to common needs and then needs of esteem
C. Self-control theory is the theory of motivation in which the student makes his own choices, achieving autonomy)

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3. Constructivist
(emphasis on the environment in which the student is located and in himself and his choices, and it is a motivation that derives greatly between the student's interaction with others and also from his own determinations)

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4. Intrinsic motivation
(students have their own reward, such as autonomy and competence)

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5. Extrinsic motivation
(external reward, such as grades)
6. Intrinsic vs. extrinsic
(intrinsic> extrinsic, promotes student autonomy)
7. Many schools have extrinsic motivation (exams / tests), resulting only in the student's desire to be praised
8. Teachers can intrinsically motivate the student through classroom discussions

9. Students do a self-assessment, generating self-knowledge

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INTRINSIC MOTIVATION IN A SECOND LANGUAGE CLASSROOM

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INTRINSIC MOTIVATION IN A SECOND LANGUAGE CLASSROOM

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1. Teach writing as a thought process, in which each one develops his ideas openly;
2. Show reading strategies that can bring their own information to write;
3. Bring an approach that can create your own way of reading materials from others in the room
4. Oral fluency helps students to discuss their own interests, not just the topics taught by the teacher;
5. Listen to academic lectures in the student's area of ​​interest;
6. Teach communicative language, where each student will achieve specific functions;
7. Grammatical explanations, so that the student sees the potential to improve their autonomy in a second language.

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There's a huge debate in language-teaching circles: How important is it that the teacher is a native speaker?

But we moved into another paradigm nowadays, in which the concept of a native or nonnative speaker is not that important anymore, and perhaps is more important to think about the level of proficieny of a user of a language.

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2 - The role of the teachers

With advanced students, teachers must be the guiding pointer in a way that the class plan can be fulfilled.

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3 - Teacher talk

a) The teacher talk has to be the natural as possible
b) Focus on feedback of vocabulary and structure of spoken language
c) The type of the activity regulates the amount of teacher talk

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4 - Authenticity of language

Here, examples of phrases just to show vocabulary or structure can be discarded. The real usage of language (as in literature, for example) is encouraged.

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5 - Fluency and accuracy

The teacher, at this stage, doesn't need to focus too much on language analysis. The students are "fluent" and don't think too much about grammar.

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6 - Student creativity

The advanced students are very creative and just need the teacher to put them back in the focus of the class.

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7 - Techniques

The techniques at the advanced point have to work upon sociolinguistic and pragmatics competences. Students are now prepared to activities like group debates and role play. They also can read in order to find precise information.

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8 - Listening and speaking goals

The students have to focus on the nuances of sociolinguistics and pragmatics, observing also the cultural features of the spoken language.

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9- Reading and writing goals

Writing here exercises the critical view of texts and also the writing of professional texts, related with the goal of each student.

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10 - Grammar

The teacher has to balance the discussion of metalanguage with simple deductive grammar.