I know I was one of the first to criticize this textbook, however I have to admit there is a lot of valuable information here. I also have to admit that I only fell asleep twice this chapter. Honestly not out of boredom, the opposite. My brain got so tired, as the text made me evaluate and consider all of my experiences with second language learners and teachers. More exhausting than anything else.
The question posed to me was "Which of the main five hypothesis did you not agree with? Why?" Truthfully I do not feel disagreeable to any of them. I can see from my own experiences which seemed more effective and why. But I do not disagree with any. For example hypothesis number one. "Opportunities must be provided for students to practice using language in a range of contexts likely to be encountered in the target culture." I have little experience with this type of teaching opportunity. Especially when being encouraged to express individual meanings, opportunities for interactive communication between students, creative learning practices, and authentic language instruction. I my own mind maybe if I had more experience with this type of language learning, maybe I would be at a more proficient level of learning. I know of few teacher who utilize this beyond generalized questions and answers of How, when, where generic questions and generic answers that are not necessarily authentic questions or answers when it comes to a particular culture. What little of this type of learning I have experienced has been very valuable and useful. I am very interested in reading about others reactions to the chapter. Mi'iw Makwa
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Yes, I agee that the text is very valuable. Brian's explanation put the text into perspective for me and so I don't mind reading it as much.
ReplyDeleteIt would seem that an instructor would have to incorporate a part of each of the hypothesis(s).
I am looking at hypothesis 4 as the one I agree with the most but if you have a large classroom, it might be difficult to incorporate each of the students personalities and learning styles. Phyllis seems to have found her niche with her students. I taught Small Business Management for Itaska Community College many years ago and I had no idea what teaching was about. I got though it and one of my students did open her own business so I felt better about not knowing the proper way to teach.