Week 4: Kumar’s Changing Tracks, Challenging Trends and Brown chapter 3

The article by Kumar summarizes the shift that has occur in the field of TESOL, the evolution of perspectives over the past 15 years. More specifically, it explores the shift from CLT to TBLT, from method-based pedagogy to postmethod pedagogy and from systemic discovery to critical discourse. In addition to focusing on the above changes, it also deals with the changes and challenges each perspective has to offer.

First shift: From CLT(sociolinguistically orientated)  to TBLT (psycholinguistically orientated)

The theoretical principles of communicative language teaching derived from a concept strongly rooted on language communication, in particular Austin’s speech act theory. Some perceive CLT as having the same concept as the audiolingual method and other recognize it as the answer to the unsuccessful audiolingual method. Either way, such theory explores the idea on how language uses perform certain speech act. The primary focus of such theory is the concept of “negotiation, interpretation and expression” (Kumar 61). The CLT aims to move classroom teaching from the typical structure curriculum and more them towards a classroom teaching that relied on meaningful actions that take place outside of the classroom. I believe the Brown’s chapter paints a clearer picture of the goal of the CLT. The goals include creating “real-life communication, facilitating lifelong learning, developing linguistic fluency, generating unrehearsed language performance” in the real world and seeing students as partners in the classroom (Brown 45-46). Despite the fact that it contains respectable aspects, there still exits certain flaws, the authenticity, the acceptability (not supported by evidence) and the adaptability (it works in once context but fails in another. “what is good for Europe is not good for KwaZulu” (Kumar 63)) of the CLT.  The discrepancy in the CLT paved the way for TBLT.

Some researchers see TBLT as a perspective within the framework of CLT while others, like Kumar, argue that is significantly different. Before the theory of TBLT is discussed, the author attempts to define the word task, because it is at the center for language teaching. Task is “a range of work plans that aims at facilitating the language learning” (kumar 64).  Essentially, the TBLT approach specifies what it is that the learner will do with the language. Depending on the researcher, numerous approaches can be given. Skekan presents two approaches to TBLT. There are structured-oriented (which place more emphasis form) and communicative oriented (which places importance on meaning). Long and Crookes offer three different approach, language centered task (giving attention to linguistic form), learner-centered task ( “direct the learner attention to formal and functional properties”) and learning-centered ( aims to engage the learner in certain speech act without explicit focus on form). In chapter three, Brown also talks about the different types of tasks, target tasks (which students must complete outside of the classroom context) and pedagogical tasks (which form the center of the class).  Target tasks are more detailed and closely tied to the classroom. Pedagogical tasks focus on the techniques use to guide the students in performing the target tasks. In other words, target task is a subset of pedagogical task.

Second shift: From method-based pedagogy to postmethod pedagogy

It seen that, we, should distance ourselves from the method-based pedagogy because it place to much emphasis that there exists a method suitable for all learners. The concept of method-based pedagogy put limitations on language learning and teaching. The idea that there is no need for “an alternative method rather an alternative to method” is what cause the shift from method-based pedagogy to postmethod pedagogy (Kumar 67). Among the numerous approaches that are used to explain the concept of post method pedagogy, the author discusses three, Stern’s three-dimensional framework, Allwright’s exploratory practice framework, and his own macrostrategic framework. Sterm framework contains strategies and techniques. The three dimensions are “the L1-L2 connection, the code-communication dilemma, and the explicit-implicit option. On the other hand, Allwright’s EP is rooted in three important doctrines; the quality of life in the classroom, the understanding the quality of the classroom life, and understanding the quality of life is a social matter. From these tenets, Allwright created seven principle of language that can be found on page 68 of the article. But the main purpose of the seven tenets are to have the learner identify the problem, reflect on it, pay close attention to it, take action against it, determine whether there is adequate information to move one, moving on, and last going public with the information. Although it involves many steps, the “central focus to EP is local practice”. Kumar’s perspective is based on three principles, the principle of particularity, practicality and possibility. I believe the book provides an easily understandable definition. The principle of particularity, means paying attention to the context. Every teacher, student, classroom and even English is different.  Practicality deals with removing the division and/or closing the gap between teachers and theorists. Possibility taps into what the student has to offer. The perspectives above give insight on how one can adapt post method pedagogy, but ultimately it is the teacher that constructs his/her own postmethod pedagogy.

Third shift: From systemic discovery to critical discourse

Critical discourse aims to connect the word with the world, to expand the educational journey to many aspects such as social, cultural and political language use. It deals with creating the cultural form and knowledge that give purpose to the experiences of the learners and teachers.