Post Manchester Iatefl Reflections
My number one theme from the Conference
Two weeks have now slipped past since I came back from the Iatefl conference (How’s that for a Present Perfect?) and as time goes by certain things recur or fall into place in the somewhat fragmented jigsaw puzzle of my mind. I think the overall theme this year for me at the conference was the issue of where learning takes place, how muchof it is formal, tradional and how much, on the other hand, is informal, incidental, accidental if you like. The question that I keep asking myself is this: where does learning happen?
In fact incidental, informal learning was a theme that came up in the LTSig Pre Conference event where Agnes Kukulska-Hulme’s talked about it, describing the way some learners, who need to integrate themselves into new communities, with new languages, access the language they need for very specific contexts such as “going to a hospital appointment”. She discussed ways of encouraging this technologically by means of various teaching apps being developed in the projects she is participating in.
The very first conference plenary also touched on this subject as Donald Freeman wondered whether we as teachers are “frozen in thought” driven by the myths of our profession, which, as he said, are not right or wrong but may be both useful in that they are th course we chart, but also limiting if we do not see that other things are going on outside that charted territory. He questioned two points related to the issue of learning in his presentation:
1) there is direct causality between teaching and learning: teaching causes learning;
2) The teacher has “sole” responsibility for the process;
Most of us would have our doubts about these, because we all see on a daily basis that what our students learn may be what we are attempting to teach, but very often is not. Most of us also subscribe to the idea of learner-centred teaching, but the point he was making is that what is taught is often chosen by the teacher, the course book, the programme or what is required to pass exams, and rarely by what the learner truly wants or needs to learn. Of course we all have to respect syllabi, and exam requirements but these could be our map and we can also keep our eyes open to see what is going on around us as we chart this course. Freeman talked about “managing what you can’t control” when you teach but perhaps we should go even further and explore what we can’t control or help the learners control what they want to.
In my Context
In my context, which is not one of learners seeking to integrate themselves into a new world, but rather one of large classes of university students doing lessons that are often held in traditional classrooms, with a traditional syllabus and traditional expectations, I find myself increasingly asking the question I mentioned above: “Where is learning happening?”. Michael Wesch’s project in 2007 posed the same question in the YouTube video below, asking why learning was “up there” on the blackboard, rather than “down here” where the learners are actually sitting.
So much of what we do in class pays lip service to the notion of being learner centred, I think. But how learner-centred is it? Exams play a central role in the motivation and organisation of study in our university and, therefore, learning comes about often as a sort of by-product of exam preparation. In a world of continual cost cutting and shrinking course hours the focus is often on what is in the exam and what to do to prepare for it. This is almost inevitably a top-down process.
Added to this the belief in online self-access courses as a sort of general panacea and we are charting a route towards disaster rather than a real learning process. In my version of blended learning, as yoou probably already know, I believe in integrating the online work with the face to face work in what I hope is a smooth “blend”. Learners participate in the online classroom space developing online dialogues with each other and with me which help to direct our course along its charted path but without being afraid to stop and visit some fertile islands and sandy beaches along the way.
My own Beliefs
Despite the limitations of my own context I am a firm believer in learner centred classrooms and in empowering learners to help them towards autonomy, if that is what they want. One of the other things that I have brought back from the conference, for instance, is a renewed enthusiasm for the use of copora in class. My own learners often misunderstand why certain language choices just don’t work, and they will not always have their teacher there to explain things to them. To teach them how to be able to access a corpus, then, so that they can work these things out for themselves is an essential step in this journey towards autonomy and empowerment. This is easy to say but not so easy to explain so I’d now like to share one example of how we are doing this in class working on an error which is extremely widespread amony italian L1 speakers.
An example of Student/Teacher Online Dialogue
” If anyone had the possibility of choosing their dream house…”
I questioned the use of “had the possibility” and this was the exchange that followed. It was an asynchronous dialogue that was developed over two weeks in the chat box function of our digital classroom, which is, in itself, a step towards more learner centred work, I think:
Possibility is the wrong choice here both because of the meaning and the verb/noun collocation . Why?
‘Chance or opportunity’ would both work better here. Check the verb patterns for these too.
Enabling Learners to Answer their own Questions
Using Concordance Lines in class
Learning to Use Corpora Independently