TEACH WHAT IS TEACHABLE.

TEACH WHAT IS TEACHABLE.
By JOSE

1. Manfred Pienemannn Hypothesis: "Why it is often seems that some things can be taught successfully whereas other things, even after extensive or intensive teaching, seem to remaind unacquired". According to this hypothesis any attempt to learn something new in the English learning proccess need to follow the different stages(1 to 5) explained on chapter 4. step by step, otherwise it does not work, because whatever is learned needs to be "integrated into their interlanguage systems" Page 160. There are exceptions like individual vocabulary items.

2. On page 162 Research Findings say: Teach what is teachable view suggest that while some features of the language can be taught successfully at various points in the learner's development, other features develop according to the learners' internal schedule. Futhermore, although learners may be able to produce more advanced forms on tests or in very restricted pedagogical exercises, instruction cannot change the 'natural' developmental course". "The recomendation is to assess the learners' developmental level and teach what would naturally come next".

3. Teach what is teachable position is suggested to be used for syllabus planners and teachers. L&S suggetions: "It is important primarily for helping teachers understand why students don't always learn what they are taught -at least not inmediatelly" (page165)

Interpretation: According to this hypothesis sequences in the English learning proccess need to be followed, otherwise learners are not going to learn if they 'not ready developmentally to learn'.

Shaping the Way We Teach English: Module 02, Building Language Awareness

Get It Right from The Beginning

Proposal #1: 'Get it right from the beginning' focuses on grammatical rules. Students learn to write and say the language correctly and learn to "train" their ears on how 'the correct form' of a verb sounds.

Teachers refrain from allowing their students to make an error; they propose, "Better for the L2s to learn it CORRECTLY from the ONSET".

Example 1

• T: Repeat after me. Is there any butter in the refrigerator.


• Class: Is there any butter in the refrigerator?


• T: There's very little, Mom.


• Class: There's very little, Mom.


• T: Are there any tomatoes in the refrigerator?


• Class: Are there any tomatoes in the refrigerator?


• T: There are very few, Mom.


• Class: There are very few, Mom.

What immediately comes to mind is BRAINLESS ROBOT! Don't get me wrong, in the right context, repetive language drills work. Yet, from our readings, we have learned that language learning involves a lot more than language repetition. "The students have no reason to get involved or to think about what they are saying", (L&S, p. 138).

Research

1. Sandra Savignon (1972) studied three subgroups: a Communicative Group, a Culture Group, and a Crontrol Group.
2. Four hours of weekly instruction including audiolingual instruction and grammar teaching occurred.
3. An additional hour of "special activities" occured in each subgroup.
4. Savignon's research findings stress that "accuracy and form do not give students sufficient opportunity to develop communication abilities in a second language", (L&S, p. 143).
5. Out of three subgroups, the Communicative Group maintained higher scores than the other subgroups consistently. (L&S, p. 142).

Six Proposals for Classroom Teaching

'What is the best way to promote language learning in classrooms?'

In their book, How Languages are Learned, Lightbown and Spada (2006) have organized six proposals relating to the best way that students can effectively learn a second language.

Good educational research combines both Quantitative and Qualitative design. And while a quantitative approach is crucial as it relates to specific circumstances, numbers and variables, a qualitative approach to L2 learners opens the doors to questions like, "Why do they learn in that manner? What really helps them gain proficiency?"

L&S discuss six key experimental studies:

1. Get it right from the beginning


2. Just listen...and read


3. Let's talk


4. Two for one


5. Teach what is teachable


6. Get it right in the end

The Wild One's will summarize each section and provide you with detailed responses in regards to what methods truly work for promoting second language proficiency. Enjoy!

Below is a link in regards to educational research pertaining to ELLs and Math Instruction

http://www.coursecrafters.com/ELL-Outlook/2007/mar_apr/ELLOutlookITIArticle1.htm