George M. Jacobs

Understanding and Implementtng the Clt (Communicative Language Teaching) Paradigm

The call to change seems to be a constant in education. In second language education, a constellation of changes have been proposed and, to some ex tent, implemented. This constellation of interconnected changes can perhaps best be termed a paradigm shift, with this paradigm fitting under the general umbrella of Communicative Language Teaching (CLT). The concept of para digm shift usefully offers one means of making such connections between the changes linked to CLT. The article attempts to put the CLT paradigm shift into perspective as an element of larger shifts from positivism to post- positivism and from behaviorism to cognitivism. This article describes eight changes that fit with the CLT paradigm shift in second language education. These eight changes are: learner autonomy, the social nature of learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment, and teachers as co-learners. The authors argue that in second language education, although the CLT paradigm shift was initiated many years ago, it still has been only partially implemented. Two reasons for this partial implementation are: (1) by trying to understand each change sepa rately, second language educators have weakened their understanding by missing the larger picture; and (2) by trying to implement each change separately, second language educators have made the difficult task of change even more challenging.

The Appropriacy of Group Activities: Views From Some Southeast Asian Second Language Educators

Group activities developed in Western countries have been advocated for use in foreign and second language learning internationally. This article reports the views of 31 second language educators from six Southeast Asian countries (Brunei Darussalam, Indonesia, Malaysia, the Philippines, Singapore, and Thailand) on the appropriateness of group activities in their own educational contexts. Background is provided on the six countries and relevant previous scholarship is reviewed. Data were collected via questionnaires and interviews. Some of the participants also took part in the data analysis. Results showed that these Southeast Asian second language educators feel group activities are appropriate to their contexts and that they are already making use of groups in their teaching. Key problems cited in using groups were low motivation, significant variation in proficiency levels, and large classes. These problems are discussed. The recommendation is made that the literatures on cooperative learning and task-based language teaching may provide insights into methods of increasing the effectiveness of group activities, while at the same time, educators will want to use their own local knowledge to adapt group methods to fit their particular contexts.

A Survey of English Language Teaching Trends and Practices in Southeast Asia

AbstractThis study investigated the extent to which English language teaching in Asia had undergone important changes, in particular with regards to teaching and assessment practices. A sample of 212 English teachers from 10 Asian countries participated in the study by responding to a set of questionnaire items designed to elicit information about their instructional and assessment practices. Analysis of these teachers’ responses indicated that while Asian English teachers were moving toward more communicative, learner-centred approaches to teaching, their assessment practices remained somewhat traditional. Possible reasons for the lack of greater change toward more communicative teaching and assessment are discussed, and suggestions for promoting further changes are offered.

Using Positive Education to Enliven the Teaching of Reading

Positive education is a relatively new, student centred approach which takes an optimistic view of learning, seeks to build on students’ individual and collective strengths and encourages students to take responsibility for collaboratively interacting with peers for the benefit of themselves and others. This article begins by explaining some of the roots, research, principles and applications of positive education. Seven positive education principles are: connections with others, responsibility, gratitude, positivity, strengths, kindness and meaning. Next, the article considers how positive education can inform two approaches to the teaching of reading: dialogic reading and extensive reading. Dialogic reading involves students interacting with teachers and peers about what they read. This interaction can include topics related to emotions and values. Extensive reading involves students in reading large quantities of text at and around students’ current reading levels. Sometimes, students may do activities to share with others about what they read. The last part of the article provides ideas and examples of how dialogic reading and extensive reading might benefit from insights from positive education.

Extensive Reading and Listening in the L2 Classroom

This chapter first looks at extensive reading (ER) and extensive listening (EL) separately, defining the terms and discussing the language learning benefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be rather limited. In these L2 learning contexts, the main source of input comes from the classroom teachers and the coursebooks, which, while useful, tend to have limited impact on L2 learning. By implementing both approaches, L2 learners could be exposed to far richer and greater quantity of language input, which in turn would have a more pronounced salutary effect on their L2 learning. The chapter ends by addressing problems and concerns (e.g., lack of resources, limited curriculum time and lack of support from school administrators) that L2 teachers often raise regarding the implementation ER and EL in schools.

Cooperative Learning Principles Enhance Online Interaction

Research suggests that cooperative interactions are associated with enhanced cognitive and affective outcomes. This paper describes eight principles that can be used to promote such interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and how it can be deployed. The eight principles are heterogeneous grouping, teaching collaborative skills, group autonomy, maximum peer interactions, equal opportunity to participate, individual accountability, positive interdependence and cooperation as a value.

Small Steps Towards Student-Centred Learning

Student-centred learning classroom practices are contrasted with those in teacher-centred learning classrooms. The discussion focuses on the theoretical underpinnings of the former, and provides nine steps and tips on how to implement student-centred learning strategies, with the aim of developing the 21st century skills of self- directed and lifelong learning in students.

Student-Centred Learning in ELT

This chapter has three parts. The first part briefly defines student centred learning and some of its elements. The chapter’s second part examines some of the roots of student centred learning. The final and largest section of the chapter goes deeper into ten elements of student centred learning and discusses their application in second language education. These ten elements are students and teachers as co-learners, student-student interaction, learner autonomy, focus on meaning, curricular integration, diversity, thinking skills, alternative assessments, learning climate and motivation. The chapter seeks to emphasize the idea that in essence learning is a student centred journey. Whether teachers accept this idea or reject it, the reality remains. The chapter’s authors welcome and exult in this reality, and they wrote the chapter to share with fellow teachers some of what other teachers and their students have, in turn, shared with them about how to teach given this student centred reality.

Conclusion: Keepin’ on Keepin’ on

The previous ten chapters have each discussed simple, powerful steps toward implementing Student Centered Learning. This chapter looks more strategically at implementing the overall paradigm shift.

Teachers and Students as Co-Learners

Learning offers one of life’s great, never ending adventures. We teachers freely admit that, like our students, we too are fortunate to have much to learn, and that we look forward to sharing the adventure of learning with our students.