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By Stephanie Knight, CASLS Assistant Director

Certainty is seductive. Learners understandably love when knowledge acquisition is easily packaged and neat. For that reason, language curricula and supplements (websites, workbooks, and even mobile applications) that promote vocabulary translation and verb conjugation in an interactive interface are popular. Digestible content that is capable of being memorized and regurgitated is achievable for all language proficiencies, and achievement is motivating.

Still, foundational research that informs contemporary approaches to language teaching and learning reveals grammar-translation to be an outdated approach. From Wiggin’s (1989, 2011) work on authentic assessment to Canale and Swain’s (1980) initial framework for communicative competence, to Byram’s (1997) articulation of intercultural competence, that learners should be using class time to learn to use language rather than learn about language is undeniable. The merit of this approach is further galvanized by the nature of language; it is dynamic and adaptive.

That reality means that there are various shades and degrees of ‘right’ when it comes to comprehending and producing utterances. This ambiguity cultivates an environment of that is potentially frustrating for learners. As a result, the question presents itself as to how to persuade learners that language learning is beyond the acquisition of invariable, discreet content points. In order for a teacher to do that, he or she may try some of the approaches listed below.

Use Language Functions as Learning Targets: By using language functions as learning targets (NCSSFL-ACTFL Can-Do Statements (https://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements_2015.pdf) serve as a great example), teachers are able to consistently draw the focus of learners back to the communicative purpose of classroom activities. These functions, particularly when adapted to contexts that are meaningful to students, are engaging for learners and ideally determine the grammar and vocabulary that are taught in class, not the other way around.

Actively Teach Language Learning Strategies: When shifting to a communicative approach in the language classroom, students often struggle because they do not understand how to improve. This confusion, when punctuated by the ‘urban myth’ of sorts that immersion in a language, no matter its execution, is the only way to learn a language, leaves many learners passively listening and reading authentic texts in perpetuity and feeling discouraged. To address this particular issue, educators should teach learners language strategies that are tied to interpersonal, presentational, and interpretive tasks. Cohen, Oxford, & Chi’s (2001) Language Strategy Survey provides many good strategies to focus on such as practicing a conversation before having it in real life and using one’s interests to find source texts to build interpretive fluency.

Engage Learners in a Cycle of Observation, Analysis and Practice: Even the most basic of language functions can be incredibly complex. Consider again the function of asking people how they are. What is pragmatically appropriate to say in response is distinct from language to language, culture to culture. In English in the United States, for example, “How are you?” is really used as a greeting. Responses are expected to be simple at best and very general. However, in other languages, it is common to answer the same question honestly and with details about why one is feeling that way.

A student-centered way to have learners discover these patterns for pragmatic norms is proposed by Ishara and Cohen (2012). Learners should first observe the language function in practice. This step may involve taking notes regarding certain features of an authentic recording of a conversation. Then, the student should analyze the function. At this juncture, message content and structure should be discussed and taught. Finally, learners should practice the function multiple times.

Dynamism and language are inextricable partners. Exploring language’s intricateness with learners in fun, engaging, and activates higher-order thinking skills. Using some of the approaches above will ensure that learners have the support they need to recognize the dynamic nature of language and jump in to its study and use.

References

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Philadelphia, PA: Multilingual Matters. 

Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1 (1). 1-47.

Cohen, A. D., Oxford, R. L., & Chi, J. C. (2001). Language Strategy Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.

Ishara, N. & Cohen, A. D. (2012). Teaching and learning pragmatics: Where language and culture meet. London and New York: Routledge.

Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. The Phi Delta Kappan. 70 (9). 703-713.

Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. The Phi Delta Kappan. 70 (9). 703-713.