COMPREHENSIBLE INPUT Language that can be understood by listeners (not necessarily all the words and structures in it) via contextual clues in the environment that destabilizes their interlanguage = learning NATURAL APPROACH ALTERNATIVE INTERPRETATION Via active negotiation of information - comprehension of new input leading to the production of comprehensible output TASK BASED Language TEACHING How social change happens...

Language teaching and learning / organized in … Analitic approach And methodology TBLT Chains of information gathering MARKEE’S Problem solving And evaluative tas k DEFINITION Interdependent pegagogical taks, Combining insights from sociolinguistic and psycholinguistic research and RESEARCH on properties of types of tasks.| Designed to simulate communicative events found in specific SL - using environments. Information gathering, problem solving and evaluative tasks Based on behavior vs linguistic organization of content Process and products two sides of a coin … How teachers might interpret these ideas …

Change Agents Teachers 1, administrators, parents, curriculum administrators Internal agents: members of the same educational system. External change agents: outsiders who cannot impose change on system members.. Typical suppliers of TBLT information: teacher educators and trainers, publishers and scholarly and professional journals. Persuade others to change current behaviors and values – what is good teaching or to adopt TBLT 1 Potencial clients of this RESEARCH who adopt or resist its pedagogical implications. T who carry out research or RESEARCH on TBLT in their own classroom may be change agents and suppliers.

Adopters Gain knowledge about it. Become persuaded of its value. Make preliminary decisions to reject or adopt and implement the innovation.. Evaluating the utility/validity of an innovation A 4 phases process: Confirm or disconfirm previous decisions.

InnovationsInnovations – that is, any changes in beliefs or behaviors that potential adopters perceive to be new… TBLT materials, methodologies and underlying ideology of experiential learning. PRIMARY INNOVATIONS Infrastructural capacity of an organization to sustain and nurture primary innovations. The developlment of: a) formal and informal communication networks (journals, associations, lists, staff meetings, etc.). b)Strengthening the knowledge base that underpins TBLT – courses: curriculum development, methodology, SLA, evaluation and testing. c) Monitoring and evaluation protocols to keep track of success in the diffusion over time. SECONDARY INNOVATIONS

TBLT To have a chance of diffusion of professional language teaching

Adopters Advantages of adopting innovation Innovations and previous practice *Complexity *Trialability *Observability Attributes

Attributes in language education Form and innovation Innovation’s explicitness Originality Adaptability Feasibility

A better class atmosphere A better learning by students A sense of heightened professional competence by teachers Concrete innovations Methodology Development of new teaching values

* Normative- reeducative change strategies. The problems are solved by cultural perceptions PROBLEM- SOLVING * Power coercive change strategies based on the individual notion CENTER- PERIPHERY * Social change in the academic community RESEARCH Models of change Approach to change

In the real world Requires to read SLA literature Includes sociocultural factors Teachers’ actions and experiences

Action research is a waste of time Its reliability is rarely enough to be published. Most teachers feel overwhelmed by their instructional duties.

TO SUM UP… PLEASE, REFLECT ON THE FOLLOWING: The central point of this article is… The target of the main proposal is… In your opinion, which is be the best model of change? Why? How to motivate teachers towards the implementation of any of these models ?

According to the author there is a gap between the teacher’s concerns and research in teaching when it comes to SLA, not only because theories (THEORIES) and research (RESEARCH) differ in perspective, but also because SLL theories have proven poor promoters in language education; even though, some sociological enquiries resulted in the difussion of innovations via the provision of comprehensible input and task-based instruction. To his view SLA research can be used to further understand what the field of educational research entails: a resource for changing teacher’s proffesional culture and, in the same token, educational innovation is better understood by providing an explanation on “Who [ change changers] adopts what [ innovations ], where, when [from 8 to 50 years], why [a better class atmosphere and learning by students], and how [research-development-diffusion model]?” Therefore, and adjustment seems to be in order: teacher’s action [real world] research on TBLT is a necessary and worthy part of the professional literature.