© Mark E. Damon - All Rights Reserved SLA RESEARCH: A RESOURCE FOR CHANGING TEACHER´S PROFESSIONAL CULTURES Read the following summary and get ready.

SLA RESEARCH: A RESOURCE FOR CHANGING TEACHER´S PROFESSIONAL CULTURES Read the following summary and get ready to participate in……

© Mark E. Damon - All Rights Reserved SLA RESEARCH SLA RESEARCH is usually hard to read because the ideas that researchers discuss are too distant from teachers everyday classroom concerns. THEORIES are abstract constructs that seem to expand the frontiers of knowledge. Theories are practically driven, experimentally based attempts to solve everyday problems. “Small -scale intervention in the functioning of the real world and a close examination of the effects of such intervention” Mansion (1985) This is clearly an unhealthy situation. Aplied Linguists, teachers, and other stakeholders in language education need to understand how social change happens. This involves developing some familiarity with with a type of sociological enquiry known as the diffusion of innovations (Rogers 1983,1995) The importance of comprehensible input in SLAhas been developed by a number of RESEARCHERS in the last 15 years to form the THEORETICAL basis for the innovation of task-based language teaching (TBLT) By using the potential diffussion of TBLT, how innovation in language education works will be out lined in order to show the issues and problems to solve to have a social change happen. Comprehensible input or i+1, language that is slighly beyond a learner`s current level of competence in the target language is a suficient casual variable in SLA, according to this THEORY, learners initialy understand i+1 from contextual clues in the environment. This input destabilizes their interlanguage in such a way that language learning occurs. Comprehensible input is a necessary but insufficient condition for language learning to occur. Learners are thouight to receive comprehensible input by activelly negiciating information with their conversational partners. Students may also receive the opportunity to learn new language and eventually produce comprehensible output, that is language that incorporates new linguitic kwoledge into their evolving interlanguage systems (Swain, 1985,1995) TBLT is an analytic approach to syllabus design and methodology in which chains of information- gathering, problem –solving and evaluative tasks are used to organize language teaching and learning; these intrerdependent pedagogical tasks are designed to methodologically simulate the communicative events which learners encounter in specific second language- using environments.

© Mark E. Damon - All Rights Reserved TBLT It uses an analytical rather than a synthetic approach to course design; that is, it is based on a behavoiral rather than a liguistic organization of a contend. It does not distiguish between the processes and products of learning rather, process and product are two sides of the language learning coin which experience shows cannot be separated from each other. The selection grading, and sequencing of contend in TBLT is accomplished by using chains of macrotasks (information-gathering, problem-solving, and evaluative tasks). These macrotasks subsume more microtasks types: one and two-way information gap task, reasoning gap tasks, and information-transfer tasks, etc. Are derived from sociolinguistic analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks. Instruction is not only based on experientialy and empirically derived criteria for course design, it is also socialy situated in specific language learning environments. SLA RESEARCH plays a key role in the continuing THEORETICAL development of TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated behaviors and beliefs or why they might wish to adopt or reject these innovations. We cannot assume that leaders will necessarily react favorably to TLBT therefore some understanding of the variables that come into play when teachers decide whether to adopt or reject innovations must be developed.

© Mark E. Damon - All Rights Reserved A Framework for Understanding Educational Innovation The most important references include Fullan (1982ª,1982b,19939, Fullan & Hargreaves (1992), Fullan & Ponfreet (1977), Miles (1983), Nichols (1983),Radduck (1991),and Stenhouse (1975). This framework is constructed by asking the questions “Who adopts what,where, when, why and how?” WHO : Using the distinctions proposed by Lambright and Flyan (1980) stakeholders may act as change agents, clients, adopters or resisters, implementers, or suppliers of innovations. Of course these roles are not mutually exclusive. Individuals may play several of these roles. Internal change agents are members of the same educational system as potential adopters. External change agents are outsiders who cannot legitimately impose change on the system members. SLA RESEARCHERS may act as internal and external change agents. Teachers are potential clients of this RESEARCH, but they may choose either to adopt or resist its pedagogical implications. Teachers who carry out research (or RESEARCH) on TBLT in their own classrooms are not only change agents, they also take on resposibility of supplying themselves with the information that is relevant to solve the problems they wish to investigate. Administrators play a key role because they mandate or forbid, change.

© Mark E. Damon - All Rights Reserved WHO ADOPTS WHAT The process of adoption involves potential adopters evaluating the worth of an innovation. Gain knowledge about an innovation. Become persuaded of its value. Make preliminary decisions whether to reject or to adopt and implement the innovation. Confirm or disconfirm their previous decisions. Innovations – that is, any changes in beliefs that potential adopters percieve to be new. They may be devided into primary and secondary. TBLT materials, methodologies and an underlying ideology of experimental learning are examples of primary innovations of TBLT viable. It is frequently necessary to develop secondary innovation. Such innovations develop the infraestructural capacity of an organization to sustain and nurture primary innovations. Infraestructural development includes a broad range of activities developing or strengtening the knowledge base that underpins TBLT by developing courses in key areas such as curriculum development, methodology,SLA, evaluationand testing.Monitoring and evaluation protocols.

© Mark E. Damon - All Rights Reserved WHERE AND WHEN It is not so much a geographical question. It is always the product of a particular cultural, political, administrative, educational, and institutional milieu. The likelihood of an innovation being adopted is therefore always contigent on its ecological appropiateness is a specific context of implements. This sociocultural systems are not static and may change over time. It may take anywhere from 8 to 50 years for successful innovations to be adopted on a systematic basis Diffusion of new ideas or practices always takes a long time. The adoption of an innovation is characterized by a slow, cautios start of a small minority of potential adoptwers explore the possible advantages of the innovation.

© Mark E. Damon - All Rights Reserved WHY AND HOW The reasons why change occurs or does not occur are immensely complicated. Innovators are such high risk takers that other potentia adopters perceive their adoption behaviors as too uncritical and, above all, too dangerous to serve as a viable model for them to follow with confidence. The reason for adoptin innovation are very personal and variable. Relative advantages, innovation compatitibility, trialability, and observability. Problem-solving normally has teachers adopt changes because they have themselves identified problems that affect them directly consecuently they respond to these problems by reeducating as necessary and by developing their own solutions. Teachers are not often trained to formulate and execute RESEARCH or research and the extra effort required to developp such skills may be prohibitive in terms what they have to do in their “real” jobs therefore SLA RESEARCH should be implemented among teachers.

© Mark E. Damon - All Rights Reserved Conclusions The main goal of the action research movement is to engage teachers in a self-motivated process of professional development. Teachers must receive the necessary administrative support and incentives from the appropiate educational authorities so thety can engage in the professionalization that action research can provide. Although it is true that such support rare or nonexistent.We should remember that language teaching is a world-wide profession. We should therefore not dismiss such proposals in order to improve our teaching.

© Mark E. Damon - All Rights Reserved $500 It is an analytic approach to syllabus design and methodology in which chains of information-gathering, problem –solving and evaluative tasks are used to organize language teaching and learning

© Mark E. Damon - All Rights Reserved $200 one and two-way information- transfer tasks, etc. Are derived from sociolinguistic information gap task, reasoning gap tasks, and analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks.

© Mark E. Damon - All Rights Reserved $300 It is not only based on experientialy and empirically derived criteria for course design learning environments, it is also socialy situated in specific language

$400 It plays a key role in the continuing THEORETICAL development of TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated behaviors and beliefs or why they might wish to adopt or reject these innovations

© Mark E. Damon - All Rights Reserved $300 In 1980, They stated tha stakeholders may act as change agents, clients, adopters or resisters, implementers, or suppliers of innovations. Of course these roles are not mutually exclusive. Individuals may play several of these roles.

© Mark E. Damon - All Rights Reserved $200 Any changes in beliefs that potential adopters percieve to be new. They may be devided into primary and secondary Any changes in beliefs that potential adopters percieve to be new. They may be devided into primary and secondary

© Mark E. Damon - All Rights Reserved $400 It includes a broad range of activities developing or strengtening the knowledge base that underpins TBLT by developing courses in key areas such as curriculum development, methodology,SLA, evaluationand testing.Monitoring and evaluation protocols.

© Mark E. Damon - All Rights Reserved $300 They are such high risk takers that other potential adopters perceive their adoption behaviors as too uncritical and, above all, too dangerous to serve as a viable model for them to follow with confidence.

© Mark E. Damon - All Rights Reserved $500 It normally has teachers adopt changes because they have themselves identified that they affect them directly. Consecuently they respond to these by reeducating as necessary and by developing their own solutions

© Mark E. Damon - All Rights Reserved SLA RESEARCH: A RESOURCE FOR CHANGING TEACHER´S PROFESSIONAL CULTURES Read the following summary and get ready.

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© Mark E. Damon - All Rights Reserved SLA RESEARCH: A RESOURCE FOR CHANGING TEACHER´S PROFESSIONAL CULTURES Read the following summary and get ready.

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Presentation on theme: "© Mark E. Damon - All Rights Reserved SLA RESEARCH: A RESOURCE FOR CHANGING TEACHER´S PROFESSIONAL CULTURES Read the following summary and get ready."— Presentation transcript:

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