TESL 0110 - Grammar Fundamentals - Unit 2 Reflection

Unit 2: Approaches to Grammar and Writing Instruction

In this unit we learnt about grammar teaching methodologies, different grammar activities
in the classroom and grammar presentation styles. We also were introduced to the differences
between spoken grammar and written grammar. Lastly, we did some reading on how to teach
writing.

There is a wide spectrum of methodologies for teaching grammar. On one polar end of
the debate in the Natural Method (deep-end communicative teaching) which has no formal 
or explicit grammar teaching. Students are immersed in the language and the hope is the
students will pick up the language structure from being exposed to it and using it themselves. 
On the other polar end of the discussion is the Grammar Translation Method (GMT) which is 
purely formal grammar instruction and translation from one language to another. In the middle
of the spectrum you will find method such as audio-lingualism or the direct method. Other 
methods to consider are “The Silent Way”, Total Physical Response (TPR), Task-based Methods
and Focus on Form.

I can't help but think that the age and stage of the learner is an important factor in 
deciding what method is appropriate. The Natural Method along with the audio-lingual 
approach impress me as being great for teaching children and adult beginners. Is this situation
you will lose beginners quickly if you drone on and on about finer rules of English. GMT and 
more explicit methods may be appropriate for high level adults entering professional 
workplaces and those planning to pursue university education. These are environments where
 you need to have high quality written language and need to "sound smart". 

 
                         

Other teaching strategies to consider are inductive and deductive activities. Inductive
activities are structured so that the learner “discovers” the grammatical rule on their own. 
Deductive strategies explicitly teach the grammar rule and then have the learners practice it. 
I think that deductive methods would perhaps be good for beginners who have little background
knowledge and inductive methods would be good to more advanced learners who have an 
existing schema.

In the writing of Scott Thornbury he poses this question, Do the processes of second
language acquisition mirror those of first language acquisition? (Thornbury, pp 24-25). I think 
this is really the heart of the debate between the two grammer camps. Children acquire 
language through being spoken to, speaking themselves  and otherwise being immersed and 
repeatedly exposed to language in many different situations and environments. Young children
don’t learn English by being sat down and lectured to about verb tenses. Now the question
is, do adults so easily absorb English grammar or do they benefit from clear, structured 
explicit teaching of grammatical rules? 

A light bulb moment: Is speech the main way we communicate ideas and is written language
just the symbol form that represents spoken language?  I think perhaps yes. Is written English 
the lackey of spoken English? From what I understand, spoken language came first and then 
people started to write down those utterances and sounds in graphical form. People wanted 
to record the idea and perhaps transport it to another person in another time and space. One
could deduce that written language has its origins in spoken language. This realization lit up
a light bulb for me, perhaps following this learning order is the key to acquiring language. 
Speak first, then write.

Here is the link to my Grammar Activity for Unit 2:  

https://docs.google.com/document/d/1jCTHTBe3Kr6CZDZrjh8eeTP-4MyXD-s6eJgMvUVNH9s/edit?usp=sharing

References:

Thornbury, S. (1999). How to teach grammar, Chapter 2: Why teach grammar? pp. 21-27.
Essex, England: Pearson Education Limited.

Berman, T. (2007). Substitute Teacher Artist [Acrylic and mixed media on canvas]. Flickr, 
The art don’t stop. Retrieved from: https://www.flickr.com/photos/theartdontstop/4113082770

Immigrant middle school student. (2011). How to speak English [Marker and watercolour]. 
Middle Schoolers become storytellers while learning English. McDermont, P. ( 2011, September 
13). Feet in two worlds. Retrieved from: http://www.fi2w.org/2011/09/13/middle-schoolers-
become-storytellers-while-learning-english/

[Illustration of cartoon heads talking] (2018). Retrieved from: https://www.slavorum.org
/interesting-facts-about-the-ukrainian-language-you-may-want-to-know/

TESL 0110 - Grammar Fundamentals - Unit 1 reflection

Unit 1: The role of grammar instruction in the 
classroom: an ongoing debate

The movie "Uptown Girls" is the story of an uptight little girl named Ray, the daughter of a wealthy 
New York music executive, and her free spirited, fun loving nanny Molly. This unit made me think of a 
scene in which Ray and Molly are walking home from Ray's ballet class. Ray takes her ballet classes 
very seriously and leaves her class early, skipping the freestyle portion of the class.

Molly asks, "Why did you leave class so early? The freestyle at the end looked like so much fun!"

Ray replies, "Freestyle is for moronic little kids and hippie freaks."

"It's fun!" answers Molly.

"Fundamentals are the building blocks of fun." Ray retorts.

Ray is quoting the Latvian-born Russian and American dancer, choreographer, and actor 
Mikhall Baryshnikov. Grammar rules are the building blocks for coherent expression of the 
English language. Like my classmate, Iryna Shuplyotsova said in her discussion forum post
(personal communication, Nov. 7, 2018), the composer must know the music notes in order to create
beautiful symphonic harmony and a computer programmer must know the rules of coding in order to 
create a virtual 3D model of the human heart. Grammar provides a framework for creativity. Learning
grammar takes discipline but it opens doors and brings you into a deeper understanding of language.

 

Our readings this week have been on the two camps of grammar teaching. The direct teaching 
and indirect teaching camps. One says you needs to formally and systematically teach grammar and 
the other says that students will pick it up with practice in real life situations.

I was telling my husband when what we're learning about and he said, "Soooo, which side do you 
fall on?" I explained that I think the ELT should take a balanced approach in the classroom. That 
ELLs need to learn some grammar as a jumping off point and definitely need to understand grammar 
rules if they are to write intelligibly but that all the formal instruction needs to be balanced by practice, 
application and real life use. I want it all!

My husband responded by saying, " So you're in the grammar camp?". To which I replied,
no, I'm in the balanced approached camp. He challenged me by saying that my opinion of needing 
to include formal grammar instruction at all puts me in the grammar camp. He thought that if I was a 
anti-grammar purist I wouldn't teach grammar at all in my classroom. So I thought about that - would
it actually work to never formally teach grammar? Just throw your students into the deep end and hope 
they swim?

My current position still stands that ELTs need to hold a balanced approach to grammar 
instruction. I do believe that students need to be taught the framework of the English grammatical rules
but that they need to take risks and apply their book knowledge in real life speaking and writing. The 
reading for this week included arguments for and against teaching grammar. The argument that stuck 
out to me was “the advance-organizer argument” that said that if you give the grammatical framework 
to your students they will then start to “notice” these rules in real life situations and start to draw 
meaningful connections (Thornbury, pp. 16).

As a native speaker I have very few memories of formally learning the rules of grammar. It's all 
intuitive to me, I go by what "sounds right". I actually have more experience learning grammar from
studying French. I had a humbling experience in class this fall. A student asked me a technical grammar
question and I had no idea how to answer. I called my South Korean born co-worker over to help. 
She had much more experience formally studying English grammar and easily answered the question.
I realized I have a lot to learn even though as the native speaker I was supposed to be the 
apparent "expert". Even though I don't think the ELT needs to be a grammar expert (especially in the
age of Google) I do hope to grow in my formal knowledge of grammar during the course of this module.

 

Here is my needs assessment: 
https://docs.google.com/document/d/1YTUvZ0yw6BMFE80IIrYW_otYHIj8HDVDuh1chC4ro7E/edit?usp=sharing

References:

Stevens, F., Jacobs, A., Penotti. J. (Producers), & Yakin, B. (Director). (2003). Uptown Girls 
[Motion Picture]. United States: MGM.

Thornbury, S. (1999). Chapter 2: Why teach grammar, In Harmer, J. (Ed.), How to teach grammar 
(pp. 14-28). Harlow: Longman.

[Photograph of Ray from Uptown Girls] (2013). Retrieved from
http://www.thelaurelgazette.com/the-appropriately-boring-capitol-hill/

Schiavone, G. (2014). [James Whiteside and Whitney Jensen in Elo’s Brake the Eyes.]. 
Retrieved from
https://www.dancemagazine.com/what_exactly_is_contemporary_ballet-2306944842.html

[Photograph of Mikhail Baryshnikov and quote] (2018). Retrieved from
https://www.azquotes.com/quote/388073

TESL 0130 - Reading and Vocabulary - Unit 4 Reflection

Unit 4: Passing the Torch to Students: Empowering the English 
Language Learner

We didn’t need to write a reflective blog post for this unit however I wanted to jot down some
thoughts as this module wraps up. This unit was on learner autonomy, self-directed 
learning and student motivation.

This is the first online course module I’ve ever taken in my life. Honestly I wasn't sure how
it would go - would I really be able to learn staring at the computer, sitting alone at my
kitchen table? Well a month later I can tell you this probably has been the most effective,
enjoyable, engaging learning experience at the university level I think I’ve ever had. Why? 
I was never bored! I felt like I was part of a community where my voice was heard, I reflected
on my learning regularly, I could easily ask questions and get feedback on my work from my 
classmates, I had to create material that demonstrated my understanding quickly after reading
it for the first time and I was challenged to adapt to technology. I feel like this online learning 
method pushed me to become a more autonomous learner. It’s been a busy month with
working full time, doing this course and all the other good things that fill my life... but I’ve
learnt so much and enjoyed myself along the way!

Learning Autonomy in our textbook is defined as the “individual effort and action through 
which learners initiate language, problem solving, strategic action and the generation of
linguistic input” (Brown and Lee, pp 628). Or in other words when students take
responsibility for their own language learning.

Students have an integral role to play in their learning and need to be given opportunities
to exercise their autonomy. Teachers need to foster confidence, initiative  and curiosity in 
their students. The learning atmosphere a teacher creates must be a positive space. Teachers
must encourage students to wonder at the world around them and engage with the humble
beauty of being a student.

We were introduced to 3 classroom strategies for autonomous learning in this unit. 
Metacognitive, cognitive, and socio-affective strategies. Metacognition is the awareness
and understanding of one’s own thought process, an example of this would be to get students
to make learning goals or reflect on what they would do differently the next time. Cognitive 
strategies are self-directed learning strategies like inferencing, using the SQ3R processes 
or word association. Socio-Affective strategies are when the learner makes connections with
their learning community by engaging in cooperative learning and asking questions of peers.

Resources:

Brown, D. & Lee, H. (2015) Teaching by Principles: An Interactive Approach to Language Pedagogy.
Upper Saddle River: Pearson