Pedagogy of Practicality and Engagement

Methods  is a frequently used word in the field of education.  There are countless methods for classroom instruction, none of which is the "end all, be all".  Methods are good to have, however, there is more to teaching than this concept.  In B. Kumaravadivelu's article "Toward a Postmethod Pedagogy", he visualizes a "three-dimensional system consisting of the parameters of particularity, practicality, and possibility" and argues that a postmethod pedagogy must (a) facilitate the advancement of a context-sensitive language education based on a true understanding of local linguistic, sociocultural, and political particularities; (b) enable teachers to form their own theory of practice; and (c) to aid participants' quests for identity formation and social transformation by shaking their sociopolitical consciousnesses.  I definitely agree with the three parameters, especially the second: practicality.  Throughout my education here at ISU, I have heard a lot about what I should and should not do in the classroom reguarding teaching methods, strategies, classroom mangagement, providing feedback, etc.  That is all well and good, but I know that I will only truly understand what works best when I am thrown into a classroom to fend for myself.  The pedagogy of practicality, in Kuma's view, "seeks to overcome some of the de￿ciencies inherent in the theory-versus-practice, theorists’-theory versus-teachers’-theory dichotomies by encouraging and enabling teachers themselves to theorize from their practice and practice what they theorize." A theory of practice must actually be practiced by individual teachers so they can work out the kinks and thus facilitate in the education of their students in the best possible way. 

When I think of the classroom and actually putting this pedagogy of practicality into action, I think of diversity.  Not just based on race, gender, socioeconomic status, etc, but also students with learning disabilities (LD).  In another class that I am currently taking, we are discussing incusive classrooms that have both "normal" students and students with LD.  How do we teach so that every student understands and learns?  How do we manage a class with such great diversity?  Alastair Pennycook touches briefy on this subject with his theory of pedagogy of engagement: "an approach to TESOL that sees such issues as gender, race, class, sexuality, and postcolonialism as so fundamental to identity and language that they need to form the basis of curricular organization and pedagogy."  I think that what Pennycook is talking about here is simply making students more aware of different types diversity and putting then in the light of "everyone is different, so we are all the same."  In the case of having studens with LD in the classroom, it is imporant to not focus on their "disablilities", but rather their abilities and what they are good at.  This is important not only for the learners with LDs to feel included and accepted, but also for the "normal" kids so that they can see first hand how to treat people of all kinds-with respect and love. 

What I really liked about this pedagogy of engagement is how it encourages students to invest in particular discourses not only intellectually or rationally, but because the "conform to the shape of our desires."  We should desire to invest our time and our hearts into better understanding and engaging diverse people because we want to, not because we have to or should.

Reflecting on Kuma's "Maximizing Learning Opportunities"

          B. Kumaravadivelu has a lot of good insight on how to best create conditions in which students can learn the most.  Learning is primarily controlled by the individual learner however it is the teacher's responsibility to provide as many opportunities for learning as possible. Those opportunities must vary in all aspects due to the fact that every student is unique and has different learning styles, abilities, interests, etc that affect his/her learning.  Therefore, both teachers and students play a huge role in classroom education.
          Kuma also talked about how, as teachers, we cannot be held back  by our personal agendas, teaching materials, or syllabus specifications. I am glad he spoke of these limitations because I have seen teachers struggle with these factors and I worry that I might as well in the near future. I tend to get really nervous speaking in front of people, especially when I am instructing the group or informing them of something. I think my main fear is that I will be asked a question that I will not know the answer to. I do not want to tell someone the wrong information and I do not want to appear incompetent. Knowing this about myself, I can see it being difficult for me to stray away from a detailed lesson plan I created when perhaps I need to do so in order to better get a point across or when my students take me on an unexpected detour. I need to take Kuma's advice now and ingrain it in my head that teachers "cannot become prisoners of their own agenda."
          Another point that Kuma touched on was how textbooks should act as source-books rather than just course-books. As I am preparing for student teaching in the spring and then for teaching as a career, I am overwhelmed with the idea of not only lesson planning but creating an entire course. How am I suppose to know what a Spanish level II class needs to learn during the course of an entire year? I have asked teachers this question before and most reply by telling me to find a good textbook to base my course on. I guess this is a good base for starting off, but I now realize how important it will be for me to find other sources, activities, information, etc to best interact with my students and maximize their learning opportunities.

Language Teaching Approaches

          As a Spanish language learner I have experienced various language approaches. The two main approaches my teachers used throughout high school and college in the United States are the Cognitive Approach and Communicative Language Teaching. The Cognitive Approach was probably used the most. I remember usually learning the grammar rules first and then practicing them whether with the teacher, individually or in groups. We made errors because that is inevitable, but my teachers only corrected when the deemed it necessary. We did a lot of reading activities (usually about cultural aspects of various Spanish speaking countries) and were required to express our ideas and knowledge frequently through writing activities.
          Another approach I experienced while learning the language is Communicative Language Teaching. This approach was introduced in more advanced Spanish classes in which the students knew a lot of grammar and were able to converse with more ease. We were encouraged to use only the target language in class even though most of us students still reverted back to our native English tongue more often than our teacher preferred. We worked in small groups frequently and were required to engage in dialogue.  During my freshman year of college, our first test was giving an oral partner presentation.  We drew a role-play situation out of a hat and had to create dialogue for ten minutes in the target language (TL). In my opinion, communicative language teaching was in a sense “scarier” because I felt as though more was expected from me, however I learned more and enjoyed the classes.
          I spent the second semester of my sophomore year of college in Granada, Spain and there I experienced the Direct Approach for the first time.  My teachers (all natives of Spain) did not use English at all during class and reverted to actions and showing pictures when students were not able to understand them. At first, I felt overwhelmed and confused but I soon got used to the different accents and hearing the TL.  By the end of my studies abroad, my comprehension of the Spanish language improved immensely and I was quite glad that the direct approach was used.
          I am not sure if I felt most comfortable with any one approach to teaching a language.  I think all of them were implemented at appropriate times.  There is definitely not “one best method” that fits for all students’ needs because everyone is unique and learners differently. However, I do believe that the TL needs to be used as much as possible during class so that learners can hear it and get it engrained in their heads so speaking and hearing it comes as second nature.
          As I am on my way to becoming a foreign language teacher, I need to figure out what and how I am going to tech my students. In the second chapter of Beyond Methods: Macrostrategies for Language Teaching, B. Kumaravadivelu introduces the idea of macrostrategic framework.  This is formed of both macro and micro strategies for teaching a language. Kumarayadivelu lists ten macrostrategies in order to help future language teachers create their own theory of practice.  I found this list very insightful.  Some of strategies included are maximize learning opportunities, promote learner autonomy, integrate language skills, and raise cultural consciousness.  One macrostrategy that stuck out to me was “ensure social relevance” which refers to the need for teachers to be aware that not every student has the same societal, political, economic, or educational background and be sensitive to that.  I recall my high school Spanish teacher, Señora Kunz, saying that she may not treat everyone equally, but she treats everyone fairly. Some people may need a little more assistance, attention, encouragement, etc than others. I will definitely take that statement to heart as well as implementing Kumaravadivelu’s macrostrategic framework.

About me

          ¡Hola! I am a senior at Illinois State University and I am majoring in Spanish Education with a minor in TESOL (Teaching English to Speakers of Other Languages).  It is obvious that I know what I want to teach, but I am not as certain as to the environment in which I would like to teach in.  I feel like I would be able to teach at any type of school whether it is rich or poor, diverse or not, in the United States or a different country.  Ideally, I would want to work in an urban setting, teaching underprivileged children from all different backgrounds.  I feel as this environment would be the most satisfying and fulfilling if, and only if, I am successful at it. If I am not able to motivate my students, encourage them and actually teach them, then I will more than likely completely FREAK OUT on a daily basis and mess up some kids’ lives as well as my own.
          TESOL, though a very common acronym in our field of teaching, is unknown by most people.  When one learns the words that these letters represent, TESOL might not seem that difficult or complicated. It is just teaching English, right? Wrong. Most English teachers in the United States teach native English speakers.  In TESOL courses, the students are non-native English speakers, which makes teaching them all the more interesting. Not only are the teachers responsible for helping their students learn the English language, they also have to teach about our culture, social customs, etc. while being conscious of the other cultures and values represented in the diverse classroom. I think it is very important to show respect for other cultures, learn more about them and encourage students to, yes, learn English and take part in American culture, but to not turn their backs on their own language and rituals.  Language is a beautiful thing.  To lose one’s language is to lose part of one’s self.
          As a language educator I want to inspire my students.  I want them to love coming to class, learning and growing.  I want my passion of language to spread into the lives of my students.  I want them to want to learn languages not because their parents, guardians or other people told them to, but rather because they see the importance and excitement of being able to communicate with people that normally they would not have been able to.  I want my students to understand that they are a part of a WORLD, not just a nation, that is full of people of all different races, economic statuses, heights, weights, religions, and personalities, and that is a wonderful, wonderful thing.
         I am hoping to gain more knowledge, methods, strategies, and confidence from this course in order to become the best language teacher I can be.