emergence of eclectic pedagogy (slideshare version)
DESCRIPTION
Paper presented at the New Dynamics of Language Learning International conference held at Jyvaskyla Finland (June 2011). Language Pedagogy is described as a Complex Dynamical System to interpret phenomena of stasis and change.TRANSCRIPT
Emergence of eclectic pedagogy: a case study
Achilleas Kostoulas, The University of Manchester
New Dynamics of Language Learning: Places & Spaces, Intentions & Opportunities Jyväskylä, Finland: June 2011
Presentation Outline
Findings and implications
Stability Criticality Implications
A case study of language school in Greece
Space Place Methods
Language Pedagogy as a Dynamical System
Setting & Context Sub-systems Balance &
Change
Transfer as disruption
Learning group ideal
Learning group ideal
Com
merc
ial
Sect
or
Sta
te
Sect
or
Based on Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: CUP, p. 105
Dynamical Systems: what are they?
Teachers
Students
Management
Local Coursewar
e
International Exam Boards
Parents
Local School System
Teacher training
Educational Authority Oversight
BANA methodolog
y
Local education traditions
Imported Coursewar
e
Professional body Accreditation
LocalExam Boards
Language pedagogy
Structures
Phonology Lexis Grammar Discourse
Skills
Listening Speaking Reading Writing
Case Study: a Language School in Greece
Setting
Local Context
Global Context
Transmissive Paradigm
Communicative Paradigm
Critical Paradigm
10
The host institute
Privately-owned language school Located in Ioannina, Greece Evening language courses Young learners & adolescents
Informing theory
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: OUP.
Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: SAGE.
Davis, B., & Sumara, D. J. (2006). Complexity and education. Mahwah, N.J. : Lawrence Erlbaum Associates.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: CUP.
Mason, M. (2008). Complexity theory and the philosophy of education. Oxford: Wiley-Blackwell.
Grounded theory
Complexity
Critical
ethnograph
y
‘Thick’ description
12
Data Generation Methods
Semi-structured interviews
Questionnaire surveys
Classroom observation
Documentary evidence
Dynamical StabilityTeaching and learning the grammar (sub)system
Accuracy Ethos
Testing
Lay beliefs about language
Pressure for Certification
Local coursebook
s
Public school examinations
Exam Boards
Communicative teacher training
Accountability
Accu
racy
Test
ing
Lay
belie
fs
abou
t lan
guag
e
Certification
Loca
l
cour
ses
Public
sch
ool
exam
inati
ons
Exam Boards
Comm
unicative
teacher training
Transmissive Paradigm
Communicative Paradigm
Criticality?Teaching and learning the pronunciation (sub)system
Accuracy Ethos
Examination Washback
Local coursebook
s
Communicative teacher training
Emphasis on meaning
Context awareness
Learner Attitude
s
Accu
racy
Was
hbac
kLo
cal
cour
ses
Comm
unicative
teacher training
Emphasis on
meaning
Context
awareness
Attitudes
Transmissive Paradigm
Communicative Paradigm
Critical Paradigm
Implications
Nuanced understanding of collective behaviour
Intention
Highlights potential for change
Opportunity
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