11. Changing Old Habits as a Teacher
Many language instructors are accustomed to teaching in a way that involves decontextualized exercises that have been proven ineffective for second language acquisition. Empty slot exercises, vocabulary and morphologic manipulation, and an overemphasis on formal aspects of the language are most often developed at the cost of meaning, communication and depth. They force learners to be passive while the teacher makes the curriculum decisions.
Therefore, the first step to truly start with a deeper approach is that teachers must NOT teach. Teaching as usual must be interrupted. Their role will be different.
Learner shall be in charge of their own learning; they will be in a large part in charge of the curriculum decisions such as planning educative projects—choosing themes, films, and texts, as well as the grammar complements they need for their projects, which can be conceptual. The instructors become advisors or counselors and facilitators, and they provide extensive feedback.
Then what is the teacher doing? She proposes an interactional dynamic where students organize and pursue meaningful tasks clustered within educative projects. Tasks engage learners in authentic language use, focused on interactional performances, enabling language acquisition and making knowledge operational. A project is a holistic, thematic unit that leads to whole actions. It includes a variety of tasks.
In addition, the teacher is available for increased dialogue in the target language (L2), showing where resources are, and providing intensive feedback on students’ writing for their projects. Intensive feedback means much more interaction than usual and longer texts than usual. Thus, what articulates learning is intensive viewing and conversation feedback on extensive reading, extensive expression workshops, as well as individual and group projects.

Within experiential projects, learning is transformed into apprenticeship.

Apprenticeship is conducive to acquisition and proficiency.

language management

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