Application of Language Tools

Reflection # 8
Okay. What is it going to be form-focused or communicative or a combination of both.
Back up your thoughts with some of the studies in LS Ch. 6.

First, control for variables! I have worked mostly with adults in both individual and classroom settings. Whether the class is multi-national or all speak the same L1 is critical. Also, motivational factors. Once that is clear, set the objective or purpose; what do I want them to be able to do at the end of class? Do they understand why and how it benefits them?

The answer to the above is--natch--a combination of whatever it takes to touch everyone in class, using visual, auditory, tactile, approaches in talking, listening, reading, and writing. Ready? Go!

I would start off in a communicative mode, say a conversation promoting something already read (that takes care of the read/listen (using enhanced input or input flood), to be done as homework)--get everyone's opinion. Some will talk more than others, but everyone will be expected to say something. That also takes care of the two for one--talking about opinions (a la immersion programs) concerning the weather, or home life.
When I hear what the problems are, I pick out the most critical, and then teach what is teachable (readies, unreadies and recasts) considering what we have already covered in class. I don't expect anyone to get it right from the beginning, although short sentences and phrases can be learned (audiolingual pattern drill for difficult items to pronounce) to facilitate life in ESL and to build confidence in pronunciation. Let's talk,(pair or group work) but with some focus on form, to ensure that the class is getting value added from the lesson rather than random conversation, which could well happen without a teacher.

At the end of class we would review the objective again, and perhaps do an exercise in group work to get it right in the end (e.g. collaborative dialogue.) Then the next step (i+1) would be tied into today's work in order to give a logical progression to the language and motivation to complete the homework.