Contextualizing language
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The document discusses the significance of contextualizing language in foreign language education and emphasizes the necessity of balancing fluency and accuracy for effective communication. It argues that meaningful content, a positive learning environment, and varied teaching methods are crucial for engaging students and enhancing their communicative competence. The author, Biljana Pipović, draws on her teaching experience to advocate for an eclectic approach that caters to the unique needs of each student while making language learning enjoyable and relevant.
Contextualizing language
- 1. Contextualizing Language By Biljana Pipović, Gimnazija “Stevan Jakovljević”, Vlasotince Key words: context, language, fluency, accuracy, positive learning environment, communication, communicative competence Many linguists recognize the importance of language to a culture or people. Many consider language a reflection of reality. Language therefore should be considered a part of culture and understood in its context. Sometimes we forget that! Sometimes we forget how important context is when reading or writing a text, for example. A phrase taken out of context can result in great confusion. Both in life and in class! Contextualization is not a teaching method or pedagogy like TPR or CLT. It is a concept, a way to make foreign language teaching more authentic and meaningful to students. According to Sarah J. Klinghammer (Textbook vs. “Real World” Communication): “The rationale for this kind of approach is to demonstrate “real” world language use, how language is used by speakers of that language, and to help learners construct language in their learning environments, depending on (1) their purpose and, (2) the needs of a given situational context.” This can mean anything from role-playing to academic presentations! If we want to make our students acquire / learn a foreign language naturally and communicate effectively, it is our obligation to provide these three things: a positive learning environment, content and enough time for conversation. Meaningful Content Most of the activities I use in my classroom, I do not find in textbooks, as those mostly provide and teach grammar rules and structures, and add vocabulary to these structures. However, little do they offer related to the appropriate language use. Thus, I agree with Sarah J. Klinghammer when she points out that “Appropriate language use is learnt through context.” Contextualizing language is, first of all, entertaining and fun and can provide motivation to learn. It can provide varied opportunities for different uses of language and because it engages feelings it can provide rich experience of language for students. It encourages students to speak, it gives them a chance to communicate (even if they are not very fluent), using nonverbal communication – gestures, facial expressions, body movements. It brings the real world into the classroom. It helps students acquire language by focusing on the message, not the form. However, this can be a shortcoming – this creates fluency, but not accuracy of usage.
- 2. Therefore, if we want to practise accuracy, we have to include some other techniques. For example, Four voice dictation. It is one of the most realistic listening exercises that I know (This is one of many excellent techniques I have learned from Herbert Puchta.) We put students in a situation similar to a noisy bus station or a party with a lot of people in a small place. They have to follow the voice of their leader and ignore the voices of the others. Excellent practice for real life! Accuracy vs. Fluency In reality, accuracy and fluency are closely related – which leads us to the notion that accuracy as well as fluency is necessary for successful communication. Therefore, “in order for students to achieve high levels of proficiency in a language, there needs to be a balance between language and language use.” (CAPRII article) Being a well-trained teacher I am more than aware of that. Accuracy activities may require more teacher preparation and they have to be carefully monitored or controlled. That is what I do with my intermediate and advance students because I want them to be able to read and write efficiently, too. What is more, I believe that at this stage they are confident enough to start learning about the language itself. Developing fluency is important in building up the students‟ confidence and maintaining the sense of achievement. And then, in my opinion, comes accuracy. Language without communication is useless. I am convinced that knowing grammar rules does not necessarily result in good speaking and writing. It is obvious that we cannot teach English without focusing in same stages on grammar – on the form or structure of the language. At this point I would like to mention eclecticism („coherent, pluralistic language teaching‟ according to the definition) as a way of combining as many methods as possible to reach specific goals. I find that informed teaching is bound to be eclectic. Accuracy vs. Fluency: Is There A Third Way? Long time ago I took part in a similar debate – grammarians eye-to eye with communicative theorists. While talking to other teachers, I found out one important thing about myself – when teaching English I strive for communicative competence! Namely, looking at my lesson plans, I noticed that the first thing I wrote related to aims and objectives was: developing communicative competence. Having in mind my classes, I can say that I focus more on fluency than accuracy as I always encourage my students to speak and make themselves understood in English rather than say the right form correctly. I always tell them that they just need to be creative as there are no „right‟ or „wrong‟ answers. What is more, I
- 3. think that correcting mistakes (especially in the case of young learners) can be counterproductive – it may create a negative attitude towards learning English and may diminish a child‟s interest in learning English. I remember that as a child I hated teachers who did that. So, what do I do? If I find a student cannot answer the question or has made a grammar mistake (I call them BGs – big grammar mistakes), I ask other students to help, I use gestures, I use the tone of my voice and I always smile. Enhancing the Environment I try to be supportive all the time. I tend to offer positive feedback whenever possible and I praise children for their participation. As you can notice I am really into a positive learning environment. Creating a positive learning environment is something that all students deserve because that allows them to feel comfortable, safe and engaged. In that way students are more open to actively participating in class. A positive learning environment contributes a lot to the way students learn because it resembles the way they feel at home. Conversations at home are generally in cosy surroundings with the people they know. What is more, the language is contextualized. In the classroom, language is different and the children are expected to learn a new language very quickly while keeping up with the demands of the curriculum. As teachers, it is our duty to make sure that our students acquire rather than learn the language. We must put the language we teach in context. Being an enthusiastic educator who places a large emphasis on differentiation, I understand that each child is unique and that students learn in different ways. I believe it is essential for educators to recognize the needs, interests and the ways each child functions and according to that to differentiate their lessons to better meet the needs of their students. Therefore, effective lesson planning must take into account many different points. We may use the same textbooks and we may know the same methods and techniques, but we must never forget that our students are not the same. Because all students are different, they will respond differently to tasks, thus I believe in giving a multitude of tasks including: quizzes, projects, presentations, songs, games, drama, dictations (!) and other types of activities to put my students in a situation where they can practise the target language meaningfully, but also to make my lessons interesting.
- 4. If variety is the spice of life, so why not the spice of ELT? „Teaching should be full of ideas instead of stuffed with facts‟ (author unknown) and show that some, for students boring and rather dry activities, can bring a lot of fun and be not only interesting but also highly educational. Teaching writing skills as well as grammar rules does not have to be time-consuming, teacher- centred, non-communicative, uncreative, ineffective… On the contrary, it can be so interesting that it can turn our passive and not so motivated students into eager and, believe it or not, pretty active and involved participants. You simply have to try something new, something different…You will enjoy, and what is more your students will enjoy, too. Not to mention, improving your students‟ knowledge and their communicative competence. References: J.Klinghammer, Sarah; Opp-Beckman, Leslie (2006). Shaping the Way We TeachEnglish: Successful Practices around the World, University of Oregon ÇAKIR, Dr. Ismail (2006). The Use of Video as an Audio-Visual Material in Foreign Language Teaching Classroom, The Turkish Online Journal of Educational Technology, Volume 5 Issue 4 Article 9 Tedick, D (1998). Proficiency-oriented language instruction and assessment: A curriculum handbook for teachers. Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition. http://www.carla.umn.edu/cobaltt/modules/strategies/CAPRII/READING1/caprii.htm http://blog.english-attack.com/2011/03/29/accuracy-vs-fluency-is-there-a-third-way/ ***** Biljana Pipović is an English teacher, born in Leskovac, studied in Nis, employed at Gimnazija ‟Steva n Jakoljevic‟ in Vlasotince with working experience of 15 years. She has also been working as a language instructor in private schools for eight years teaching teenagers and adults of all language levels, both general and Business English. Since 2006 she has been a mentor to talented students, the members of the Regional Talents‟ Center in Vranje and two times award winner in the Republic Competition
- 5. for Talented Students. She is the author and a teacher trainer of two seminars recognized as a form of professional development by the Ministry of Education, trying to make teachers change their approach to teaching, showing them that variety is the spice of ELT. The accredited seminar Variety as the Spice of ELT intends to provide some guidance on this interesting and challenging idea. Her present interests include teaching FCE, CAE and CPE exam classes, international school projects, classroom interaction and working with gifted students in a mixed-ability classroom.