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Jack C Richards
University of Sydney, Australia (honorary professor)
University of Auckland, New Zealand (honorary professor)
Regional Language Centre, Singapore (adjunct professor)
www.professorjackrichards.com
English as the world’s second language
• Impact of globalization
• Pragmatic and symbolic functions
The spread of English
• Changing functions of English worldwide
• Effect on economic competitiveness
• Gap between demand and supply
• Need for new approaches to teaching
and to teacher training
Expanding role of English in corporate
world
•
Bilingualism for senor executives
•
Less need for translators and interpreters
Learning targets
• Flexibilty over choice between British or NorthAmerican accent
• Local accents recognized
New Englishes
• EFL, ESL, EIL, ELF
Culture-free English
• CULTURE and culture
Impact on native speakers
• Globish
• Off-shore English
• Plain English
• Avoidance of colloquiums and idioms
Learning beyond the classroom
• Internet
• Movies and television
• Chat-rooms and social media
• Digital games
• Tandem learning
New literacies
• Information-based and digital literacy
Government intervention
• New curriculum and syllabus frameworks
• Standards and tests
Expanded hours for English
• Competition in the curriculum
Learning on-line and distance learning
• Blended solution
English-medium education
• Costs and benefits
English from primary school
• Impact and implications
Ministry initiatives
• Investment in teacher-training, textbooks and
resources
Outside help
• JET and foreign teachers
Innovative solutions
• English village
Reliance on the private sector
• Language teaching industry
Corporatization of language teaching
• Business model
Management-based view of education
•
Emphasis on planning, efficiency,
communication processes, targets and
standards, staff development, learning
outcomes and competencies, quality
assurance, strategic planning, performance
appraisal, and best practice.
Communicative language teaching survives
A set of principles about:
• goals of language teaching
• how learners learn a language
• classroom activities that best facilitate learning
• roles of teachers and learners
10 assumptions of communicative language teaching
1. Learning the outcome of interaction and meaningful communication
2. Effective classroom learning tasks:
•
negotiate meaning
•
expand language resources
•
notice how language is used
•
meaningful intrapersonal exchange
3. Meaningful communication involves relevant, purposeful, content
4. Communication a holistic process
•
use several language skills modalities
5. Learning facilitated by activities involving:
•
inductive or discovery learning
•
language analysis and reflection
6.
7.
Language learning is gradual
•
creative use of language and trial and error
•
errors are normal while learning
•
goal is to use new language accurately and fluently
Learners develop their own routes to language learning,
progress at different rates, and have different needs and
motivations for language learning
8.
Effective learning and communication strategies are
involved
9. Teacher is a facilitator
10. The classroom is a community where learners
collaborate
Trends in methodology
• Processed-based approaches
– Content-based Instruction
– Task-based Instruction
• Product/outcome-based approaches
– Text-based Instruction
– Competency-based Instruction
1: Content-based instruction
• Uses language as a means of acquiring
information, rather than as an end in itself
• Better reflects learners’ needs
• Provides a coherent framework to link and develop
language skills
• Content can be from school curriculum or related
to learners’ interests and needs
1. Content-based instruction
• Bilingual Education/ English Across the
Curriculum
– English used to teach other subjects (math,
science)
• Content and Language Integrated Learning - CLIL
(Europe)
• Knowledge of the language becomes the means
of learning content
2:Task-based instruction
Learning claims
– Grammatical syllabus not needed
– Grammatical knowledge built around task
performance
– Reverses the standard P-P-P lesson format and
replaces it with one consisting of:
• Task - Language awareness - Follow up
activity
2: Task-based instruction
Two kinds of tasks:
– pedagogical tasks
– real-world tasks
2:Task-based instruction
Key characteristics of a task:
– Something learners do using existing language
resources
– Outcome not simply linked to learning
language
– Focus on meaning
– Use communication strategies and interactional
skills
3:Text-based instruction
TBI is based on an approach to teaching language
that involves:
– Teaching the structures and grammatical features
of spoken and written texts
– Linking spoken and written texts to the cultural
context of their use
– Designing units of work that focus on developing
skills in relation to whole texts
– Providing students with guided practice
3: Text-based instruction
Contents of a text-based syllabus
Text types in the Singapore 2002 syllabus
–
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Procedures
e.g.
Explanations
e.g.
Expositions
e.g.
Factual recounts
e.g.
Personal recounts
e.g.
biographies,
Information reports
e.g.
Narratives
e.g.
Conversations and
e.g.
postcards, e-short functional texts
procedures used in carrying out a task
explaining how and why things happen
reviews, arguments, debates
magazine articles
anecdotes, diary/journal entries,
autobiographies
fact sheets
stories, fables
dialogues, formal/informal letters,
e-mail, notices
3: Text-based instruction
Implementing a text-based approach
• Phase1: Building the context
• Phase 2: Modeling and deconstructing
the text
• Phase 3: Joint construction of the text
• Phase 4: Independent construction of the
text
• Phase 5: Linking to related texts
4: Competency-based instruction
Characteristics of CBI:
– A focus on successful functioning in society
– A focus on life skills
– Task- or performance-oriented instruction
– Modularized instruction
– Outcomes are made explicit
– Continuous and ongoing assessment
– Mastery of performance objectives
– Individualized, student-centered instruction
4: Competency-based instruction
Characteristics of CBI:
Based on an analysis of tasks/activities learners
carry out or encounter in specific situations
• Typically used for work-based or social-survival
curriculum
•
Outcomes described as sets of skills: e.g.
Social language
• introduce oneself
• ask and answer questions about personal backgound
• give and repond to simple greetings
• use small talk expressions
• Language needed is not specified and will depend on
the level at which the competency will be performed
• Outcomes in the Common European Framework are
described in terms of competencies, i.e, the“can do”
statements for each level
• Phase 1
• Development of global methods
• Methods-linked training
• Emergence of applied linguistics
• Development of a knowledge base
• Phase 2
• Emergence of a research agenda
• Theorization of the field
• Cognitive and sociocultural theory
• Rethinking of the knowledge base
“A key factor driving the increase in research in
teacher cognition has been the recognition that
teachers are active, thinking decision-makers
who play a central role in shaping classroom
events. Coupled with insights from the field of
psychology which have shown how knowledge
and beliefs exert a strong influence on teacher
action, this recognition has suggested that
understanding teacher cognition is central to the
process of understanding teaching.”
• Phase 3
• Identification of the field of teacher
learning
• Rethinking of teaching practices
• Distinction between teacher training and
teacher development
• Development of a research agenda
focusing on:
• Content of TE
• Nature of teacher learning
• The role of context
• Delivery
• Impact
• Co-construction of knowledge rather
than transfer of knowledge
• Dialogic teaching
• Collaborative approaches
• Self-directed learning
• Teacher-networks
“In the craft model all of the expertise of
teaching resides in the training, and it is the
trainee’s job to imitate the trainer. With the
applied science model all teaching problems can
be solved by experts in content knowledge and
not by the ‘practitioners’ themselves. The third
model envisions as the final outcome of the
training period that the novice teacher become
an autonomous reflective practitioner capable of
constant self-reflection leading to a continuous
process of professional self-development.”
“First, it requires the participation of the
teacher and the teacher-learners. There can be
no learning if either one is missing. Because of
the complexity of what the teacher and teacherlearners bring to the classroom, and the further
complexity of their interaction in class, it is
impossible to predict exactly what teacher
learners will or will not learn. Finally, dialogue
involves constant negotiation.”
“Collaborative learning creates a social context
that helps students negotiate entry into the
academic discourse community and acquire
disciplinary knowledge. But, at the same time,
their joint efforts will produce new knowledge,
and eventually lead to a critique of accepted
knowledge, conditions, and theories, as well as
of the institutions that produce knowledge.”
Jack C Richards
University of Sydney, Australia (honorary professor)
Regional Language Centre, Singapore (adjunct professor)
City University of Hong Kong (visiting distinguished professor)
www.professorjackrichards.com