Confluent Language Teaching

Teaching for the three-fold goals of self reflection, interpersonal dialog, and skills mastery is confluent language education. The term "confluent" is used to describe the process whereby the traditional educational goal of subject skills mastery is merged with the newly emerging humanistic goals of intrapersonal awareness and growth and interpersonal dialog. In confluent language classes students practice structures that enable them to reflect upon their own needs, wants, concerns, interests, values, activities, and behaviors, and to share these with others. The content of all language practice is derived from student offered material. Four key processes are observable in confluent classes: (1) Language practice immersed in the "here and now" reality of class interaction. (2) Content of language practice based upon student offered material, both cognitive (ideas, thoughts, facts) and affective (feelings, personal images, values, interests). (3) Close relationships established among class members. (4) Self-reflection and self-disclosure encouraged as a means to self knowledge. The confluent approach of teaching the language is based on Suggestopedia language learning basis which was first pioneered by Eric Hawkins at the University of York. The essence of the confluence teaching is a process of holistic approach, involving body, mind, emotion and spirit. Moreover, this holistic teaching, Suggestopedia complements the holistic approach by integrating such key elements which stimulate cognitive and affective capabilities able to put the learner in certain conditions known as to accelerated teaching. As a result, Confluent teaching is based on the learner’s interests bouncing to self-learning, interpersonal sharing and dialogue, and self-awareness. The learners study multi-dimensionally about themselves and others at the same time learning the traditional structures of the language. Confluent teaching methods are incorporated into already existing methods and materials which purpose is to serve the expanding of traditional materials. The objective of Confluent teaching methods is to incorporate them affectively into interpersonal learning language process.

CARD 9

 

How necessary is a coursebook?

ADVANTAGES

1. Framework. A coursebook provides a clear framework: teacher and learners know where they are going and what is coming next, so that there is a sense of structure and progress.

2. Syllabus. In many places the coursebook serves as a syllabus: if it is followed systematically, a carefully planned and balanced selection of language content will be covered.

3. Ready-made texts and tasks. The coursebook provides texts and learning tasks which are likely to be of an appropriate level for most of the class. This of course saves time for the teacher who would otherwise have to prepare his or her own.

4. Economy. A book is the cheapest way of providing learning material for each learner; alternatives, such as kits, sets of photocopied papers or computer software, are likely to be more expensive relative to the amount of material provided.

5. Convenience. A book is a convenient package. It is bound, so that its components stick together and stay in order; it is light and small enough to carry around easily; it is of a shape that is easily packed and stacked; it does not depend for its use on hardware or a supply of electricity.

6. Guidance. For teachers who are inexperienced or occasionally unsure of their knowledge of the language, the coursebook can provide useful guidance and support.

7. Autonomy. The learner can use the coursebook to learn new material, review and monitor progress with some degree of autonomy. A learner without a coursebook is more teacher-dependent.

 

DISADVANTAGES

1. Inadequacy. Every class – in fact, every learner – has their own learning needs: no one coursebook can possibly supply these satisfactorily.

2. Irrelevance, lack of interest. The topics dealt with in the coursebook may not necessarily be relevant or interesting for your class.

3. Limitation. A coursebook is confining: its set structure and sequence may inhibit a teacher’s initiative and creativity, and lead to boredom and lack of motivation on the part of the learners.

4. Homogeneity. Coursebooks have their own rationale and chosen teaching/learning approach. They do not usually cater for the variety of levels of ability and knowledge, or of learning styles and strategies that exist in most classes.

5. Over-easiness. Teachers find it too easy to follow the coursebook uncritically instead of using their initiative; they may find themselves functioning merely as mediators of its content instead of as teachers in their own right.

 

Coursebook assessment

Stage 1: Deciding on criteria

CRITERIA FOR COURSEBOOK ASSESSMENT

Importance

Criterion - Objectives explicitly laid out in an introduction,and implemented in the material; - Approach educationally and socially acceptable to target community; - Clear attractive layout; print easy to read - Appropriate visual materials available; - Interesting topics and tasks; - Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.; - Clear instructions; - Systematic coverage of syllabus; - Content clearly organized and graded (sequenced by difficulty); - Periodic review and test sections; - Plenty of authentic language; - Good pronunciation explanation and practice; - Good vocabulary explanation and practice; - Good grammar presentation and practice; - Fluency practice in all four skills; - Encourages learners to develop own learning strategies and to become independent in their learning; - Adequate guidance for the teacher; not too heavy preparation load; - Audio cassettes; - Readily available locally.

 

Stage 2: Applying criteria. Take a locally-used coursebook and examine it, applying the criteria you have, note your ratings. You might use a similar code to the one employed in Stage 1: a single or double tick indicates that the book scores high, or very high, on this criterion; a cross or double cross that it scores low or very low; and a question mark shows that you are not sure, or that the criterion applies only partially. You might compare notes with other participants who have looked at the same materials, and see if you can come to a consensus on most or all of the items.

Stage 3: Summary. Note that for this you need to compare the two columns you have filled; it is not enough simply to ‘add up’ the right-hand column. For example, if the book has scored very high on a criterion which you rated unimportant, this is less in its favour than a fairly high rating on a criterion you see as essential.

 

Using a coursebook

– pronunciation practice

– introduction of new vocabulary and practice

– grammar explanations and practice

– recordings for listening practice

– listening and speaking communicative tasks

– reading and writing communicative tasks

– mixed-skills communicative tasks

– short and long reading texts

– dictionary work

– review of previously learnt material

– some entertaining or fun activities

 

Supplementary materials

Package 1: A set of computers for learners’ use, with accompanying language-learning programs on floppy disk.

Package 2: A set of reference books for the teachers, including: grammars, dictionaries; various specialized textbooks; handbooks of activities; and a subscription to a teachers’ journal of your choice.

Package 3: A number of overhead projectors and slide projectors, with all necessary film, slides and markers.

Package 4: Video equipment, with assorted cassettes, including language-learning material and films in the target language.

Package 5: Computers and printers for teachers’ use; each computer has a hard disk with the latest word processor and various programs that enable you to compose your own computer tasks for learners.

Package 6: Several cassette recorders with accompanying earphones (so that several learners can listen quietly to one machine); a selection of accompanying cassettes for language learning.

Package 7: A wide variety of posters and sets of coloured pictures, plus board and card games for language learning.

Package 8: A library of simplified readers in the target language, ranging from very simple to advanced. There would be enough books in this library to enable all students to borrow freely.

 

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