ERIC ED423676: Changing Teacher Roles in the Foreign Language Classroom.

21 Pages·1998·0.32 MB·English

by  ERIC

DOCUMENT RESUME
ED 423 676 FL 025 477
AUTHOR
Johnson, Francis; Delarche, Marion; Marshall, Nicholas;
Wurr, Adrian; Edwards, Jeffrey
Changing Teacher Roles in the Foreign Language Classroom.
TITLE
PUB DATE
1998-00-00
NOTE
20p.; For complete volume of working papers, see FL 025 473.
PUB TYPE Opinion Papers (120)
Journal Articles (080)
JOURNAL CIT
Texas Papers in Foreign Language Education; v3 n2 p71-89 Spr
1998
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Educational Needs; *Educational Trends; Foreign Countries;
Higher Education; Interpersonal Communication; *Language
Teachers; Personal Autonomy; Second Language Instruction;
Second Language Learning; Second Languages; *Student Role;
Teacher Education; *Teacher Role; *Teacher Student
Relationship; Trend Analysis
*Kanda University of International Studies (Japan)
IDENTIFIERS
ABSTRACT
The roles of teachers in traditional second language
classrooms are examined and measured against current conceptual trends within
the discipline of foreign language learning and teaching. These trends,
especially those in interpersonal communication and learner autonomy, require
a new understanding of the classroom role of the language teacher. The Kanda
English Language Proficiency (KELP) classroom at Kanda University (Japan) is
then described; in this context, students assume responsibility for their own
learning program. The teacher's role in this classroom is presented as an
example of what the roles of foreign language teachers of the future might
be. Implications for the future design of second language teacher training
are also considered. (Contains 31 references.)
(MSE)
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U.S. DEPARTMENT OF EDUCATION
Deice ol Educational Reunion and imorovement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
'This
document has been reproduced as
received from the person or organization
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0 Minor changes have been made to
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Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
-
readier Roles in the Foreign
Changing
age Classroom
PERMISSION
Rt7ErN.
TO REP
DISSEMINATE
THIS MATERIAL
FRANCIS JOHNSON
HAS
BEEN GRANTED
BY
MARION DELARCHE
111
&X.te.
NICHOLAS MARSHALL
Oka
ADRIAN WURR
JEFFREY EDWARDS
TO THE EDUCATIONAL
RESOURCES
INFORMATION
CENTER (ERIC)
1
This position paper examines the roles of teachers in traditional
It then measures these roles against cur-
foreign language classrooms.
rent conceptual trends within the discipline of foreign language learn-
ing and teaching. In so doing,
it argues that these
trends, especially
those in interpersonal communication and learner autonomy, require
a new understanding of the roles of the foreign language teacher in the
classroom. Next, 'it presents the KELP classroom of Kanda University in
Japana classroom in which students assume responsibility for their
own learning programand the roles of the teacher in such an instruc-
tional system, as an illustrative example of what the roles of foreign
language teachers of the future might be. Finally, implications for the
future
of foreign
teacher-training
dis-
design
language are
courses
cussed.
INTRODUCTION
Traditionally, the TESOL classroom has been one which places undue
emphasis on the teacher. According to Wright (1987), the characteristics of
this tradition are that teachers are all-powerful and all-knowing, setting high
standards and exercising tight control over the dissemination of learning and
knowledge. Learners must conform to these standards, and their efforts are
judged by their results in examinations. This teacher role is usually contrasted
with the "interpretation" teacher (see section on Traditional Roles of the
Teacher) who dispenses control and responsibility for learning more among
the learners. These two teacher roles are posited against each other, but in re-
ality they are two ends of the same continuum.
Our paper, which is based in part on research currently being carried
out in the English Language Institute of Kanda University, examines these
trends in foreign language teachers' roles in order to discern future directions
in the profession. We begin our examination by reviewing past and present
teacher roles. We then discuss these in relation to contemporary language
learning theories. Next, we move to an extended description and discussion
of the Kanda English Language Proficiency (KELP) classroom at Kanda Uni-
versity in which students assume responsibility for their own learning pro-
gram. We examine the KELP classroom as a plausible design for future for-
eign language classrooms and discuss the roles of the teacher in such an in-
structional system. We argue that the trend towards greater learner autonomy
2
72
Texas Papers in Foreign Language Education
in classroom necessitates the adop-
interested and engaged in
what
tion of new teacher roles for the for-
they're learning" (p. ix) and then
eign language classroom in unison
proceed to explain how they decided
with other curricular changes.
what students should be interested
in. Also seen as a positive feature is
the fact that the book is organized
TRADITIONAL CLASSROOM
ROLES
such that "Each unit is carefully de-
This section gives the litera- signed to build on the previous
ture sources of evidence and infor-
one." This statement makes clear
mation
traditional
for
classroom
that students are meant to progress
roles.
through the book from the begin-
ning to the end in a linear fashion,
with no deviation from the pre-
Language-Proficiency Course Books
popular
Examination
determined
of
path.
teacher's
The
course books, including but not lim-
manual also identifies which exer-
ited to, students' books, teachers'
cises are "optional" or "alternative,"
books, audio tapes, and sometimes
again
suggesting
curricular
deci-
resource/practice books for supple-
with
individual
sions
rest
the
mentary grammatical practice, re-
teacher. That is, students have no
veals that learners are given little or
say as to which exercises will or will
no choice within the course book to
not be completed, and in what or-
organize their learning. While units
der.
or sections may be omitted, the stu-
instruction
That
language
dents' pathway through the course
should be conducted in this way is
is relatively inflexible. In addition,
in direct opposition to what Second
learners are rarely encouraged to
Language Acquisition research tells
evaluate
their
through
learning
us about individual differences and
the impact that such
specific exercises. Textbooks, then,
differences
along with teacher-training courses,
have on language acquisition. Issues
the
that
the
ranging from age at first L2 expo-
reflect
expectation
whole class will react to the same
sure, to aptitude, cognitive factors
(or at least related) text as input un-
like learning style and field depend-
der the teacher's supervision.
ence/independence, affective factors
A fitting example of such a
like motivation and attitude, as well
paradigm is the East-West series
as risk-taking and use of learning
published by
(American
strategies, have been discussed in
English)
the literature. Research into these
Oxford University Press. In their in-
to Book One of this
troduction
issues has consistently shown that
popular series, authors Graves and
they are not to be taken lightly that a
Rein (1988) assert that they identi-
complex interrelation of all these
fied the linguistic features students
factors results in each individual
would need most in order to com-
learner having a different way as
well as rate of acquiring language
municate effectively, and they based
their text on these elements. The
(Ellis, 1994; Long & Larsen-Freeman,
authors acknowledge that "Students
1991). Despite such findings, most
become motivated when they are
authors and publishers in the field,
3
Changing Teacher Roles in the Classroom
73
while admitting to the reality of in-
"practice," when the teacher allows
dividual
continue to
the learners to work under his/her
differences,
create course books that ignore such
direction; and "production," when
important differences. This may be
the teacher gives the students op-
sensible from a marketing point of
portunities to work on their own (p.
view but is pedagogically unsound.
2).
of the
This broad division
Teacher-Training Textbooks
oral class into these stages with the
There has been an explosion
teacher as a conductor has been
in the number of authoritative titles
paradigmatic
in British
teacher-
about teacher
training
in
recent
training courses for some time now.
years, and it is difficult to narrow
While the classroom in these cases
these down to a selective list. One
is no longer simply an institutional-
very popular title is Approaches and
ized location for the transmission of
the
Methods
Language
in
T eaching
foreign
language
a
system,
teacher retains tight responsibility
(Richards and Rodgers, 1986), which
has a clear section on teacher roles
for planning material, and for pac-
within each approach or method
ing and controlling student activi-
Harmer's
analyzed.
Jeremy
ties. In this aspect, the teacher's role
T h e
has not changed much from the
Practice of English Language Teach-
ing (1987) has been a favorite of Brit-
grammar translation class.
ish-based Royal Society of Arts Cer-
The above mentioned
texts
tificate and Diploma courses in for-
all describe roles and activities in
eign language teaching throughout
the lock-step classroom, which Dick-
the '80s and '90s. This provides a
inson (1987) defines as one in which
comprehensive and general over-
all students are more or less en-
view. In a similar tradition to Har-
gaged in studying the same thing at
mer, Donn Byrne's (1986) Teaching
the same time. In such a classroom,
Oral English and Matthews, Spratt
students might be all listening to
the same audio cassette, watching
& Dangerfield's (1985) At the Chalk-
facePractical Techniques
in Lan-
the same video, or working on the
guage Teaching are still quite popu-
same tasks in the same textbook. As
More recent
teacher-training
lar.
Johnson et al. (1995) has argued, re-
books, such as Omaggio's (1993)
studies on
search findings from
Second Language Acquisition and
Context,
Teaching in
Language
mention teacher roles and learner
on learner differences do not neces-
autonomy, but still default to the
sarily validate such an approach. In-
as a group , thus
view of learners
terestingly, Breen (1985) views the
relegating any curriculum negotia-
cultural
setting
classroom
as
a
tion to a discussion of what is best
where social realities "specify and
mold the activities of teaching and
for all.
Byrne (1986) describes three
learning" (p. 142). He concludes the
basic teacher roles in the oral Eng-
classroom cultural setting is gener-
ally highly normative and inher-
lish
"pre-
classroom.
These
are
sentation," when the teacher intro-
ently conservative. We feel that the
of most
duces something new to be learned;
conservative framework
4
74
Texas Papers in Foreign Language Education
educational establishments has in-
terdependence
and
language
of
stitutionalized
the lock-step
communication.
class-
Minimally,
stu-
room as their modus operandi. In
dents are expected to interact with
other words, political and institu-
other people; fluency and acceptable
tional
language are the primary
considerations
subsume
goals.
pedagogical concerns so that alterna-
Generally speaking, several roles are
tive ways of teaching and learning
assumed for teachers in CLT, a cen-
are not addressed. The overall role
tral one being to facilitate interac-
of the teacher remains the planner
tion. Richards and Rodgers (1986)
and director of orchestrated lock-
hold that other roles include "needs
step learning.
analyst," "counselor," and "group-
process manager" (p. 77).
Teacher-Training Syllabi
The 1994-1995 RSA / Cam-
Teacher-training courses tend
bridge
teacher-training
Diploma
to be oriented towards particular
schedule in Tokyo reflects the roles
methods
mentioned within the description
instruct
and,
therefore,
people to teach within the confines
of CLT above. Theoretical compo-
of those methods. Most of
nents of the course include "the
the
learner and learning
methods promoted by these teacher-
styles" and
training courses place the teacher at
"learner strategies and the good lan-
the center of the class as described
guage learner,"
but
the
overall
earlier. An extreme case of this is
teacher is assumed to be responsible,
the grammar translation method,
to a great extent, for the learners'
which is a true transmission class-
motivation.
This
necessarily
fol-
room and places few demands on
lows, since
motivation
"intrinsic
the
teacher. Audio-lingualism
will spring from an interest in what
is
also a teacher-dominated method,
is being communicated by the lan-
and the teacher's role is central and
guage" (Finocchiaro and
Brumfit,
active. According to this method,
1983, p. 91) and teachers are respon-
language learning results from ac-
sible for materials and tasks in the
tive
verbal
interaction
between
However,
classroom.
decision-
teacher and learners.
making and control over what is
The 1970s gave rise to a vari-
studied has evolved more towards
ety of methods in the generally held
the learner recently, though we be-
belief that there must be an opti-
lieve not enough (see section on
mum way to stimulate learners' ac-
Learner-centeredness).
quisition and cognition of language.
A number of methods attained brief
Statements of Professional Qualifi-
notoriety until the broad-based ap-
cations
proach, Communicative Language
The Directory of Professional
Teaching (CLT), won general accep-
Preparation Programs in TESOL in
tance in English teaching circles.
the United States (Kornblum & Gar-
This approach sees communicative
shick, 1992) also specifies several
competence as the goal of language
roles for the English as a second
teaching and proposes procedures
language (ESL) teacher. As the larg-
for such teaching based on the in-
est
organization
of
language-
5
Changing Teacher Roles in the Classroom
75
teaching professionals in the world,
level. However, the planned events
and classroom text to be used are
TESOL has become the major organ
for the legitimization of means as
generally decided by teachers. In this
capacity it is the teacher's role to
well as ends of English instruction.
With the overall
goal being the
prepare materials that are stimulat-
"mastery of communicative compe-
students
the
to
ing
or
for
tence" (p. 231) by the students, the
amend/revise published materials
teacher's role is seen first as that of
which
inappropriate.
are
Byrne
an evaluator who is responsible for
(1986, p. 3) sees this as part of the
judging how well students are mov-
teacher's role as motivator. He sees
ing toward this goal and where their
students' motivation as a response
strengths and weaknesses may lie.
to the interest intrinsic to the mate-
Following this evaluation, it is in-
rials, rather than as an attitude that
students bring to
cumbent on the teacher to set objec-
the
the
class.
tives on behalf of the students, and
Legutke and Thomas (1991) would
take issue with this view. They
to choose or modify approaches,
write that "the assumption that a
methods and techniques as well as
materials that will best encourage
well-selected and interesting topic
progress towards achieving those
would solve motivational problems
and increase a willingness to learn
teacher-set objectives.
(is) possibly short-sighted" (p. 24).
We will take up this point more
TRADITIONAL ROLE OF THE
fully in later discussions on Learner
TEACHER
Autonomy.
Model of Language
During the last few decades of
it has become
lan-
where
language teaching,
classrooms
In
guage teaching is understood as the
more usual for teachers to engage in
transmission of a linguistic system,
negotiation of the syllabus with stu-
native-like proficiency is the desired
dents, especially in those classes fol-
paradigm. In this transmission set-
lowing a notional-functional sylla-
ting, the teacher provides the model
bus (Omaggio, 1993). This, however
to which students aspire, usually in
still does not account for learner dif-
terms of knowledge of syntax and
ferencesit involves mass negotia-
tion of content only, so that while
lexis, and possibly accurate pronun-
student input is sought on which
ciation. Correct form and accuracy
are more important than the con-
notions or functions to include in
the syllabus, all learners still must
tent of messages, and students often
compare their performance against
content
that
negotiated
study
through the methods, approaches,
that of the teacher.
the
and techniques
chosen
by
teacher, and they must progress
Lesson Planner and Director
The content
of courses
through tasks and exercises as a uni-
is
is the
usually decided by some higher
fied group. More often,
it
authority than teachers. Decisions
teacher who decides what and how
may be made at the department
the students will learn.
level, or at the school or college
6
76
Texas Papers in Foreign Language Education
Nunan (1988) has advocated
ceptual Framework) about what and
planning and needs analysis as a
how to study and hence give space
teacher role, pointing out in his
for motivation from the learner's
Learner-Centred Curriculum that if
perspective.
needs analysis shows learners not
seeing the importance of communi-
Controller/Monitor of Student Prac-
cative activities, then "Somehow or
ticeChecking and Correcting
other, the teacher.
.needs to con-
At this stage of the lesson the
.
vince learners of the value of com-
teacher's role becomes less central as
municative
the students practice the language
activities"
(p.
96).
and the teacher observes, noting
Again, it is clear that the issue is not
so much to pay attention to the
student errors and judging when to
needs that students express, but to
change activities. Byrne (1986) lik-
impose upon learners the idea that
ens the teacher's role to that of the
the teacher knows best.
conductor of an orchestra, "giving
each of the performers a chance to
participate and monitoring
Presenter of New Language Material
their
The stage of a lesson where
performance" (p. 2). Implicit in this
attention on
learners focus their
role is the issue of how much, what,
text, prior to performing an associ-
when and how to correct student er-
ated task, is often termed input. In
rors. Harmer (1987) discusses five
this case the teacher assumes re-
techniques for indicating that stu-
sponsibility for introducing the lan-
dents have made an error. The in-
is that if students under-
guage. This is one of the three para-
tention
digmatic stages of oral classes men-
stand this feedback they will be able
tioned earlier. The teacher should
to correct the mistake and this self-
be sensitive as to what and how
correction will be helpful as part of
much
information
and
their overall learning process. Any
give
to
should also consider appropriate-
division of roles is always arbitrary
ness of level. According to Byrne
to some extent but in the case of oral
(1986, p. 2), the teacher is the center
practice, we can suggest that a fur-
ther stage develops from this one,
of activity at this point.
where the teacher is manager and
In connection with this stage,
Cranmer (in Matthews, Spratt and
guide for students' production of
Dangerfield, 1985) sees the motiva-
language.
tion arising from the teacher's quali-
ties as crucial to learners' perform-
Assessor of Student Knowledge and
and "sensitivity,
Performance
discusses
ance,
avoidance
As already stated above, the
sympathy, flexibility
. .
.
of sarcasm and ridicule
. appro-
role of assessor is one specified by
.
.
priate
(paternal,
personality
the Directory of Professional Prepa-
role
he
maternal,
ration Programs in TESOL: it is by
fraternal)." Where
being the assessor of performance
places responsibility on the teacher,
in this respect we would provide
that the teacher checks his or her ef-
learners with genuine choices (see
fectiveness in propelling students
discussions later on The KELP Con-
towards
communicative
compe-
Changing Teacher Roles in the Classroom
77
does not go
tence. McArthur (1983), in his dis-
that
it
section
far
cussion of the place of formal test-
enough.
the
language
ing
in
classroom,
points out that in more informal
CONTEMPORARY CHANGES IN
types assessment (such as continued
THE FOREIGN LANGUAGE
observation of individual students'
CLASSROOM
is assumed that
progress) it
it
is
teachers who "know the students
Learner-Centeredness
best and are in the best of all possi-
As opposed to the traditional
ble positions to evaluate each indi-
classroom, the concept of learner-
centeredness advocates the use of
vidual" (p. 110).
student input and feedback in the
structuring and ongoing modifica-
Classroom Manager
Several of the roles described
tion of the curriculum. This concept
thus far can be considered manage-
of learner-centeredness
not,
as
is
(1987) defines man-
Wright
Nunan (1995) recently pointed out,
rial.
agement as "teaching or learning
an "all-or-nothing concept," (p. 134)
behavior aimed at organizing learn-
but rather a relative one. Nunan de-
ing and learning activities" (p. 157).
fines a learner-centered curriculum
In common with Byrne, as afore-
as one which "will contain similar
mentioned (in the section on Les-
components to those contained in
son Planner and Director), Wright
traditional curricula. However, the
further deems "motivation" a key
key difference is that in a learner-
management role and lists several
centred curriculum, key decisions
be made with reference to the
sub-components (p. 53) of this: pro-
.
.
.
jecting a positive attitude to learn-
134). Nunan
learner"
(p.
(1988)
providing
originally saw learner-centeredness
interesting
tasks,
ers,
in terms of negotiation with and
maintaining arranging
discipline,
input from learners, but more re-
and adjusting group configurations,
providing self-appraisal opportuni-
cently has enlarged his definition to
full learner autonomy at
include
ties, etc.
Wright (1987) contrasts the
the "strong" end of the pedagogical
management
behavior
continuum (Nunan, 1995). This ac-
of
"transmission" and "interpretation"
cords well with our view of learner-
teachers (p. 63) in several ways. A
centeredness, which maintains the
transmission teacher maintains
learner as an individual capable of
a
designing his or her own program
high degree of control over learners
of study, not as one who simply
interpretation
teacher
while
the
control by persuasion.
adds an opinion to a majority rule
maintains
The interpretation teacher disperses
decision on syllabus or class content.
a view
responsibility for learning among
Accepting such
of
the learners. In relative terms, the
demands
learner-centeredness
many changes in
management of Wright's interpreta-
classroom.
the
tion teacher is much more learner-
Most course books with their steady
centered than that of his transmis-
lock-step progression of chapters do
sion teacher. We argue in the next
not fit into our structure since they
8
78
Texas Papers in Foreign Language Education
do not
individually-
allow
for
one: Malinowski (1935) maintained
charted courses through curricula.
that the linguistic utterance is de-
In classes centered around conven-
fined within its context of situation
tional course books of today, stu-
and culture. From this developed
dents and teachers may work to-
the principles
of communicative
gether to renegotiate the curriculum
language teaching within the tradi-
so that it better matches the stu-
tion of British linguistics. However,
dents' needs and learning styles. Yet,
it is only with general acceptance of
if they are locked into using text-
the communicative approach that
books which are not flexible, indi-
language as the exchange and crea-
vidual strategic and cognitive pref-
tion of meaning in a communica-
erences and styles are not being ad-
tive context has finally gained as-
dressed. We would argue that mate-
cendancy in language teaching.
rials should be created to be used in
As the classroom changes, it
such a way that learners have some
is in part responding to the overdue
choice in all aspects: activities and
acceptance of this view of language.
pathways through them, as well as
In the past, language was seen for
when they will be working, and
pedagogical purposes as something
with whom.
the
teacher
the
transmitted
to
the
Both
Options
learner by presenting new material
series
(Harrison & Mont, 1995), created for
and modeling its use. The formal
and now in use at Tokyo's Kanda
aspects of language were attended to
Institute of Foreign Languages, and
in this type of language teaching,
the Tapestry series (Scarce lla & Ox-
but little or no attention was paid to
ford, 1992) show features of learner
the strategic, discourse, or commu-
choice as described above, and are
nicative aspects of language (Cana le
forerunners in the conceptual de-
& Swain, 1980).
sign that we advocate in this paper.
all
language
If
aspects
of
competence are to be addressed, the
Interpersonal Communication
type of classroom exercises must
materials
Mass-marketed
necessarily include more communi-
have often reflected a view of lan-
cative activities such as those that
guage as a set of symbols that must
mirror real-world exchanges or that
be successfully manipulated in or-
stress formal aspects of language.
der for communication
to occur.
Lessons should involve students be-
This may be partially due to the
ing able not only to perform drills,
huge influence of Chomsky's (1965)
but also to work together on tasks in
notion of language as an abstract
which they need language to reach
representation of language as form.
some mutually determined goal. In
This notion is far removed from the
our view, the materials must reflect
concept of communicative language
the complementary aspects of lan-
teaching, in which we have now
guage creation by including task-
come to recognize the interpersonal
based activities such as problem-
nature of language. The idea that
the ma-
solving, which involve
inseparable from
language
nipulation of information to some
its
is
larger context is by no means a new
end, and text-based activities, where
9
Changing Teacher Roles in the Classroom
79
the intended end products are sam-
ples of accurate language (Johnson
Learner Autonomy
1995). As Nunan
What began with
et
al.,
in-
an
(1988)
states
creased awareness of the importance
of learner input in creating a cur-
has now
riculum and materials
a basic principle underly-
ing all communicative ap-
evolved to enable learners to have a
learners
greater say in every aspect of their
proaches
that
is
learning. There is a current trend
must learn not only to make
grammatically correct, pro-
towards increased autonomy
for
positional statements about
learners. This not only entails the
the experiential world, but
student conferring with the teacher
in order to allow the teacher to
must also develop the ability
make more
to use language to get things
informed
decisions
about the directions the programs
.. .
done
simply being able to
and materials
create grammatically correct
but
should
take,
in language did
should also allow the students to
structures
not necessarily enable the
design their own programs of study
as the managers and directors of
learner to use the language
to carry out various
their own learning. Nunan (1995),
real-
in finally recognizing the later and
world tasks. [p. 25]
stronger view of learner autonomy,
Incumbent on the paradigm
has recently advocated "the devel-
shift to meaningful and contextu-
opment of curricula and materials
the
ally-based communication
which encourage learners to mov e
is
towards the fully autonomous end
interpersonal
development
of
of the pedagogical continuum"
and
communication.
Richards
(p.
Rodgers (1986) note that a primary
134).
purpose of language is to serve "as a
In an experiment described by
Entwhistle (as cited in Dickinson,
vehicle for the realization of inter-
personal relations" (p. 17). Language
1987) it was shown that outcomes of
is seen as the tool used to describe
language learning are more success-
and interpret experience. Yet one's
ful if types of materials are matched
with preferred learning style. W e
view of the experience is never ab-
would like to extend the ramifica-
solute but rather subject to modifi-
of Entwhistle's
cation through a process of negotia-
findings.
tions
If
tion with others (Kelly, 1955). Lan-
and
students
materials
choose
guage then is not merely transac-
pathways through
rather
them,
tional discourse, rather
than having them prescribed by the
creates
it
output
input
and learning may
meaning
outcomes
teacher,
as
In an
through social interactions.
well become more satisfactory. This
educational setting, this negotiated
then embraces the stronger version
of learner autonomy that language
creation of meaning may occur be-
tween students; students and the
currently turning
teaching
to-
is
teacher; or the teacher, students, and
wards.
the community.