The Macrostrategic Framework

Macrostrategies

Get ideas from BEYOND

1. Maximise learning opportunities

By receiving feedback, teachers adapt to their learners needs. Teachers and learners play

off each other. The lesson plan is modified according to how your learners react. You

adapt your syllabus as the period/session evolves. Allow more practice time or skip some

(turn around at a drop of a hat). The need to respect the teaching environment, such as

teaching in Africa, not having access to a blackboard, computer or simple paper and

pencil.

Gass & Selinker (2001) If we accept the fact that learnerss output can be hypothesis

testing, we see feedback in a different light. Confirm/infer. If the teacher perceives that the

reference group (20 out of 30) is not getting the message, its our job to get into explicit

description in order not to let any fossilization to take place. The teacher needs to be on

the lookout all the time to get the pulse of the group. Swain said this not Gass & Selinker

We should not get into the model. (When did Swain mention it?) In Beyond Methods

BK tells us: we have to listen.

2. Facilitate negotiated interaction

Noise level, some teachers are uncomfortable with high noise level, ESL is an area were

the teacher needs to promote interaction so that learners chance to produce language

proliferates, blossoms, multiply, spread, burgeons. Scan wheel. Learning teaching &

Teaching learning.
Steph: develop every macrostrategy

Chapter 3 Interaction as a textual activity. Hatch (1978) It is not enough to look at the

frequency page 67. Textual, Ideational and Interpersonal.

Language as ideology; we need to be extrasensitive, its paradoxical that in our quest in

teaching language (as a discourse, as a system and as ideology) , we try to promote

interaction and communication yet we have never lived in a more communication

empoverished era. Messages are getting smaller and smaller, chat jargon, Ex: brb: be right

back. By trying to have students move beyond their comfort level, have them produce

language. Accuracy/Fluency: polite forms, discourse, registers in context.

Context: A student, while speaking in front of the group, whose voice broke down at

preadolescent stage, was laughed at. Are we actually promoting language learning or

feeding their fear?

Limit: Group work is hand in hand with the post-method theory but if we cant work in

group at the university level, how can we redefine students roles (individual differences),

if group work reinforces introverted learners inhibitions as opposed to dispelling them.

In the audiolingual way, students felt queasy when asked to perform in front of others,

how is different now a days, to expect students to interact orally in a complex classroom

situation without any risking damage to their language ego.

3. Minimise perceptual mismatches

The teacher is offering a filter of what is acceptable and whats not. Acts as a funnel/sieve

for learners.

Context: Why should it fall on the ESL teachers shoulder to teach beyond linguistic

forms such as politeness etc?

 4. Activate intuitive heuristics

Heuristic: pupils are trained to find out things on themselves, allowing or assisting to

discovering. Induction: Browns Teaching by Principles = an inductive approach is

one in which various language forms are practiced but in which the learners are left to

discover or induce rules and generalizations on their own. (p. 365)

5. Foster language awareness

6. Contextualise linguistic input

7. Integrate language awareness

8. Promote learner autonomy

Context: Students coming back from Christmas holidays, supposed to work on The

Paperback Princess, reading comprehension exercise. Sara turned around and had them

organised their thoughts through their journal entry using an idea web (graphical

organising). Seeing the new classroom reality and Ss different religion a and

background, Sara moved away from Christmas as a cultural icon in order to focus on

activities done during the school break. Slide on word web integrated here.

9. Ensure social relevance

10. Raise cultural consciousness

10 perceptual mismatch

1. Cognitive : Although its the Ts concern as to what the learner has grasped and

still has to tackle, its very hard to guess.

2. Communicative: Through the exchange of messages, learners are constantly testing

hypotheses and rearranging their intake. Interlanguage development.

 3. Linguistic: Giving S strategies for circumlocution, asking for clarification,

teaching them how to negotiate meaning.

4. Pedagogic

5. Strategic

6. Cultural

7. Evaluative

8. Procedural

9. Instructional

10. Attitudinal

Microstrategies

Food for thought: Reform: After reading how the book is developing, what Mr. BK is driving

to, do you see a link to what the Reform is suggesting as far as our role of front runner

claireur for our students to follow. Front members, pioneers of a project, vanguard.

How do we see this fits into the rest of theories? Is it targeted to new teachers or older ones?

Reflective teaching is where the field has gone. Teaching by Principles had 12 principles, not

quite death of a method, still it was less methody.

OUTPUT is part of hypothesis construction

1 hour

Joanna gets a copy of our PPP (6 in a page) send it to Joanna!!!!!

Hands on activity

We are the third framework, pull it to the 2 other frameworks in this chapter. In-service

approach, not for beginning teachers if it were for a teacher trainee, what could we warn.

How could a new teacher use this concept? How much exploration do we do on critical

pedagogy? Questioning everything that was done before and adapt, using guidelines instead

of a method per say. Language is power, hegemony.

Pennycook: notes Critical Pedagogies and Lan Leaning. Discourse on Colonialism

Gass & Selinker (2001) Second Language Acquisition: An Introductory Course.

Brown, D. H. (2001) Teaching by principles, An Interactive Approach to Language

Pedagody.