Appropriate Pedagogy:

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Appropriate Pedagogy

• Language, Culture, and Curriculum

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What is Appropriate Pedagogy?

• What are appropriate goals?
• What are appropriate texts?
• What are appropriate contexts?
• What are appropriate methodologies?
• What are appropriate assessments?

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Appropriate Goals-1

• Is it Linguistic Competence?
• Focus on Form
• How (grammar) and what (vocabulary) to say

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Appropriate Goals-2

• Is it Communicative Competence?
• Focus on meaning (making)
• Meaning as bound to a cultural context
• Meaning as negotiated through discourse
• Meaning as negotiated through communicative
  strategies

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Communicative Competence

• some occasions call for being appropriately
  ungrammatical child acquires knowledge of
  sentences, not only as grammatical, but also as
  appropriate, child acquires competence as to
  when to speak, when not, and as to what to talk
  about with whom, when, where, in what manner
  s/he becomes able to accomplish a repertoire of
  speech acts, to take part in speech events, an to
  evaluate their accomplishments by others.

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Communicative Competence

• Knowledge of how, when, and why to say what to
  whom. add understanding
• Focus on language functions linguistic items
  perform.
• Ex achaa, caleN?
• Compare appropriately ungrammatical
• papaji, aap caay pi-yeNge?
• daddy, aap bhii pi-yoge?

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Why Communicative Competence

• Kashmiri Would you like to have a cup of tea?
• caay cakh-aa
• caay cakh-ay
• caay cakh-ba
• caay cakh-bi
• caay cakh-sa
• caay cayiv-mahraa
• caay cayiv-haz

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Components of CC

• Grammatical competence knowledge of the
  vocabulary, word structure, and sentence
  structure of a language
• Sociolinguistic competence the ability to use
  language in a contextually appropriate way,
  taking into account the roles of the
  participants, the setting, and the purpose of the
  interaction

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Components of CC

• Discourse competence the ability to connect
  utterances to an overall theme or topic
  (discourse coherence), and the ability to infer
  the meaning of larger units (pragmatics)
• Strategic competence ability to compensate for
  imperfect knowledge of linguistic,
  sociolinguistic and discourse rules.

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Focus of FL teaching

• Theoretical focus
• How do learners learn?
• What do they learn?
• Methodological focus
• What are learners needs?
• First step Needs analysis

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Communicative Language Teaching

• Meaningful, goal oriented use of target
  languagefocus on the active learner
• Language input is vital, grammar explanations may
  help
• Some errors are creations of productive
  engagement with input
• Teachers role selection of material and tasks,
  facilitator.

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CLT Methodology

• Mainly TL use in class
• Optimal use of L1 code-switching
• Authentic texts
• Focus on functions (in addition to grammar and
  vocabulary)
• Group and paired activity
• Meaningful and realistic interactions

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Competing Methodologies

• Input processing Input gt Intake
• PPP model
• Presentation-practice-production
• OHE model
• Observe-hypothesize-experiment

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APPROPRIATE TEXTS

• Authentic, but what are they?
• Making travel arrangements, going to bars,
  eating out, booking into hotels, buying gas
• Focus on the culture(s) of the TL
• An essay on cricket?
• Whose culture?

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Diglossic Variation

• Bengali Calit bhasha vs. Sadhu bhasha
• Tamil Colloquial vs. Literary
• Also Kannada, Malayalam, Telugu
• What about Hindi?

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Hindi Language Variation

• Eastern vs. Western
• Hindi vs. Urdu vs. Hindustani
• Polyglossic variation
• paati, ciThii, ltkhatgt, patr, ltlettergt

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Hindi Use and Identity

• maine janaa hai ltgt mujhko janaa hai
• aap caay piyeNgee ltgt aap caay piyoge
• kyaa ek gilaas shiital jal uplabdh hogaa

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APPROPRIATE CONTEXTS

• Learning SALs as
• Foreign Languages
• Less Commonly Taught Languages
• Heritage Languages

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SAL as Foreign Language

• Affective Variables Needs Needs Analysis
• Motivation?
• Integrative and/or Instrumental
• Attitude?
• Positive or negative

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SAL as Heritage Language

• Heritage and cognate-heritage
• Motivation?
• Ethno-linguistic identity
• Maintenance of cultural practices
• Pop culture

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HL and FL the vital difference

• Input processing
• Strategies and mechanisms that promote
  form-meaning connections during comprehension
• Cross-language (and skills) transfer effects
• Sociolinguistic competence
• Discourse competence
• Linguistic competence

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Less Commonly Taught Languages

• Motivation?
• Cultural awareness
• Diversity

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Socio-political context of LCTLs

• Lack of resources
• Lack of classroom research on LCTLs
• Lack of institutional support
• Lack of formal training in language pedagogy
• Abundance of heritage students
• Variable class size and offerings
• Lack of professional development and networking

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Contexts of texts

• Are they teen-appropriate?
• Are they HL-appropriate?

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Skills in contexts

• Foreign language
• Literacy
• Accuracy
• Fluency

• Heritage language
• Fluency
• Literacy
• Accuracy

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L2 Literacy

• Issues
• Transfer of skills Supports or interferes
• Language Threshold Hypothesis
• Onset of L2 literacy vs. L2 learning
• Limited language knowledge of L2 reader/writer
• For a LCTL, the problem is worse
• Role of strategies mental translation, cognates
• Scripts The embarrassment of choices
• Script choice and identity politics

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L2 Reading

• Abilities and skills
• Rapid, interactive, strategic, linguistic, and
  purposeful
• Purposes
• To find information scan, skim
• To learn basic comprehension of main ideas
• To critique/evaluate reflections, connections
  and integration with prior knowledge
• What works Texts must be grounded in
  learner-contexts

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L2 Writing

• Writing is
• Text
• Composing (process)
• Social construction (context)
• What about L2 writing?

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L2 Writing contd.

• What is good L2 writing?
• Cultures affects texts
• Different cultures produce culturally influenced
  and rhetorically distinguishable types of text.
• Some useful pointers
• Focus on the process of writing
• Group writing tasks, peer correction
• Drafting and re-drafting
• Teacher as advisor and editor

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L2 Listening Comprehension

• How does comprehension work?
• Intelligibility
• Comprehensibility
• Interpretability

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L2 speaking

• Talk across cultures
• In U.S., but not in South Asia, we
• Talk around
• Talk up
• Talk down
• Talk it out
• Talk it through/over
• Have talk radio and tv stations
• Have talk show hosts
• Take turns talking

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Conclusions

• Language learning must proceed within the
  socio-cultural contexts of its use
• Learning language, learning culture
• Goal Communicative language teaching, tailored
  to appropriate goals and needs of learners and
  learning.