Week 2: Brown Ch 1 & 2 and Pradhu article

Brown Chapter 1 and 2
         In chapter 1, the author describes one lesson given by a bilingual teacher to ELL college students. Then it goes more in depth by analyzing and questioning the type of teaching, specifically the approach, techniques and methods used by the teacher. The questions really help focus on specific details about the method she uses. For example, "Why did the T ask Ss for definitions? Wouldn't it be more efficient for the T to provide them?" (Brown, 8). These questions make you wonder the effectiveness of the method being used in the classroom. It makes me wonder why the teacher chose those techniques for the lesson and how effective and appropriate are they for these intermediate level students. It also touches on the activities and materials given to them as well as time constraints. Basically, no method is perfect. This chapter allows me to consider a variety of questions that I wouldn't think of if I was observing a classroom. If I would want to teach a classroom with this same lesson, or help these intermediate level students learn English, so they can appropriately use it in their local contexts or jobs, I would definitely have to question the validity and effectiveness of this teaching lesson using all these questions and research.
         In chapter 2, the author begins discussing the differences between various terminologies such as methods, design, techniques and approach. Later on, he emphasizes on different methods and approaches in detail. For example, "The Grammar Translation Method" (GTM) is an old way of language teaching that had been around for a while. One of the characteristics of it is that "much vocabulary is taught in the form of lists of isolated words" (Brown, 19), which reminds me of an ESL class I attended where we had to memorize and understand a bunch of isolated vocabulary words and verbs on a list. But, this ESL classroom was all in English, so not every characteristic of the GTM matches this ESL classroom, such as "classes are taught in the mother tongue, with little active use of the target language" (Brown, 19). The grammar translation method, audiolingual, and series and direct methods have their own characteristics that can be mixed to create the most appropriate method for a certain group of students. He also touches on other methods such as suggestopedia, the silent way, total physical response and the natural approach. All these methods have advantages and disadvantages within them, one just has to mix some of the methods to appropriately fit and effectively teach one's whole classroom as well as each individual. These methods are not wrong, but as the author suggested earlier, it is necessary to question every technique and method being used, so we can fully analyze its validity and enable program objectives to be attained.
"There is no best method-Why?" by Pradhu
        This article focuses on the idea that there is no best method of teaching. I think it matches nicely with Brown's chapters and the meaning of method. Everyone has different needs that cannot be fulfilled by using only one method. Students around the world have different languages, sociolinguistic and cultural backgrounds, attitudes, opinions and learning experiences. Each child has a different learning style, personality and psychological processes that affect the way they learn. Teachers, as well, have different ways of teaching and academic background, there is no one way of doing things. Every person has a different way of perceiving an idea or even a lesson. As Prabhu describes it: "The important issues are not which method to adopt but how to develop procedures and instructional activities that will enable program objectives to be attained?" (Prabhu, 165). I like this phrase because it emphasizes the importance of research, and to think pedagogically about how to develop the appropriate lesson and be able to effectively teach every diverse student. Teachers need to try to avoid mechanical teaching and focus more on sense of plausibility by being consciously aware of the variety of resources, such as other teachers and specialists, as well as using what they learned in school, their past teaching experiences and their own opinions in the classroom. If the teacher is passionate and involved, the students will be too. Teachers need to consider the student's personal factors, backgrounds, experiences, as well as their own and communicate with other fellow teachers and pedagogic specialists to fully attain an appropriate method for their classroom. This information has given me some insight on the word method and rethink what the important factors are to effectively teach my future classroom.

Week 1: First time blogger!

              Hello, my name is Melissa Shinke. I am a Bilingual Elementary Education major with Spanish and TESOL minors. I am looking forward to teach diverse children and develop age-appropriate and culturally-appropriate lesson plans for them. I wanted to get a TESOL minor because I also want to teach children or adults that need or want to learn English as a Second Language. I want to experience teaching an ESL classroom, not only because I want to become a language teacher and teach linguistically diverse children, but like them, I also had to attend ESL classrooms when I was younger!

               I am from Peru, South America and came to the United States 11 years ago. I had to take ESL classes in middle school and high school in the U.S, even though I already knew some English, and created friendships with classmates from South America, Hungary, India, and many more. Actually, my first best friend in the U.S. was a girl from Hungary and we struggled to communicate at first, but then created a wonderful friendship that has lasted for many years.

               In the future, I want to have a diverse learning environment helping ELL students overcome challenges, be proud of their own sociocultural and linguistic differences while respecting others, connect with the new culture and learn more than just the language. In the English 345 course,  I am looking forward to learning various teaching methods and the appropriate tools and materials to fit the needs of every culturally and linguistically diverse child, as well as to learn from other TESOL pre service teachers going through the same process as me.