Week 3: Kumar Ch 1 and 2 & Pennycook article

Kumaravadivelu Chapters 1 and 2 
       In chapter 1, the author describes three types of teacher roles. The first one is teachers as passive practitioners. These are traditional teachers focusing on teaching the content and sending information without implementing other types of resources, any context-specific learning, or original teaching techniques. Teachers as reflective practitioners, the second one, are the teachers who revise and analyse their own teaching, by reflecting before, after and during their lessons to locate, and fix their own mistakes while exceeding their strengths. These teachers also question their assumptions of their own teaching, and are involved in developing the appropriate curriculum for their classroom. The book describes teacher education as "an ongoing process throughout one's teaching career" (Kumar, 11). In my opinion, this phrase is pretty accurate because teachers should always research for the latest resources and teaching techniques, never give up, be aware of their own teaching, make changes in their own lessons if necessary, appropriately fit the needs of their students, question their own teaching techniques, and apply new strategies, as well as learn from their own professional development, personal experiences, students, and other professionals out there. Teachers can also be seen as transformative intellectuals. These professionals can reflect upon pedagogical theories and ideological principles as well as being conscious of the sociopolitical issues surrounding the school community. These teachers want education to move forward and focus on the issues affecting their classrooms and students. They want to make a change, be sensitive to cultural diversity and take action on issues affecting their students' education. As future teachers, it is always necessary to think pedagogically about our teaching and focus on the latest issues surrounding our own students' lives and school environment. 
       The main focus on chapter 2 is the word "method" breaking it down into three features: language-centered, learner-centered, and learning-centered. Language-centered methods focuses on linguistic forms, making sure the learner is practicing "preselected, presequenced linguistic structures through form-focused exercises" (Kumar, 25). The adult learner is consciously aware of their language learning mastering every structure at a time. The learner-centered method focuses on the learner's needs and language use, where students practice their written and oral language skills with others, being aware of their own learning, through activities that emphasizes on meaning and fluency. Learning-centered methods indicate the importance of learning processes, where students are involved in "open-ended meaningful interactions" using critical thinking, problem solving and communicative tasks (Kumar, 26). In this case, language learning occurs unconsciously most of the time. These three methods focus on specific sets of classroom procedures and principles. These methods do not describe all the classrooms in general because every classroom is unique. When there is more interaction, meaning-based activities and critical thinking involved in the language learning process, the student can reach implicit learning and mastery more easily the language. I know from experience that when students are learning a language, they can grasp the language faster by speaking with native speakers of the target language and become involved with the culture (e.g. by taking trips), so they can get a more hands-on learning experience and be more enthusiastic about their language learning. I know it is not always the case, where a student is able to take trips or speak with a native speaker, but if the activities are meaningful and challenging enough as well as interactive and enjoyable, I think the students will be interested in learning the language and achieve mastery. 
       The article "Critical Approaches to TESOL" by Alastair Pennycook 
This article analyzes themes that complement the critical approaches to TESOL. There are critical domains affecting TESOL, such as power, politics, inequality, discrimination, resistance and struggle. The teacher should avoid being biased when constructing a curriculum and being aware of on the current issues affecting culturally and linguistically diverse students. Language teaching is connected with cultural politics, social structure and unequal relations of power. All of these can affect students' lives, so the language teacher has to be aware of the issues, theories, and pedagogic development surrounding TESOL and take a positive approach. It is important to always be informed on the issues within TESOL. It is necessary to consider the political, cultural, and educational issues affecting TESOL students. I found the Kumar chapters and the Pennycook article interesting because these focus on topics that future language teachers should be aware of, such as creating the appropriate role and strategy/method that will benefit the appropriate classroom and individual students, as well as being aware of the problems affecting the schools and their diverse students. One has to think of the correct way to manage the issues and protect the diverse learners in the classroom and school environment.