A Book Critique on a Methodology Book

   The book under analysis is part of the Oxford Handbooks for language teachers, a series which seeks to provide sources for both language teachers and teacher trainers. It was first published in 1999 and has become a classic among English Language Teaching (ELT) literature. Both authors, Lightbown and Spada (2010), are well known writers who have been carrying out research and publishing books for many years, both together and separately. This third edition is an expanded and updated version which maintains the overall structure but the chapters have been edited and completed.

    The book is organised in an introduction, seven chapters, a glossary and a bibliography. In the introduction, there is a set of statements about the popular beliefs about language learning and teaching that teachers may have which are further considered and explained in the last chapter. All the chapters include a summary and a list of recommended further reading, “we encourage readers to use both the end-of-chapter reading lists and the bibliography to pursue their own interests further” (Lightbown & Spada, 2010, p. xiv)

   Chapters one and two provide overviews of theories of first and second language acquisition respectively. The theories and issues introduced here re-occur later in the book in discussions of learner characteristics, factors affecting acquisition, and classroom acquisition. The third chapter neatly deals with the ways in which intelligence, aptitude, personality, and motivational characteristics, learning styles, and age can impact on second language learning. Lightbown and Spada (2010) are honest in warning that research on individual differences is quite complex by stating that “researchers are beginning to explore the nature of these complex interactions’ (p. 75). The fourth chapter focuses on learner language. Drawing on the findings of second acquisition research, the authors present a number of samples of learner language to illustrate the various research findings and “to give you an opportunity to practice analysing learner language.” (Lightbown and Spada, 2010, p. 77).

   In the fifth chapter, the authors observe both teaching and learning in the second language classroom, focusing mainly on interactions, feedback and questions. Finally, as indicated above, in the sixth and final chapter the authors present their own responses to the twelve commonly expressed views on language learning and what their implications are with regard to how languages should be taught. Not only are complete references given in a bibliography section, but also there is a glossary of terms at the end of the book. Furthermore, it is worth mentioning that terms included in the glossary are italicised throughout the book.

   Overall, the book succeeds admirably in presenting theoretical views and research findings to language teachers. Moreover, the inclusion of examples intermingled with theoretical explanation makes the information clear and understandable. It just sets the basis of most of the concepts since they are just presented. A more experienced teacher or a researcher would need to further expand the topics. All in all, it would have been better if Lightbown and Spada (2010) had delved more into the topics.

References

Lightbown, P. M., & Spada, N. (2010).  How languages are learned (3^rd ed.). Oxford, UK: Oxford University Press.

My Personal Critical Incident

  More than ten years ago, I was called to deliver some lessons to a group of adults attending primary school. The Head of the school thought it would be a good idea to let them approach the foreign language, at least in an extracurricular way. With that purpose, she contacted the TEFL College with the aim of getting some help in order to put her idea into practice. Thus, I was asked whether I wanted to undergo such an experience, and of course, I accepted the challenge.

  There were 20 students in the groups whose ages ranged from 16 to 65 years old and none of them had had any contact with the target language before. Their reasons for learning varied a lot, some of them were there because they were obliged to, some others – mainly the eldest ones – because they wanted to learn to read and write. Hence, many behaved quite badly and inappropriately while a few were actually interested and motivated.

  Given that scenario, I decided that my main goal would be to let them enjoy the language by having fun and spending a good moment together. So that in time, they would have a positive attitude towards English. With that idea in mind, I developed games, quizzes, and activities to develop some basic vocabulary and structures in a motivating and involving way. I remember preparing lots of materials and thinking over every single moment of the lesson. I must admit that although I was actually doubtful as regards students’ behaviour, the lessons resulted interesting and the learners got really motivated.

  When I finished delivering the lessons the Head wrote an acknowledging letter for the TEFL College and another for me. I felt really proud and from that moment on, I have always beard in mind that everything is possible and, above all, I felt I am capable of overcoming difficulties. All in all, this experience may be food for thought for teachers who are likely to experience similar situations. The way we face problems may vary, but it has proved to be useful to consider the learners’ environment, needs and likes to address enriching teaching and learning experiences.

Critical Incidents to Promote Reflection in Teaching Practices

  Many teachers and educators consider that a person, who masters the concepts of a field, is able to teach it, while others emphasize the importance of reflecting and analyzing the situation deeply. Reflection on teaching practice is then, understood as a formatting strategy which “outlines procedures for collecting observed incidents having special significance and meeting systematically defined criteria” (Flanagan, 1954, para.2). But why do inexperienced teachers fail to solve unexpected incidents in classrooms? Is experience the key to face those situations?

  According to Fernández González, Elórtegui Escartín and Medina Pérez (2003), critical incidents provide the tools for teaching practices analysis. Through this means, an efficient analysis strategy is developed not only for students but also for teachers evaluating the situation. Hence, being observed when you are still an apprentice may become a very fruitful experience since by analysing and interpreting professional practices, autonomy and leadership to encounter unpredicted teaching situations would be enhanced.

  A wide variety of alternatives to overcome everyday life controversial classroom situations are provided by the perspective of the observer and the person delivering the class. In this perspective, the numbers and ways of tackling and solving the problems will vary according to the teaching context, the students and the problem in itself. When reading the article, lots of memories came into my mind. Mainly, those related to my practices at the Teaching Training College and the comments of my teachers and my feelings towards those comments. I wanted everything to develop smoothly and precisely, but I could see I did not have the tools to do so. But I am convinced that those comments and critics made me grow as a professional.

  All in all, critical incidents do deserve to be taken into consideration for bettering teaching practices. Through this technique, the problem in itself is careful analyzed considering the context and the main causes. On the findings of this research, an ample diversity of possible solutions is reflectively discussed. And most importantly, teachers’ training colleges appear to be the keystone in the field of education to fulfill this mission for teacher development purposes.

References

Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51-4. Retrieved September 2011, from  http://www.analytictech.com/mb870/Readings/flanagan.pdf

Fernández González, J., Elórtegui Escarlín, N. and Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de Formación de Profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved September 2007, from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=274 17107