The End

So this is it, folks: I’m closing down the blog for the summer… and for good. After 3 years, 150 posts, nearly 7000 comments, and innumerable hits, visits, views, however you want to describe and count them, plus one e-book spin-off (but no sign of a second edition of An A-Z!), I think it’s time to call it a day.

But that’s not the end of blogging.  In the autumn (or in the spring, if that’s your orientation) I’ll be resuming with an altogether different theme and format, provisionally titled The (De-)Fossilization Diaries.  Watch this space!

At some point between now and then I’ll lock the comments on this blog, but it will hang around a little longer. If you think you might miss it if it suddenly disappeared, you could always buy the book! 😉

Meanwhile, thanks for following, commenting, subscribing, tweeting… I have so enjoyed hosting this blog, not least because of the active and widely-distributed online community that has grown up around it. Blogging is my favourite medium by far, and, despite claims to the contrary by some curmudgeons, it seems to be very much alive and well.

Now, to give you something to chew on over breakfast, I’ve done a quick cut and paste of some of the one- (or two-) liners that capture many of the core themes of this blog. (You can hunt them down in context by using the Index link above).

1. If there are no languages, only language, what is it that we teach? … The short answer, perhaps, is that we would facilitate a kind of creative DIY approach – semiotic bricolage, perhaps – by means of which learners would become resourceful language users, cutting and pasting from the heteroglossic landscape to meet both their short-term and their long-term goals. (L is for Language)

2. The tension – and challenge – of successful communication is in negotiating the given and the new, of exploiting the predictable while coping with unpredictability. To this end, a phrasebook, a grammar or a dictionary can be of only limited use. They are a bit like the stopped clock, which is correct only two times a day. (M is for Mobility)

3. Creating the sense of ‘feeling at home’, i.e. creating a dynamic whereby students feel unthreatened and at ease with one another and with you, is one of the most important things that a teacher can do. (T is for Teacher Development)

4. A reliance on the coursebook IN the classroom does not really equip learners for self-directed learning OUTSIDE the classroom, since nothing in the outside world really reflects the way that language is packaged, rationed and sanitised in the coursebook.(T is for Teacher Development)

5. The language that teachers need in order to provide and scaffold learning opportunities is possibly of more importance than their overall language proficiency (T is for Teacher Knowledge)

6. A critical mass of connected chunks might be the definition of fluency. (Plus of course, the desire or need to BE fluent). (T is for Turning Point)

7. Education systems are predicated on the belief that learning is both linear and incremental. Syllabuses, coursebooks and tests conspire to perpetuate this view. To suggest otherwise is to undermine the foundations of civilization as we know it. (T is for Turning Point)

8. If I were learning a second language with a teacher, I would tell the teacher what I want to say, not wait to be told what someone who is not there thinks I might want to say. (W is for Wondering)

9. Irrespective of the degree to which we might teach grammar explicitly, or even base our curriculums on it, as teachers I think we need to know something about it ourselves. It’s part of our expertise, surely. Besides which, it’s endlessly fascinating (in a geeky kind of way). (P is for Pedagogic grammar)

10. Every language divides up the world slightly differently, and learning a second language is – to a large extent – learning these new divisions.(P is for Pedagogic grammar)

11. The meaning of the term student-centred has become too diffuse – that is to say, it means whatever you want it to mean, and – whatever it does mean – the concept needs to be problematized because it’s in danger of creating a false dichotomy. (S is for Student-centred)

12. There is a responsibility on the part of teachers to provide feedback on progress, but maybe the problem is in defining progress in terms of pre-selected outcomes, rather than negotiating the outcomes during the progress. (O is for Outcomes)

13. Language learning, whether classroom-based or naturalistic, whether in an EFL or an ESL context, is capricious, opportunistic, idiosyncratic and seldom amenable to external manipulation. (P is for Postmodern method)

14. I have no problem with the idea of classes – in fact for many learners and teachers these can be less threatening than one-to-one situations – but I do have a problem with the way that the group learning context is moulded to fit the somewhat artificial constraints of the absentee coursebook writer. (P is for Postmodern method)

15. The idea that there is a syllabus of items to be ‘covered’ sits uncomfortably with the view that language learning is an emergent process – a process of ‘UNcovering’, in fact. (P is for Postmodern method)

16. This, by the way, is one of [Dogme’s] characteristics that most irritates its detractors – that it seems to be a moving target, constantly slipping and sliding like some kind of methodological ectoplasm. (P is for Postmodern method)

17. The ‘mind is a computer’ metaphor has percolated down (or up?) and underpins many of our methodological practices and materials, including the idea that language learning is systematic, linear, incremental, enclosed, uniform, dependent on input and practice, independent of its social context, de-humanized, disembodied, … and so on. (M is for Mind)

18. Is there no getting away from the fact that classrooms are just not good places to learn languages in? And that, instead of flogging the present perfect continuous to death, it might not be better simply ‘to take a walk around the block’? (A is for Affordance)

19. If automaticity is simply the ability to retrieve memorised chunks, this may result in a repertoire that is fast and accurate, but functional only in situations of the utmost predictability. Fine, if you’re a tourist – just memorise a phrase-book. But for a more sophisticated command of language – one that is adaptable to a whole range of situations – you need to be able to customise your chunks. In short, you need to be creative. Hence, creative automaticity. (A is for Automaticity)

20. Technosceptics, like me, happily embrace technology in our daily lives, but are nevertheless a little suspicious of the claims made, by some enthusiasts, for its educational applications – claims that frequently border on the coercive. (T is for Technology)

21. As edtech proponents tirelessly point out, technology is only a tool. What they fail to acknowledge is that there are good tools and bad tools. (T is for Technology)

22. Another bonus, for me, of the struggle to dominate a second (and third, fourth etc) language has been an almost obsessive interest in SLA theory and research – as if, somewhere, amongst all this burgeoning literature, there lies the answer to the puzzle. (B is for Bad language learner)

23. ‘Fluency is in the ear of the beholder’ – which means that perhaps we need to teach our students tricks whereby they ‘fool’ their interlocutors into thinking they’re fluent. Having a few well rehearsed conversational openers might be a start…. (B is for Bad language learner)

24. I’ve always been a bit chary of the argument that we should use movement in class in order to satisfy the needs of so-called kinaesthetic learners. All learning surely has kinaesthetic elements, especially if we accept the notion of ‘embodied cognition’, and you don’t need a theory of multiple intelligences to argue the case for whole-person engagement in learning. (B is for Body)

25. I agree that learners’ perceptions of the goals of second language learning are often at odds with our own or with the researchers’. However, if we can show [the learners] that the communicative uptake on acquiring a ‘generative phraseology’ is worth the initial investment in memorisation, and, even, in old-fashioned pattern practice, we may be able to win them over. (C is for Construction)

26. How do we align the inherent variability of the learner’s emergent system with the inherent variability of the way that the language is being used by its speakers? (V is for Variability)

27. The problem is that, if there is a norm, it is constantly on the move, like a flock of starlings: a dense dark centre, a less dense margin, and a few lone outliers. (V is for Variability)

28. Think of the blackbird. Every iteration of its song embeds the echo, or trace, of the previous iteration, and of the one before that, and the one before that, and so on. And each iteration changes in subtle, sometimes barely perceptible, ways. But the net effect of these changes may be profound. (R is for Repetition [again])

29. Diversity is only a problem if you are trying to frog-march everyone towards a very narrowly-defined objective, such as “mastering the present perfect continuous.” If your goals are defined in terms of a collaborative task outcome … then everyone brings to the task their particular skills, and it is in the interests of those with many skills to induct those with fewer. (E is for Ecology)

30. Teaching […] is less about navigating the container-ship of the class through the narrow canal of the coursebook/syllabus than about shepherding a motley flotilla of little boats, in all weathers, across the open sea, in whatever direction and at whatever speed they have elected to go. (P is for Postmodern method)

M is for Mind

Words come out of the mouth and go into the ear. But they’re stored in the mind. And retrieved from the mind. And understood in the mind. They’re also learned in the mind.

That, at least, is the conventional wisdom – especially from the point of view of cognitive psychology. ‘Language is instantiated in the minds and therefore the brains of language users, so that linguistics is to be regarded as a branch of psychology’. Thus argues Ray Jackendoff (2002: xiv). Chomsky, of course, took this view to an extreme: the observable messiness of language in use (or performance) ‘surely cannot constitute the actual subject matter of linguistics’ (1965: 4). Rather, ‘linguistic theory is mentalistic, since it is concerned with discovering a mental reality [or competence] underlying such behaviour’ (ibid.).

Theories of second language acquisition follow suit: ‘Second language acquisition is first and foremost a mental process – one that occurs in a behavioural and social context, to be sure, but fundamentally a matter of acquiring a new knowledge system.  Cognition and cognitive factors, therefore, are central to any account of how and why SLA works’ (Long & Richards 2001, p.vii) . Anything else, such as the social contexts in which language is used, or the physical stuff of the brain itself, or even the body in which the mind/brain is housed, are considered marginal, messy, uninteresting – mere noise.

The earliest example I could find of a computer in a coursebook: Headway Intermediate (1986)

Not only is language a mental phenomenon, according to this view, but the ‘mind’ of which it is a product is construed as a kind of computer (or as Pinker [1997: 92] charmingly puts it ‘the on-board computer of a robot made of tissue’). Hence, ‘mental life can be explained in terms of a computational process’ (Johnson-Laird, 1988: 26). Or, put another way, cognition – and, by extension, learning – is basically information-processing.  Furthermore, because of the limitations on the amount of attention that humans can allocate to any particular cognitive task at any one time, this processing is necessarily controlled before it is automatic. In short, humans are ‘limited capacity processors of information’.

This applies equally to language learning, both first and other. As McLaughlin (1987: 133) puts it:

Within this framework, second-language learning is viewed as the acquisition of complex cognitive skill.  To learn a second language is to learn a skill, because various aspects of the task must be practised and integrated into fluent performance.  This requires the automatization of component sub-skills.  Learning is a cognitive process, because it is thought to involve internal representations that regulate and guide performance.

Because learning is a cognitive process, this ‘information processing’ view of learning is known as a cognitivist one, and the metaphor that best captures it is MIND IS COMPUTER.  Associated with this model, therefore, we find a host of information-processing terms like input, intake, output, feedback, automatization, filters, as well as the term processing itself. And, because cognition is implicated, we find a further set of terms like noticing, attention, consciousness-raising, and restructuring.

from Reward (1994)

How does this actually impact on current methodology?  On the one hand, you could argue that all these various models of mind and language operate at a level far removed from actual classroom practice, and that teachers carry on doing what they’ve always done – that is, teaching effectively.  On the other hand, you could also argue that the ‘mind is a computer’ metaphor has percolated down (or up?) and underpins many of our methodological practices and materials, including the idea that language learning is systematic, linear, incremental, enclosed, uniform, dependent on input and practice, independent of its social context, de-humanized, disembodied,  … and so on.

It is a model of language learning that, arguably, turns the learner into an automaton –  ‘a robot made of tissue’.  As David Block (2003: 97) notes, ‘in the ideal world of cognitive scientists, the human mind is still conceived of as dependent on external stimuli to which it responds…The adoption of the computer metaphor of input-output does not disguise the fact that there is still a view of mental behaviour as systematic and mechanistic’.

Is there an alternative model – an alternative metaphor, even?

Block (2003: 93) goes on to argue that there are ‘a growing number of scholars who subscribe to the view that mental processes are as social as they are individual and external as they are internal’. (Some of these approaches I’ve referenced in previous posts, such as E is for Ecology, A is for Affordance and B is for Body). Contrasting cognitive with what they loosely call sociocultural approaches, Foster and Ohta (2005:  403) note that, for the latter

Language development is essentially a social process.  These approaches view mind as distributed and learning as something inter-mental, embedded in social interaction.  This means that individuals and environments mutually constitute one another and persons are not considered to be separable from the environments and interactions through which language development occurs.  In this view, knowledge is not owned solely by the learner, but is also a property of social settings and the interface between person and social context.

Elementary Matters (1997)

The distributed nature of mind is a core tenet of theories of ‘situated cognition’, neatly captured here by Clark (2011: 70):

Extended systems theorists… reject the image of mind as a kind of input-output sandwich with cognition as the filling….  Instead, we confront an image of the local mechanisms of human cognition quite literally bleeding out into body and world.

What, I wonder, would be the characteristics of a methodology that subscribed to this distributed, ‘leaky’, and co-adaptive view of mind? And, specifically, what are the correlates of input and of noticing, in this alternative to a computational, information-processing model of language learning?

References:

Block, D.  (2003) The Social Turn In Second Language Acquisition, Edinburgh: Edinburgh University Press.

Clark, A. (2011) Supersizing the Mind: Embodiment, Action, and Cognitive Extension, Oxford: Oxford University Press.

Chomsky, N. (1965) Aspects of the Theory of Syntax, Cambridge, MA: The M.I.T. Press.

Foster, P. and Ohta, A. (2005) ‘Negotiation for meaning and peer assistance in second language classrooms’, Applied Linguistics, 26, 3,

Jackendoff, R. (2002) Foundations of Language: Brain, Meaning, Grammar, Evolution, Oxford: Oxford University Press.

Johnson-Laird, P.  N.  (1988) The Computer and the Mind: An Introduction to Cognitive Science, Cambridge, MA:  Harvard University Press.

Long, M. and Richards, J. (2001) ‘Series editors’ preface’, in Robinson, P.  (Ed.)  Cognition and Second Language Instruction, Cambridge: Cambridge University Press.

McLaughlin, B. (1987) Theories of Second-and Language Learning, London: Edward Arnold.

Pinker, S. (1997) How The Mind Works, London: Penguin.

P is for Personalization

Childhood tragedy?

In his novel, The Folding Star, Alan Hollinghurst (1994) recounts how the protagonist, a young Englishman recently arrived in a Belgian town, sets himself up as a private English tutor. One of his pupils suffers from asthma, and our hero idly asks him if he knows how he got it.

“I didn’t quite make the story out at first, I was chivvying him and making him repeat words without knowing I was taking him back, like some kinder and wiser analyst, to the scene of a childhood tragedy” (p. 20)

Inadvertently uncovering childhood tragedies is one of the risks of what has come to be known as personalization: “When you personalise language you use it to talk about your knowledge, experience and feelings” (An A-Z of ELT). Personalization has connotations of self-disclosure, even confession. But it hasn’t always been so.

Long ago...

When I first encountered personalization it was of the type: “Write 5 or more true sentences about yourself, friends or relations, using the word ago“.

This is taken verbatim from Kernel Lessons (O’Neill et al. 1971), one of the first coursebooks I taught from. The fact that the sentences had to be ‘true’ was regularly ignored or overlooked by both teacher and students. The point was not to be ‘truthful’ but creative. Creative and accurate.

This little personalization task invariably came at the tail end of a sequence of activities whose rationale was the learning and practice of a pre-selected item of grammar. The personalization was really just a pretext for a little bit of creative practice, as well as serving as a first, tentative step towards translating the language of the classroom into the language of ‘real life’. I don’t recall ever having used these carefully contrived sentences as a conversation starter, and certainly never uncovered any childhood tragedies (that I was aware of). In fact, in Kernel Lessons this ‘transfer exercise’ was relegated to the Homework section of the book, thereby obviating any potentially awkward moments in the classroom.

But very soon personalization was re-invented, not as a form of language practice, but as the context and stimulus for language learning.  Within the humanist paradigm, where the ultimate aim of education is self-actualization, teachers were urged to ground their lessons in the lives, experiences, and feelings of their learners:

In foreign language teaching, we customarily begin with the lives of others, with whom students may not easily identify, and then expect students to transfer the material to their own lives.  However, transfer to the textbook is easier when the content starts with the student himself and then leads into the materials to be learned… Let the students first discover what they can generate on the subject from their own personal thoughts and feelings.  By drawing on their own experiences and reactions, the transfer to the textbook will be more relevant and more apparent.

(Moscowitz, 1978, p. 197)

Personalization, as we have seen, is not without its risks, and it’s arguable whether assuming the role of analyst – wittingly or unwittingly –  isn’t exceeding one’s brief as language instructor.  Yet there is a general acceptance in the profession that these risks are worth taking, and even teachers who don’t susbcribe one hundred percent to a humanist philosophy tend to think that personalization is ‘a good thing’. And, of course, basing the content of the lesson on the experiences, interests, desires and even fears of the people in the room also happens to be a core principle of the Dogme approach.

But, irrespective of whether we think it’s good for them, do learners actually like it? Do they like being quizzed about what they or their relatives were doing 10 days/months/years ago? Do they expect it? Do they see the value of it?

...and far away.

All the more reason, therefore, to ask whether or not the theoretical underpinnings for personalization are well grounded. Hence, I’ve been looking outside the (arguably too narrowly focused) domain of humanistic pedagogy for other sources of validation. Recently, research into the way second language learners are ‘socialized’ into communities of practice has shed new light on the notion of personalization, even if it’s not named as such. Bonny Norton (2000, p. 142), for instance, concluded her study of immigrant women in Canada thus:

Whether or not the identities of the learner are recognised as part of the formal language curriculum, the pedagogy that the teacher adopts in the classroom will nevertheless engage the identities of learners in diverse and sometimes contradictory ways.  It is only by understanding the histories and lived experiences of language learners that the language teacher can create conditions that will facilitate social interaction both in the classroom and in the wider community, and help learners claim the right to speak.

From a related but more ecological perspective, Dwight Atkinson (2010) argues that language learning is a process of adapting to a social-cultural-linguistic environment, in which meaning is distributed throughout the system rather than being locked into individual minds, and that what learners pay attention to – what they notice – is that which is potentially important to their integration and survival:  “What really matters to a person – what is adaptive – is what gets attended” (p. 35). Arguably, by foregrounding ‘what really matters to a person’, personalization both motivates and scaffolds these adaptive processes.

So, how do we accommodate the need for personalization into our classes? And – more importantly – how do we deal with learner resistance to it?

References:

Atkinson, D. (2010) Sociocognition: what it can mean for second language acquisition. In Batstone, R. (ed.) Sociocognitive Perspectives on Language Use and Language Learning. Oxford: Oxford University Press.

Hollinghurst, A. (1994). The Folding Star. London: Chatto & Windus.

Moskowitz, G. (1978). Caring and Sharing in the Foreign Language Class. Rowley, MA: Newbury House.

Norton, B. (2000). Identity and Language Learning: gender, ethnicity and educational change.  London: Longman.

O’Neill, R., Kingsbury, R., & Yeadon, T. (1971). Kernel Lessons Intermediate. London: Longman.

A is for Affordance

Last week I went for a walk with friends in the Swiss Alps – seven kms along a marked trail with panoramic views of mountains, lakes and mist down below in the valley. We were five people, and as we walked we talked, in different groupings and in different languages, stopping frequently, to rest, snack, and note interesting features of the landscape, such as the ripple effect in the snow from recent rain, the way the snowcap on a rooftop was slowly sliding off as it thawed, footprints of a fox (or some other animal) in an otherwise immaculate snowy field, and so on. But always talking.

It was the kind of conversation you don’t have sitting down.  Rather, it was a conversation that,  in the words of the poet,  se hace al andar – it was made walking. It was a product of its trajectory through time and space.

Which made me think: we invest a lot in the learning opportunities afforded by conversation (it’s a core tenet of the dogme approach, after all). Yet conversations in classrooms are necessarily constrained, both by the relative immobility of the participants and by the lack of the kind of stimuli you get simply by taking a walk.

In short, classroom talk (as Leo van Lier has frequently observed) is challenged in terms of contingency and affordances. By contingency, I mean a sense of connectedness – where everything that is said is connected both to what has already been said, and to the context in which it is said – taking context to mean everything from the ‘here-and-now’ to the ‘then-and-there’, i.e. the  knowledge and experience that the speakers have in common.

And by affordance, I mean (to quote An A-Z of ELT)

a particular property of the environment that is potentially useful to an organism. A leaf, for example, affords food for some creatures, shade for others, or building material for still others. It’s the same leaf, but its affordances differ, depending on how it is regarded, and by whom. The term has been borrowed from ecology to describe the language learning opportunities that exist in the learner’s linguistic ‘environment’…

And all this reminded me of something I wrote a while back about what I called ‘The Robinson Crusoe Method’ of language learning. If you recall, Crusoe meets and befriends the “savage” Friday on his island:

 I was greatly delighted with him, and made it my Business to teach him every Thing, that was proper to make him useful, handy, and helpful; but especially to make him speak, and under stand me when I spake, and he was the aptest Schollar that ever was…

Unfortunately, Defoe/Crusoe does not go into the details of what he did “to make him speak”, but it is not difficult to imagine how it evolved. As the two went about their daily business – hunting, fishing, gardening, exploring – conversations would splutter into being.    At first these conversations would tend to focus on the “here-and-now” and be mainly lexical, of the ‘Me Robinson, you Friday’ type.  But the continuous contact between “teacher” and “learner” would ensure optimal opportunities for interaction, feedback, and recycling, while the situated nature of the talk would guarantee comprehension. Repeated phrases would start to release their internal structure, and grammar would begin to emerge.  Over time – and propelled by their need to do things together  – their individual idiolects would align and merge (although the power imbalance would mean that Crusoe’s language would exert the greater attraction and, ultimately, predominate).

All in all, the Robinson Crusoe method, enriched and enlivened by the learning opportunities offered by real talk in the real world, must surely be the best language learning method ever devised.

So the question is: how can you replicate these conditions in a typical classroom? How can you turn the classroom into a hike through the snow, or a walk around the island? How can classroom talk achieve the degree of contingency that Crusoe and Friday achieved?

Is this perhaps where technology comes into its own? Can, for example, Second Life or video games offer a simulacrum of the mountain walk? Or are simulacra, by their very nature, insufficient?

Or is this  (yet another) argument for task-based learning, where the focus is on collaborative activity, with language, not as the goal, but the means?  Because, as van Lier (2002, p. 159)  notes, “when we design our lessons using activity as the focal unit, language becomes a constituent alongside movement, gesture, experiment, manipulation, focusing, planning, judging, and so on.  Language is naturally supported by and supportive of social activity”.

Or, in the end, is there no getting away from the fact that classrooms are just not good places to learn languages in?  And that, instead of flogging the present perfect continuous to death, it might not be better simply ‘to take a walk around the block’?

Reference:

van Lier, L. 2002. ‘An ecological-semiotic perspective on language and linguistics’. In Kramsch, C. (ed.) Language Acquisition and Language Socialization: Ecological Perspectives. London: Continuum.

B is for Body

“English is on the up at the moment, an up that is probably unprecedented in world history. But world history is full of languages that have dominated for a long time, yet there aren’t too many of them around now.” (Interview with Nicholas Ostler, Guardian Weekly, 12.11.2010).

This post is not about the dominance of English – I just happen to have chosen that quote because it includes at least two examples of what Mark Johnson calls “the experiential embodied nature of human rationality” (1987, p.100): 1. English is on the up and 2. history is full of languages.

The use of the word up to connote increase, in the sense that MORE IS UP, emerges – according to Johnson – “from a tendency to employ an UP-DOWN orientation in picking out meaningful structures of our experience.  We grasp the structure of verticality repeatedly in thousands of perceptions and activities we experience every day, such as perceiving a tree, our felt sense of standing upright, the activity of climbing stairs…” (p. xiv). Likewise, the idea that history is a container, and hence can be full of languages, is an extension of our own embodied sense of physical containment.  According to Johsnon, “our encounter with containment and boundedness is one of the most pervasive features of our bodily experience” (p.21).

Johnson argues that such experientially-based ‘image schemata’ are integral to meaning and rationality — and, of course, language.  The way that language is, the way we use language, and the way that language is learned, are all structured and shaped by the fact that, as Johnson puts it, “the body is in the mind” (p. xxxviii).

One fairly obvious manifestation of this is the way we choose particles for phrasal verbs.  We fill up the tank, the future is looking up, and children both grow up, and are brought up.  Likewise, notions of boundedness and containment are intrinsic, not only to the semantics of the noun phrase in many languages (think of countable and uncountable nouns), but also to verb aspect (a point I will take up in a future post).

In an article in the latest Applied Linguistics, Dwight Atkinson (2010) explores the way an extended, embodied view of cognition might affect second language acquisition. He suggests that language learning, rather than being an intellectual process of internalization, is a socially-situated, adaptive behaviour, a process “of continuously and progressively fitting oneself to one’s environment, often with the help of guides” (p. 611). Atkinson proposes what he calls ‘the alignment principle’: “Learning is more discovering how to align with the world than extracting knowledge from it” (p.610). To this end, interaction and engagement are key: these are the processes by which we externalise language. “Instead of isolating language in cognitive space, we wear it on our sleeve, so to speak, because it helps us live in the world” (p.617).

from Applied Linguistics, 31/5, Oxford University Press, 2010, p. 609

To demonstrate how this might be realised in practice, he traces, in minute detail, the interaction a Japanese schoolgirl has with her aunt, an English teacher, as they work through a homework exercise together: an intricate meshing of language, gesture, gaze, and laughter, inseparable from the experience of learning itself, and bringing to mind these lines of Yeats:

O body swayed to music, O brightening glance,
How can we know the dancer from the dance?

In another recent article that reports the same data, the researchers summarise their point of view:

If  language is intrinsically embodied and embedded, then what does that mean for its acquisition?  Obviously, if language is learned for worldly use, the learning process itself must be use-based.  In this view, language learning is not primarily about squirreling away abstract linguistic competence in an isolated cognitive space,… Rather, language learning is a process of building meaningful ways of participating in socio-material worlds — of constructing flexible, reliable, and therefore survival-enhancing repertoires of ecosocial participation. (Churchill. et al. 2010, p.249).

So, learning is using, and using is learning. That much we know. But what are the implications of a more ’embodied’ view of learning? Is there a case for incorporating more kinaesthetic practices? For reviving Total Physical Response, even? And to what extent, as teachers, are we conscious of the way that ‘body language’ helps in the co-construction of learning?

References:

Atkinson, D. 2010. Extended, embodied cognition and second language acquisition. Applied Linguistics, 31/5, 599-622.

Churchill, E.,  Okada, H.,  Nishino, T., & Atkinson, D.  2010. Symbiotic gesture and the sociocognitive visibility of grammar in second language acquisition.  The Modern Language Journal, 94/2.

Johnson, M. 1987. The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago: Chicago University Press.

E is for Ecology

… or Ecological Linguistics, or even Ecolinguistics. There’s no entry for any of these in An A-Z of ELT, but I think there ought to be. (There are entries for the related concepts affordance and emergence, however).

Why ecology? Since its first application to linguistics, two decades ago, the ecological perspective has offered an alternative to the somewhat mechanistic and de-contextualised ‘computing’ metaphor for language learning, with its inputs, outputs and feedback. The ecological perspective situates language and language learning, not in the head, but in its social and cultural contexts – the linguistic ecosystem, if you like.  Just as organisms adapt to their environments, and in so doing shape their environments, so to do speakers use language both to integrate into, and to influence, their discourse communities.  Through this reciprocal process of interaction and mutual adaptation, the linguistic system (both the individual’s and the community’s) evolves.

This, at least, is the view propounded in a number of recent publications, including Leo van Lier’s The Ecology and Semiotics of Language Learning (2004) and Larsen-Freeman and Cameron’s Complex Systems and Applied Linguistics (2008).

Van Lier, for example, identifies the following concepts that underpin an ecological approach to language and language learning:

1. Relations: “If we see language as a system of relations, rather than a collection of objects, a number of consequences follow in terms of… how we conceptualize learning” (p. 5) e.g. that it involves acquiring the capacity to relate more effectively to people in the world.

2. Context: Ecological linguistics (EL) “regards context as not just something that surrounds language, but that in fact defines language, while at the same time being defined by it” (ibid.).

3. Patterns, systems: “EL sees language as patterns of patterns, and systems of systems” (ibid.)

4. Emergence: “EL regards language learning not as gradual, linear acquisition, but as emergence. Emergence happens when relatively simple elements combine together to form a higher-order system” (ibid.)

5. Diversity:  “In biology, diversity is essential in an ecosystem” (p. 7) Van Lier argues for “the value of having different learners and teachers in a class (or school)” and that the target language should not be presented as “one monolithic standardized code, but a collection of dialects, genres and registers” (ibid.)

6. Activity: Language is activity, and emerges out of activity: “We visualize a community of practice in which learners go about the business of learning by carrying out activities of various kinds, working together, side by side, or on their own” (p. 8 )

Van Lier uses, as an analogy, the self-organizing nature of learning how to play a game:

How do kids learn the rules of playing soccer?  Certainly not by being lectured on them for several years.  They learn by participating in certain practices.  Two pivotal practices in this respect are a) playing the game; and b) participating in stories and comments about the game perhaps combined with watching games.  When they start playing, children tend to run after the ball in a single swarm, kicking it around in seemingly random directions.  Then at some point a ‘feel for the game’  emerges.  The game reorganises itself (not for all players at once, but for some) from ‘running after the ball where ever it rolls’ to ‘moving the ball around collaboratively in strategic ways.’  At that point the rules of the game become learnable, in an interaction between bottom-up discovery, and top-down instruction, within the social context of playing the game (p.81).

Arguably this analogy applies as much to language learning as it does to soccer. (In fact, playing games using language may be the best of both worlds).  In short, an ecological perspective argues that learning involves “aligning one’s resources with situational demands and shaping the environment to match the language resources one brings. …  In sum, acquisition is social practice” (Canagarajah, 2007).

This is all very well – in the kinds of non-classroom situations in which becoming socialized is a strong motivating factor. But how do you turn the classroom into an eco-system where “relating in a second language” matters? How, in short, do you create the conditions where language emerges in the way that football emerges in the playground?