What really matters: OUR LEARNERS!
I’m writing this post in response to @kalinagoenglish challenge presented in her blog…
I have heard about Dogme very recently. Therefore, I’m not a specialist on the subject. However, I believe that some of the ideas supported by this methodology / approach (?) to TEFL make a lot of sense, as they are down-to-earth, common-sense ones.
When we have just graduated and we are teaching our first classes, we get so engrossed in trying to make our lessons as complete and interesting as possible; we are so worried with time limits and afraid of running out of activities; that we forget the most important element in a teaching-learning situation: THE LERNERS! They are the main protagonists and they are not taken into account. We don’t leave any space in our classes for them to take control of their learning and work on their interests, likes, needs and so on and so forth.
But Why do the lives of the learners matter? Reading some of the bibliography that Karenne has provided, I have came across an answer to this question that I’ve found quite satisfactory. In the Delta Publishing blog it is said: “… Not just because they are interesting; not just because their exploration yields language that is of immediate relevance and value. But because without space for them in the teaching process, space to establish and express the identity they want to bring to the classroom (real or virtual), they will be disenfranchised. And they won’t learn the English they need…”
After all, as it is said in Karenne’s quotation “Learning is a dialogic process, where knowledge is co-constructed rather than transmitted or imported from teacher/coursebook to learner.” The teacher is not the one who possesses the knowledge and transmits it to his/her students. Learning should be constructed as a result of the interactions between the teachers and the students. As we cannot plan in advance what the students are going to say or propose in our classes, we should leave space in our classes that will be filled with what comes out in our lessons on the spur of the moment . We should react to our students’ needs as they appear in the classroom and a coursebook cannot cater for that. It is an indirect route to learning as the book doesn’t cater for our own students’ needs. It is not personalised.
To sum up, I believe that there is a great temptation for using a coursebook in our classes. We tend to think that it simplifies planning and we feel more secure. In general, we don’t trust so much in our ability for creating our own activities and lesson plans to cater for our students’ needs and interests. But it is unbelievable what wonderful things we can do, if we just give it a try. Believe me, once you tried it, you wouldn’t like to go back to teaching with a coursebook anymore. You would feel constrained by it. What do you think? Share with us your opinions and experiences.