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REMEDIAL INSTRUCTION IN ENGLISH The Changing World of English A language story By the end of 20th century, English was

s already on its way to becoming a genuine lingua franca, i.e. a language used widely for communication between people who do not share first (or even second) language. In 1985, it was estimated that there were about 320 and 380 million speakers of English as a first language while there were about 250 and 380 second language speakers of the language. By 2003 Crystal estimated around 1.5 billion English speakers around the world, of whom only some 329 million are native speakers. Moreover, the population growth in areas where English is a second language is around 2.5 times that in areas where it is a first language. Issues: a. The triumph of English b. English as a global language c. The future of English The triumph of English a. A colonial history: When the Pilgrims from Plymouth, England arrived in Massachusetts coast in 1620, they brought with them not just a set of religious beliefs but also their pioneering spirit, their desire for colonization and their language. The Americans has since broke away from their colonial masters but the English language remained. In Australia, when Commander Philip planted the British flag in Sydney Cove on January 26, 1788, it wasnt just a bunch of British convicts and their guardians who disembarked , but also a language. In other parts of the British empire, English rapidly became the unifying/dominating means of control as what happened in India. b. Economics: A major factor in the growth of English has been the spread of global commerce, pushed on by the dominance of the United States as a world economic power. The English language travelled in the wake of the US economic success and now it has become one of the main mediating languages of international businesses. c. Information exchange: A great deal of academic discourse around the world takes place in English. Even fields as diverse as astrophysics and zoology have English as a default language. Internet too, as a major channel for information saw the marked predominance of English as the language of communication.

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d. Travel: Much travel and tourism is carried on, around the world in English. Also, English is the preferred language of air traffic control in many countries and is used widely in sea travel communication. e. Popular culture: Pop music in English saturates the planets airwaves. Thus many people who are not English speakers can sing words from their favorite Englishmedium songs. English as a global language BEFORE : Native speakers vs. Non-native speakers
Inner ( 320-380) Outer (150-300) Expanding (1001000)

NOW : Global English/ World English

High Proficiency

Low Proficiency

The future of English: the implication English will grow although its growth rate may be challenged by other big language groups (Spanish, Arabic, Mandarin, etc). However, because native speakers are becoming less and less powerful in the daily use of the language, we will have to adjust the way in which native an non-native experts have traditionally thought about learning and teaching English around the world. Characteristics of Non-native English (Seidlhofer, 2004) Non-use of third person present simple tense s (She look very sad)

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Interchangeable use of the relative pronouns who and which (a book who, a person which) Omission of definite and indefinite articles where they are obligatory in native-speaker English, and insertion where they do not occur in native English Use of an all-purpose tag question such as isnt it? Or no? instead of shouldnt they? (They should arrive soon, isnt it?) Increasing of redundancy by adding prepositions (We have to study about and Can we discuss about...?), or by increasing explicitness (black color and how long time? vs. how long?) Heavy reliance on certain verbs of high semantic generality such as do, have, make, put, take Pluralization of nouns considered uncountable (informations, staffs, advices) Use of that instead of infinitive constructions (I want that we discuss about my dissertation)

Background Issues in Language Learning Language acquisition is guaranteed for children up to the age of six, is steadily compromised from then until shortly after puberty, and is rate thereafter (Pinker, 1994). A. Acquisition and Learning a. Harold Palmer on spontaneous and studial capacities. The former is the ability to acquire language naturally and subconsciously, whereas the latter allows students to organize their learning and apply their conscious knowledge to the task at hand. Palmer suggested that spontaneous capabilities are brought into play for the acquisition of the spoken language, whereas studial capabilities are required for the development of literacy. b. Stephen Krashens Input Hypothesis and Monitor Theory. Krashen claimed that the language which we acquire subconsciously (anxiety free) is the language we can easily use in spontaneous conversation because it is readily available when we need it. Language that is learnt, on the other hand, is not available for spontaneous use. Thus, it may be that the only use for learnt language is to help us monitor our spontaneous communication; but the more we monitor our communication, the less spontaneous we become. However, for students to successfully acquire a language, the language input they receive should be comprehensible (i+1), that information the students already have plus the next level up, and should be roughly rather than finely-tuned input. B. The contributions of Behaviorism In the Behaviorist Theory, conditioning is the result of a three-stage procedure: stimulus, response and reinforcement. Thus, in language learning, a behaviorist slant is evident when students are asked to repeat sentences correctly and are rewarded for such correctness Handouts prepared by Glyn B. Gabano-Magbanua Page 3

by teacher praise or some other benefit. The more often this occurs, the more the learner is conditioned to produce the language successfully on all future occasions. Behaviorism was directly responsible for Audiolingualism, with its heavy emphasis on drilling (following the stimulus-response-reinforcement model). As such the influence of Behaviorism is the direct opposite of any theory of subconscious acquisition. Behaviorism was also married to Direct Method with its strict use of English-only in the classroom and the use of real objects, pictures or demonstration to establish form and meaning associations. The point is that a concentration of form(rather than subconscious acquisition) was considered to be advantageous. C. Allwright: Language learning will take care of itself Dick Allwright and his colleagues at the University of Essex in England in 1979 shifted their effort from the product of learning to the learning process itself suggesting that we learn something by doing it. Merrill Swain in 1985 called this the comprehensible output . In agreement, Jane Willis (1996) said: you must learn the language freely to learn to speak it, even if you make a lot of errors. This means that students need chances to say what they think or feel and to experiment with using the language they have heard or seen in a supportive atmosphere, without feeling threatened. D. Focus on form or focus on forms? The idea that students should be involved in solving communication problems in the target language, i.e. performing communicative tasks in which they have to (mostly) speak their way out of trouble has given rise to Task-based language teaching. In this context, a distinction has been made between focus on form and focus on forms. Focus on form occurs when students direct their conscious attention to some feature of the language, such as a verb tense or the organization of paragraphs. It can happen at any stage of a learning sequence or will occur naturally when students try to complete communicative tasks (and worry how to do it or how they did it) in Task-based learning. Focus on form is often incidental and opportunistic, growing out of tasks which students are involved in, rather than being pre-determined by a book or syllabus. Many language syllabuses and course books are structured around a series of language forms, however. Teachers and students focus on them one by one because they are on the syllabus. This is often called focus on forms because one of the chief organizing principles behind a course is the learning of these forms. E. Thinking about learning Many students seem to learn better if they are asked to think about the language they are coming into contact with. For example, instead of explicitly teaching the present perfect tense, we could expose students to examples of it and then allow them, under our guidance, to work out for themselves how it is used. One powerful reason for encouraging language students to discover things for themselves is the complex nature of language itself. While there may be an argument at lower Handouts prepared by Glyn B. Gabano-Magbanua Page 4

levels for reducing its complexity into manageable pieces, students who encounter real language outside the classroom will find that it is considerable messier than it may appear in a language lesson. Their response to this may well depend on how prepared they are to observe this messy language and work out, for themselves, how it is put together. Thus discovery learning may not be suitable for all students, however, especially if it conflicts with their own learning expectations or culture. F. Arousal, affect and humanistic teaching Students feelings go way beyond concerns about how people learn and remember language items. They relate to the whole learning experience and influence how students feel about themselves. After all, in the presence of overly negative feelings such as anxiety, fear, stress, anger or depression, our optimal learning potential may be compromised. The American writer Earl Stevick called these negative feelings alienations and suggested that to counter these states, humanist approaches are called for. Stephen Krashen would seem to agree. His Affective Filter Hypothesis claim that the beneficial value or comprehensible input depends upon the students being relaxed and feeling positive and unthreatened. If they are not, then their affective filter is raised and blocks the input from being absorbed and processed. How then can teachers ensure that their students feel positive about learning- that the affective filter is lowered? Carl Rogers suggested that learners need to feel that what they are learning is personally relevant to them, that they have to experience learning (rather than just being taught), and that their self image need to be enhanced as part of the process. The teacher can achieve this by keeping criticism to a minimum and be encouraging them, in plain terms, to feel good about themselves. In a humanistic classroom, learning a language is as much an issue of personal identity, self-knowledge, feelings and emotions as it is about language. G. When youre ready! Lev Vygotsky, a Soviet psychologist in the 1920s believed that all learning, including language learning, is mediated by social interaction. Learning is assisted performance, and this happens when someone with more knowledge a parent or a teacher- helps the learner to progress. This help is called scaffolding, a kind of supportive framework for the construction of knowledge, and the scaffolding is only removed when the learners can appropriate the knowledge for themselves. A key element of scaffolding is that the learners can only benefit from it if they are in the Zone of Proximal Development (ZPD), in other words, if they are just getting to a stage where they are ready to learn the new thing with the assistance of others. H. Language play Play is seen as something that children do and it is highly appropriate in L2 classrooms. The right kind of laughter works powerfully on student affect. Much play and humour is coconstructed, so students have to work together. A lot of play and joke-telling is rule-bound and Handouts prepared by Glyn B. Gabano-Magbanua Page 5

linguistically repetitive. As Guy Cook pointed out, humour and playful activities occupy large amounts of our real-life existence, however, unreal they are.

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Learners and their Differences

A. Age People of different ages have different needs, competencies and cognitive skills. A.1. Young Children They respond to meaning even if they do not understand individual words. They often learn indirectly rather than directly that is, they take information from all sides, learning from everything around them rather than focusing only on the precise topic they are being taught Their understanding comes not just from explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with. They find abstract concepts such as grammar rules difficult to grasp. They generally display an enthusiasm for learning and a curiosity about the world around them. They have a need for individual attention and approval from the teacher. They are keen to talk about themselves and respond well to learning that uses themselves and their own lives as main topics in the classroom. They have a limited attention span; unless activities are extremely engaging, they can get easily bored, losing interest after ten minutes or so. It is important, when discussing young learners, to take account of changes which take place within this varied and varying age span. Keskil and Cephe (2001) for example, note that while pupils who are 10 and 11 years old like games, puzzles and songs most, those who are 12 and 13 years old like activities built around dialogues, question-and-answer activities and matching exercises most. The classroom: a.) bright and colorful with windows the children can see out of, and with enough room for different activities to be taking place; b.) students should be working in groups in different parts of the classroom, changing their activity every 10 minutes or so; c.) because children love discovering things and respond well to tasks that require them to imagine, they should be involved in puzzle-like activities, in making things, in drawing things, in games, in physical movement or in songs; d.) mixes play and learning in an atmosphere of cheerful and supportive harmony; e. children should not spend their time sitting still in rows or talking only to the teacher. The teacher: a.) needs to spend time understanding how the students think and operate; b.) needs to be able to pick up on the students current interest so he/she can use them to motivate the children; c.) needs good oral English skills since speaking and listening are the skills which is used most of all at this age; d.) the teachers pronunciation really matters because children imitate so well.

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A.2. Adolescents the most exciting students of all, with their greater ability for abstract thought and their passionate commitment to what they are doing once they are engaged bound up with a pronounced search for self-identity need to feel good about themselves and valued (hence, a good teacher is someone who knows our names) often have an acute need for peer approval What should be done: 1. Provoke student engagement with materials that are relevant and involving 2. Make use of humanistic approach to teaching 3. Material has to be designed at the students level, with topics which they can react to 4. They must be encouraged to respond to texts and situations with their own thoughts and experiences, rather than just by answering questions and doing abstract learning activities. 5. Avoid humiliating them 6. Provoke intellectual activity by helping them to be aware of contrasting ideas and concepts which they can resolve for themselves with the teachers guidance A.3. Adult learners Can engage with abstract thought. They have a whole range of life experiences to draw on. They have expectations about the learning process, and they already have their own set patterns of learning Tend to be more disciplined that other age groups, and, crucially, they are often prepared to struggle on despite boredom They have a wide range of experiences which allow teachers to use a wide range of activities with them. They often have a clear understanding of why they are learning and what they want to get out of it. They can be critical of teaching methods They may have experienced failure or criticism at school which makes them anxious and under-confident about learning a language Many older adults worry that their intellectual powers may be diminishing with age What should be done: 1. involve students in more indirect learning through reading, listening and communicative speaking and writing 2. Allow them to use their intellect to learn consciously where this is appropriate 3. Encourage them to use their own life experience in the learning process.

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B. Characteristics B.1. Good learner characteristics (Lightbrown and Spada, 2006) ______________________________________________________________________________

______________________________________________________________________________ Different cultures values different learning behaviors. Our insistence upon one kind of good learner profile may encourage us to demand that students act in class in certain ways, whatever their learning background is. When we espouse some of the techniques mentioned above, we risk imposing a methodology on our students that is inimical to their culture. There is nothing wrong with trying to describe good language learning behavior. Nevertheless, we need to recognize that some of our assumptions are heavily culture-bound and that students can be successful even if they do not follow these characteristics to the letter. B.2. Learner styles and strategies a. Tony Wright (1987) The enthusiast looks to the teacher as a point of reference and is concerned with the goals of the learning group. The oracular also focuses of the teacher but is more oriented towards the satisfaction of personal goals. The participator tends to concentrate on group goals and group solidarity. Handouts prepared by Glyn B. Gabano-Magbanua Page 9

The rebel, while referring to the learning group for his or her point of reference, is mainly concerned with the satisfaction of his or her own goals. b. Keith Willing (1987)

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Describing Teachers
Teachers are: actors because they feel as if they are always on the stage. orchestral conductors because they direct conversation and set the pace and tone. gardeners because they plant the seeds and then watch them grow. A. The roles of a teacher Students pick up much from the way their teacher walks into the room at the start of that first lesson (Senior, 2000). In this sense, we need to make some kind of distinction between who we are, and who we are as teachers. This does not mean that we should somehow be dishonest about who we are when we face students. But it does mean thinking about presenting a professional face to the students which they find both interesting and effective. When we walk into the classroom, we want them to see someone who looks like a teacher whatever else they look like. This does not mean conforming to some kind of teacher stereotype, but rather finding, each in our own way, a persona that we adopt when we cross the classroom threshold. The point is that we should be able to adopt a variety of roles within the classroom which facilitate learning. A.1. Controller: when teachers act as controllers, they are in charge of the class and of the activity taking place and are often leading from the front. Controllers take the register, tell students things, organize drills, read aloud and in various other ways exemplify the qualities of a teacher-fronted classroom. In many educational contexts it is the most common teacher role, and many teachers fail to go beyond it since controlling is the role they are used to and are most comfortable with. A.2. Prompter: sometimes, when they are involved in a role-play activity for example, students lose the thread of what is going on, or they are lost for words. They may not be quite sure how to proceed. What should teachers do in these circumstances? If we teachers nudge students forward, we are adopting some kind of a prompting role. When we prompt, we need to do it sensitively and encouragingly but, above all, with discretion. If we are too adamant, we risk taking initiative away from the student. If, on the other hand, we are too retiring, we may not supply the right amount of encouragement. A.3. Participant: the traditional picture of teachers during student discussiions, role-plays or group decision-making activities, is of people who stand back from the activity, letting the learners get on with it and only intervening later to offer feedback and/or correct mistakes.

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However, there are also times when we might want to join in an activity not (only) as a teacher, but also as a participant in our own right. The danger when teachers act as participants, or course, is that they can easily dominate the proceedings. This is hardly surprising since teachers usually have more english at their disposal that their students do. But is it also due to the fact that even in the most egalitarian classroom, the teacher is still frequently perceived of as the authority and tends to be listened to with greater attention than other students. A.4. Resource: At times students may need their teacher as a resource. They might need to ask how to say or write something or ask what a word or phrase means. They might want to know information in the middle of an activity about that activity or they might want information about where to look for something - a book or a website. This is where we can be one of the most important resources they have. When we acting as a resource, we will want to be helpful and available, but at the same time we have to resist the urge to spoon feed our students so that they become over-reliant to us. A.5. Tutor: when students are working on longer projects, such as process writing, or preparation for a talk or a debate, we can work with individuals or small groups, pointing them in directions they have not yet thought of taking. In such situations, we are combining the roles of prompter and resource in other words, acting as a tutor. A.6. Performer: teachers are all performers in the classroom at some level and we all perform differently. Not only that, but any one teacher probably also has many different performance styles, depending on the situation. One minute we may be standing at the front commanding or entertaining, but a few minutes late, we will be working quietly with a pair while the other students are working in their own pairs. B. The teacher as a teaching aid In a language classroom there are specific ways in which we can help our students both hear and understand language. B.1. Mime and gesture Mime and gesture probably work best when they are exaggerated since this makes their meaning explicit. However, gestures do not necessarily have universal meanings, and what might seem acceptable in one situation or place will not be appropriate in another.

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One gesture which is widely used, but which teachers should employ with care, is the act of pointing to students to ask then to participate in a drill or give some other form of response. An alternative is to use the upturned palm of the hand in an inclusive gesture which is far more welcoming.

B.2. The teacher as language model Students get models of language from textbooks, reading materials of all sorts and from audio and video tapes. But we can also model language ourselves, as in reading aloud activities (reading passages and excerpts, story-telling, story/poem reading)

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C. Native-speaker teachers vs. non-native-speaker teachers For many years an opposition has been created between native-speaker teachers of English and non-native speaker teachers. For much of that time, many non-native speaker teachers have felt a sense of injustice and sometimes even inferiority at what they perceive as the assumed superiority of the native speaker. What Adrian Holliday calls native speakerism is still alive and well in some quarters, not least in the minds of some students, who seem to think that being taught by someone who has English as a mother tongue will somehow help them learn better. But the world is changing and English is no longer owned by anybody in particular. It is therefore clear that any superiority that native speakers might once have had is rapidly becoming less sustainable. In the end, the value of a teacher depends not just on their ability to use a language, but also on their knowledge about that language and their understanding of how to facilitate both that ability and that knowledge in the minds of their students. Ten years ago it would have been impossible to find a single non-native speaker teacher working in a language school in Britain or Australia. But that is no longer the case. Progress may be slow in this respect, but there are signs of such progress. In the end, it is the quality of teaching that counts not where the teachers come from or how they learnt or acquired language.

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Describing Learning Contexts

A. Class size English language classes vary greatly in size. Some students opt for private lessons, so the teacher only has to deal with one student at a time. In the Philippines, some teachers usually have classes of as many as 60 (and sometimes even more)! Everything depends on the particular education system that a teacher is working in. That is why, if you ask a teacher what a large class is, their answers will vary. There are two extremes of the class-size debate, however, one-to-one teaching and large classes. A.1. Teaching one-to-one Advantages: the teacher is focused exclusively on one person and the student gets all the opportunity to talk instead of only receiving a fraction of the total speaking time both teacher and student can tailor the course to exactly what is appropriate for that one student, rather than having to reach a compromise based on what is suitable for a group as a whole. the student gets greatly enhanced feedback from the teacher it is easier for the teacher to be flexible Disadvantages: the intensity of the rapport (or lack of it) between teacher and student virtually important some find the teachers methodological style difficult to deal with both the student and the teacher can become sleepy because the dynamism of a crowded classroom is missing some students seem to expect the teacher to do all the work for them when one-on-one learning demands just as much, if not more, from the student as it does from the teacher. Guidelines: Make a good impression: first impressions are especially important when teaching onto-one. With no group to help create an atmosphere, the way the student perceives the teacher at their first encounter is of vital importance. A good impression is created by the way we present ourselves (in terms of our appearance) and how we behave in the first lesson. Be well-prepared: one of the most important ways of creating a good impression is to show the student that we are well-prepared and that we have given thought to what we are going to do in the lesson. Handouts prepared by Glyn B. Gabano-Magbanua Page 15

Be flexible: one-to-one lessons provide enormous opportunities for flexibility. Adapt to the student: one of the great benefits of one-to-one lessons is that we can adapt what we do to suit a particular students preferences and learning style. Listen and watch: adapting to students can only take place is we are extremely observant about how individual students respond to different activities, styles and content. One-to-one teachers need to listen just as much as they talk. Give explanations and guidelines: it is important to explain what is going to happen, and how the student can contribute to the program they are involved in and to lay down guidelines about what they can expect Dont be afraid to say no: one-to-one teachers should not be afraid to say no in two specific situations when the personality match which really happens sometimes doesnt really work, and when the student appears to want more and more from them as if this will solve all their problems and teach them English effortlessly.

A.2. Large Classes Large classes can certainly pose challenges however, there are also benefits to teaching these large groups. In large classes there are always enough students to get interaction going, and there is a rich variety of human resources. Furthermore, there are many possible teachers in the class, and the teacher will never get bored because the challenge is great! Elements to successful large class teaching: Be organized: the bigger the group, the more we have to be organized. It is much more difficult to respond to individual concerns with a large class than it is with a group of four or five students. Establish routine: the daily management of large class will be greatly enhanced if we establish routines that we and our students recognize right away. Use different pace for different activities: vary the pace of what we do on the basis of how the students are reacting. Maximize individual work: the more we can give students individual work, even in a large class, the more we can mitigate the effects of always working with a large group as a whole. Use students: we can give them a number of responsibilities in the class. Assign someone to take the attendance or collect the assignment, or to teach others. Use pair work and group work: in large classes, pair work and group work play an important part since they maximize student participation. When using pair work and group work in large classes, it is important to make instructions especially clear, to agree how to stop the activity and to give good feedback. Take account of vision and acoustics: big classes often (but not always) happen in big rooms. This has advantages if we want students to move around but we also have to ensure that what we show or write can be seen and that what we say or play to the whole group can be heard. Handouts prepared by Glyn B. Gabano-Magbanua Page 16

Use the size of the group to your advantage: big groups have disadvantages, but they have one main advantage they are bigger so humor is funnier, drama is more dramatic and a good class feeling is warmer and more enveloping than it is in a small group. We should never shy away from the potential that lecturing, acting and joking offer in such a situation.

C. Managing mixed ability All classes have students with a mixture of different abilities and language levels and it is inconceivable that any two students will have exactly the same knowledge of English at any one time. Even if we were able to assemble a class of complete beginners, it would soon be clear that some were learning faster than others or learning different things. C.1. Different student actions Give students different tasks: we might ask all students to look at the same reading task but make a difference in terms of the tasks we ask them to do in response to that text. Give students different roles: assign students different roles within a task. Reward early finishers Encourage different student responses: we can give students exactly the same materials and tasks, but expect (and accept) different responses to them. Examples to this may include giving all students a set of words and asking them to make sentences that contain all of the words you gave them, or letting them complete a sentence. Identify student strengths (linguistic or non-linguistic): one of the ways we can make a virtue of different student abilities is to include tasks which do not necessarily demand linguistic brilliance but instead allow students to show off other talents they have. This is a way giving the students the chance to be best at something, even where they might be weaker, linguistically, than some of their colleagues. C.2. Realistic mixed ability teaching In very large classes, it becomes a real challenge to plan for significant differentiation and provide students with a really rewarding learning experience. So, while we recognize the need for differentiation, we need to be realistic about how we can achieve it and how much differentiation we can achieve. Therefore when considering differentiation, we have to work out what is possible and what is not. There are however times when, we want to teach the class as a whole. This may be because we want to build or reinforce the groups identity or it may be because we believe that everyone in the group should learn the same thing or be offered the same information. As with so many other areas of learning and teaching, we do the best we can in the circumstances in which we find ourselves. Let us just remember that learner training and the encouragement of learner autonomy is the ultimate achievement of differentiation. If we can get students to take responsibility for Handouts prepared by Glyn B. Gabano-Magbanua Page 17

their own learning, they are acting as autonomous individuals and differentiation has thus been achieved. D. Monolingual, bilingual and multilingual The idea that the only language teachers and students can use in the foreign language classroom is the one they are learning came about because of the Direct Method. And it came about too, because teachers from English-speaking countries were travelling the world teaching people whose first language they themselves could not speak. Perhaps it was also the result of a methodology grounded in the problems and advantages of teaching classes where students had a mixture or first languages so that English became not only the focus of learning but also the medium of instruction. But whatever the reason, there is still a strong body of opinion which says that the classroom should be an English-only environment. However, this opinion is now seriously questioned by the majority of methodologists and, instead, a view of how and when the use the L1 in the classroom has become the main subject for debate. D.1. The benefits of using L1 in the classroom In planning, self-evaluation and learner training, topics can be discussed fluently instead of the halting English of a beginner or elementary student. When students use their L1 between themselves and with the teacher, it has a positive effect on group dynamics and that it allows students to give ongoing feedback about the course and their experiences of learning much more fluently than they would if they were only using English Teachers will get more from lower students through the use of L1 especially when discussing personal matters with students. Students (with the teachers assistance) will be able to notice the difference between the L1 and L and will help them understand certain classes of errors. D.2. The disadvantages of using L1 in the L2 classroom The teacher may not share the students L1 and therefore, will not be able to compare the two languages and derive learning from the comparison It restricts the students exposure to L2 It will not be useful for communicative classroom activities that encourage students to try out speaking in English D.3. Taking a stand Acknowledge the L1 Use appropriate L1, L2 activities Differentiate between levels Agree on clear guidance Use encouragement and persuasion

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REMEDIAL INSTRUCTION IN ENGLISH Mistakes and Feedback Black and William (1998) found that feedback on students work probably has more effect on achievement than any other single factor. It is therefore important, to make sure that the feedback we give is appropriate to the students concerned and to the activity they are involved in, and that we recognize feedback as a crucial part of the learning process. A. Students make mistakes Edge (1989) divided the mistakes that students make into three broad categories: slips (mistakes which they can correct themselves once the mistake has been pointed out to them), errors (mistakes which they cant correct themselves and which therefore need explanation) and attempts (when a student tries to say something but does not yet know the correct way of saying it). Of these, it is the category of error that most concerns teachers, though the students attempts will tell us a lot about their current knowledge. Sources of Errors: L1 interference: students who learn English as a second language already have a deep knowledge of at least one other language. Where that L1 and the variety of English they are learning come into contact with each other, there are often confusions which provoke errors in a learners use of English. This can be at the level of sounds, grammar or word usage. Developmental errors: second and foreign language students make some kinds of developmental errors. This accounts for mistakes like She is more nicer than him where the acquisition of more for comparatives is over-generalized and then mixed up with a rule the student has learned that comparative adjectives are formed with an adjective + -er. Errors of this kind are part of a natural acquisition process. B. Assessing student performance B.1. Teachers assessing students Students are likely to receive teacher assessment in terms of praise or blame. Indeed, one of our roles is to encourage students by praising them for work that is well done. Praise is a vital component in a students motivation and progress. 2 parts of praise (Petty, 2004): medal what we give students for doing something well mission the direction we give the students to improve While it is true that students respond well to praise, over-complimenting them on their work particularly if their own self-evaluation tells them they have not done well may prove Handouts prepared by Glyn B. Gabano-Magbanua Page 19

counter-productive. They may become praise junkies, students who are so addicted to praise that they become attention seekers and their need for praise blinds them to what progress they are actually making. This suggests that assessment has to be handled with subtlety. Indiscriminate praise or blame will have little positive effect but a combination of appropriate praise together with helpful suggestions about how to improve in the future will have a much greater chance of contributing to student improvement. It is sometimes tempting to concentrate all our feedback on the language which students use, such as incorrect verb tenses, pronunciation or spelling and to ignore the content or what they are saying or writing. Yet this is a mistake, especially when we involve them in language production activities. It is therefore important to give feedback on what the students say rather than just on how they say it. There are a number of ways in which we can assess our students work: Comments: commenting on a student performance happens at various stages both in and outside the class. We may say Good or nod approvingly, and these comments are a clear sign of a positive assessment. When we wish to give a negative assessment, we might do so by indicating that something has gone wrong or by saying things such as Thats not quite right. Even then we must acknowledge the students effort first (medal) before showing that something is wrong and then suggesting future action (mission). Marks and grades: when students get good grades, their motivation is often positively affected provided that the level of challenge for the task was appropriate. Bad grades can be extremely disheartening. Nor is grading always easy and clear cut. Therefore, we have to decide on what basis are we going to give grades and we need to be able to describe this to the students. Reports: at the end of the semester, or the school year, some teachers write reports to be sent out to students and parents. It is important then that the teacher, when writing reports should achieve a judicious balance between positive and negative feedback, where this is possible. As with all feedback, students have a right (and a desire) to know not only what their weaknesses may be but also what strengths they have been able to demonstrate. Reports of this kind may lead to future improvement and progress. The chances for this are greatly increased if they are taken together with the students own assessment of their performance.

B.2. Students assessing themselves Students can also be extremely effective at monitoring and judging their own language production. They frequently have a very clear idea of how well they are doing of have done, and if we help them to develop this awareness, we may greatly enhance learning. Involving students in an assessment of themselves and their peers can take many forms. We can ask them, at the end of an activity how well they think they have got on, or tell them to add a written comment to a piece of written work they have completed, giving their own Handouts prepared by Glyn B. Gabano-Magbanua Page 20

assessment of that work. We may also ask them to give marks or grades to themselves and see how this tallies with our own. C. Feedback during oral work Though feedback during oral work can be helpful, teachers should not necessarily deal with all oral production in the same way. Decisions about how to react to performance will depend upon the stage of the lesson, the activity, the type of mistake made and the particular student who is making that mistake. C.1. Accuracy and fluency A distinction is often made between accuracy and fluency. We need to decide whether a particular activity in the classroom is designed to expect the students complete accuracy- as in the study of a piece of grammar, a pronunciation exercise or some vocabulary work or whether we are asking the students to use the language as fluently as possible. We need to make a distinction between non-communicative and communicative activities; whereas the former are generally intended to ensure correctness, the latter are designed to improve language fluency. Most students want and expect us to give them feedback. The timing however is crucial. While there are times when immediate feedback is necessary, there could also be times when delayed feedback is more appropriate. When students are involved in an accuracy work, it is part of the teachers function to point out and correct the mistakes the students are making. This is called teacher intervention a stage where the teacher stops the activity to make the correction. During communicative activities, however, it is generally felt that teachers should not interrupt students in mid-flow to point out a grammatical, lexical or pronunciation error, since to do so interrupts the communication and drags an activity back to the study of language form or precise meaning. C.2. Feedback during accuracy work 1. Showing incorrectness: this can be done in a number of different ways: Repeating: here we can ask the student to repeat what they have said, perhaps by saying Again? which, coupled with intonation and expression, will indicate that something isnt clear. Echoing: this can be a precise way of pin-pointing an error. We repeat what the student has said, emphasizing the part of the utterance that was wrong, e.g. Flight 5J590 GO to Davao? Statement and question: we can of course simply say Good try, but thats not quite right or Do you think thats correct? to indicate that something hasnt quite worked. Expression: when we know our classes well, a simple facial expression or a gesture may be enough to indicate that something doesnt quite work. This needs to be done with care as the wrong expression or gesture can, in certain circumstances, appear to be mocking or cruel. Handouts prepared by Glyn B. Gabano-Magbanua Page 21

Hinting: a quick way of helping students to activate rules they already know (but which they have temporarily forgotten) is to give a quite hint. We might just say tense or countable or some other words that give them a hint that something isnt quite right. This kind of hinting depends upon the students and the teacher sharing metalanguage which, when whispered to students, will help them correct themselves. Reformulation: a correction technique which is widely used both for accuracy and fluency work is for the teacher to repeat back a corrected version of what the student has said, reformulating the sentence, but without making a big issue of it.

Such reformulation is just a quick reminder of how the language should sound. It does not put the student under pressure, but clearly points the way to future correctness. Its chief attribute in contrast to the other techniques mentioned above is its unobtrusiveness. 2. Getting it right If students are unable to correct themselves or respond to reformulation, we need to focus on the correct version in more detail. We can say the correct version, emphasizing the part where there is a problem. For example, say Flight 5J570 GOES to Davao before saying the sentence normally (Flight 5J570 goes to Davao), or we can say the incorrect part correctly (e.g. Not go but goes). If necessary, we can explain the grammar (e.g. We say I go, you go, we go, but for he, she or it, we say goes. For example, He goes to Davao or Flight 5J570 goes t o Davao). We will then ask the student to repeat the utterance correctly. We can also ask students to help or correct each other. This works well where there is a genuinely cooperative atmosphere; the idea of the group helping all of its members is a powerful concept. Nevertheless, it can go horribly wrong where the error-making individual feels belittled by the process. We need to be exceptionally sensitive here, only encouraging the technique where it does not undermine such students. Thus, it is worth asking the students for their opinions about which techniques they personally feel comfortable with. C.3. Feedback during fluency work The way in which we respond to students when they speak in a fluency activity will have a significant bearing not only on how well they perform at the time but also on how they behave in fluency activities in the future. We need to respond to the content, and not just to the language form; we need to be able to untangle the problems which our students have encountered or are encountering, but we may well decide to do this after the event, not during it. Our tolerance of error in fluency sessions will be much greater than it is during more controlled sessions. Gentle correction: if communication breaks down completely during a fluency activity, we may well have to intervene. If our students cant think of what to say, we may want Page 22

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to prompt them forwards. If this is just the right moment to point out a language feature, we may offer a form of correction provided that we offer this help with tact and discretion. However, we need to be careful of over-correction during a fluency stage. By constantly interrupting the flow of the activity, we may bring it to a standstill. What we have to judge, therefore, is whether a quick reformulation or a quick prompt may help the conversation move wrong without intruding too much or whether, on the contrary, it is not especially necessary and has the potential to get in the way of the conversation. Recording mistakes: we frequently act as observers, watching and listening to students so that we can give feedback afterwards. Such observation allows us to give good feedback to our students on how well they have performed, always remembering that we want to give positive as well as negative feedback. One of the problems of giving feedback after the event is that it is easy to forget what students have said. Recording students performance with audio and video recorders can help us remember as well as utilizing charts such as the one below: A chart for recording student mistakes

In each column we can note down things we heard, whether they were particularly good or incorrect or inappropriate. We might write down errors such as *according to my opinion in the words and phrases column, or *I havent been yesterday in the grammar column. After the event: When we have recorded student performance, we would want to give feedback to the class. We can do this in a number of ways. We might want to give an assessment of an activity, saying how well we thought the students did it, and getting the students to tell us what they found easiest or most difficult. We can put some of the mistakes we have recorded up on the board and ask students first if they recognize the problem, and then whether they can put it right.

C.4. Feedback on written work The way we give feedback on writing will depend on the kind of writing task the students have undertaken, and the effect we wish to create. When students do workbook activities, we mark their efforts right or wrong, possibly pencilling in the correct answer for them to study. However, when we give feedback on more creative or communicative writing (letters, stories, poems, reports), we should approach the task with circumspection and clearly demonstrate our interest in the content of the students work. A lot will depend on whether we are intervening in the writing process, or whether we are marking a finished product. During the writing process we are responding rather than correcting.

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Responding: When we respond, we say how the text appears to us and how successful we think it has been before suggesting how it could be improved. Consider the following example in which the teacher is responding in the form of a letter to a students draft:

- from Pearson Education Ltd. Correcting: many teachers use correction codes to indicate that students have made mistakes in their written work. These codes can be written into the body of the text itself or in the margin. This makes correction much neater and less threatening than random marks and comments. Different teachers use different symbols but some of the most common ones are shown on the next page.

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In order for students to benefit from the use of such symbols, they need to be trained in their use. We can also correct by putting ticks against good points, or underlining problems. We can write summarizing comments at the end of a students work saying what was appropriate and what needs correcting. Training students: If students are to benefit from our feedback in their writing, they need to know what we mean and what to do about it. This involves training them to understand the process. We can start by writing incorrect sentences of the board and asking them to underline the mistake in the sentence. This will get them used to the idea of error-spotting and also to the convention of underlining. We can then introduce students to correction symbols. We can go through them one by one, showing examples of each category. Once we think they have grasped the meaning, we might get them to try using the symbols themselves. Consider the following example:

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C.4. Burning the midnight oil A written feedback can cause great stress for both students and teachers. For students, the sight of their work covered in corrections can cause great anxiety. For teachers, marking and correcting take up an enormous amount of time. Both teachers and students deserve a break from this drudgery. Lee (2005), along with a number of other commentators suggest ways of varying the amount of marking and the way teachers do it, and hopefully lessening the stress that comes with writing feedback to students: 1. Selective marking. We do not need to mark everything all the time. It is often far more effective to tell students that for their next piece of work we will be focusing specifically on spelling, or specifically on paragraph organization, or on verb tenses, for example. We will have less to correct, the students will have fewer red marks to contend with, and while preparing for their work, students will give extra special attention to the area we have identified. 2. Different error codes. There is no reason why students and teachers should always use the same error codes. At different levels and for different tasks we may want to make a shorter lists of possible errors, or tailor what we are looking at for the class in question.

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3. Dont mark all the papers. Teachers may decide only to mark some of the scripts they are given as sample of what the class has done as a whole. They can then use what they find there for post-task teaching with the whole class. 4. Involve the students. Teachers can correct some of the scripts and students can look at some of the others. After all, peer correction can have extremely beneficial results.

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