It is important to be acquainted with texts which expand on new trends in language learning methodologies.
This kind of professional reading will enable you to have a comprehensive view of the whole range of methods that are becoming fashionable in today's educational systems.
We propose you to read one of the following articles and discuss its main aspects.
Have a look at our reviews.
Marta Osorio
I would say that translating a concept into the mother tongue should be the last option. Even if students are children, teachers should try to give a simple explanation so that they can get at least a first idea and then if it is not still clear, say the word in the L1. Thus, students would make the effort to guess what the teacher is trying to explain and not just waiting for the translation.
I agree with the author when he says that the best option should be a mix between the CMC (computer mediated communication) and the face-to-face learning. In my opinion, the use of both separately does not make sense. On the one hand, working on their own would be risky because all students need a sort of guide (we are not 100% autonomous) and on the other hand, the traditional method is outdated because we are in the era of technology. I think the combination of both types of learning would be the most appropriate.
I would like to comment too when he says that some teachers could be afraid of using the new technologies. In the case of the university, I think teachers are quite adapted to the new systems (virtual campus, moodle) but I would like to mention that students have to adapt themselves as well to this new learning because, for example in my case, I barely used computers at school.
José Mira
On the matter of translation, I think that to provide the translation of a word into the L1 satisfies the students’ needs at a particular moment but makes no good to the long-term learning and storage of information. In other words, it solves a practical specific problem of comprehension but this lexical item will only be remembered in the future (i.e. acquired) on condition that it is significant enough for the learner. Especially with words not resembling at all the one in the learner’s L1, heavier work is needed to help its storage; otherwise, it will fade away. So I personally advocate giving a definition in the target language, or any sort of description that at least makes the student think of what the teacher is referring to. Perhaps an extra of attention towards that word will help learners associate it with already known words, thus making it easier to retrieve. In relation to this, it is important to think of other resources mentioned in the text (i.e. pictures, videos) to improve vocabulary learning.
With regard to the use of technologies for language learning, I think that the new pedagogical teaching methods based on the use of these innovative devices have advantages as well as shortcomings. In my opinion, concepts such as distance learning and CALL might be really useful for language learning but only in certain circumstances. To implement method that completely challenges the traditional way of teaching teachers and learners should be aware of what their undertaking entails. Both parts need to be really engaged in carrying out the course and achieving its objectives. Otherwise, either or both part will start losing contact or interest in the material to be learnt and, in absence of constant and obligatory face-to-face meetings, like in traditional school programmes, the goals of the course will be thwarted. Hence, I would warn anybody who wants to set up a virtual course that unless the learners are adult or mature enough and meet some characteristics (i.e. possibility to have regular access to computers, spare time to spend on this course, perceptible interest in the activity…) any subject taught with distance learning is seriously endangered to be frustrated.
Despite this disadvantages, I am for the use of technologies to reinforce interactional skills and for the diversification of the curriculum as well. In an ordinary classroom, errors made on the spot can be corrected, specially at a grammatical or phonological level. However, sometimes they are not meaningful enough to have an effect on learning and are confined to this areas of language. Communicative skills, then, should be improve by promoting intercultural communications. These can be effective in many ways. One of them is simply with collaborative activities in which students need to negotiate meaning among themselves. It can also be done with students from other countries, ideally with natives, through the regular usage of technological tools. Moreover, the article proposes to stress the importance of going abroad as the best means to learn any language, because it is with native contact that learners become more conscious of the social and pragmatic properties that ordinary in-class activities can hardly provide.
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