1. As teachers, how are you going to address fossilization?
Fossilization, or the cessation of learning, which was coined by Selinker
(1972), is recognized as a widespread phenomenon in second language acquisition for linguists and language learners have been aware that that it is extremely rare for the learner of a L2 to achieve full native-like competence. Wei (2008) suggests that in order to address fossilization, teachers must take a right attitude to students mistakes. They must realize that making mistakes is not a sign of failure or stupidity, but it is part of the process of learning a language. Another effective way is to carefully design a feedback that can prevent the formation of fossilization. Teachers should provide timely feedback after learners complete a learning task. According to interactive feedback of Vigil and Oller, the best one is the combination of positive emotional feedback and negative cognitive feedback. Positive emotional feedback encourages students to continue learning while a negative cognitive feedback prompts learner to make modifications and self-corrections Zheng (2010) suggests that fostering a positive learning attitude in language learner can be conducive to their learning, while the negative attitude of language learners may affect their learning potential. Language learners may make steady progress if they learn a foreign language with positive attitude which is also beneficial for them to overcome fossilization in English learning. Lastly, Krashen (1982) has also something to say on fossilization. He argued that exposing learners to the target language and target languages culture can reduce fossilization. This can be done by exposing students in multimedia instruments that contain standard pronunciation, but also reflect target culture or with textbooks with original passages by foreign authors may be adopted to help learners better understand and master the language. 2. How should ELT teachers give feedback?
Feedback has emerged as a means to facilitate both the learning process
and teaching performance. As Hattie and Timperley (2007) considers that main purpose of feedback is to reduce the gap between current understandings and performance and a goal. The focus of feedback for learning should address content mastery and skills for learning. Thus, various strategies must be employed to make feedback promote learning and students self-reflection rather than discouragement and embarrassment. Gibbs and Simpson (2004) suggest that the purpose of feedback is for students to act on it to improve their future work and learning. Thus, Johnson (2008) considers that feedback is more effective when given immediately after the activity. This will immediately give teachers and learners timely and immediate opportunities to correct mistakes thus promote reflective feedbacking among learners as what Gibbs and Simpsons (2004) further found that feedback should enable students to understand their strengths and weaknesses and provide help on how to improve in the future. This is also supported by McDonald and Boud (2003) as they argue that development of self-assessment can be encouraged by providing students with self-assessment tasks and activities that encourage reflection both in content and process. Peer feedbacking is also a great way for teachers to facilitate and guide students learning. A peer feedback process is also promoting students get to see other students work which can also deepen understanding of the learning goals (Nicol, 2008).
3. Determine the concept of Parole and Langue.
Ferdinand de Saussure described language as langue and parole. Langue is
the whole system of language. It is simply the individual realization of language. The langue system involves vocabulary, pronunciation and words. Langue is known as shared social structure of language. In contrast, parole is the actual language use in the society. It is not the system but the usage of system of language. It is written and spoken utterances used in society. La langue denotes the abstract systematic principles of a language, without which no meaningful utterance or acts of speech (parole) would be possible. Saussure makes this terms understandable by saying whatever we learn and can learn about the language as a system is what constitutes competence (langue) and whatever we make use of the language as a system in actual situations is what is performance (parole). 4. What kind of teaching approach is prevalent in the Philippines? Does it help our students to achieve proficiency?
Collaborative approach is the prevalent teaching approach in the Philippines.
Collaborative learning is an instructional method in which students team together to achieve common tasks. In this method, students are involved in a small group so that all students can maximize their learning and that of their peers. It is a process of shared creation where individuals are interacting to create a shared understanding of a concept or area of practice. When implemented well, collaborative learning encourages achievement, student discussion, active learning, student confidence, and motivation. This approach had been historically proven effective. Johnson and Johnson (1989) claim that collaboration typically results in higher group and individual achievement, healthier relationships with peers, more metacognition and development of self-esteem. This was supported by the study of Marzano, Pickering and Pollock (2001) that organizing students in collaborative learning groups can lead to a gain as high as 28 percentiles in measured student achievement. Considering also the diversity of Filipino learners, a collaborative approach in discovering lessons is beneficial to learners. With different experiences and cultural background, every learner can gain significant insights from peers and may see every problem or activity into different perspective thus coming up with the best output. This has been proven by the studies of Goodman (2011) and Loes (2009) as they found out that students working closely with a diverse group of peers are more likely to experience gains in the development of need for cognition. It is however, important to note that though collaborative learning promotes and enhances learning, it requires a complex and slow process that requires a lot of activities by the teacher (Gil & Jurado, 2011). Thus, student proficiency still partly depends on teachers commitment and active involvement in order for the noble goal of collaborative education be achieved.
5. How are you going to address/aid teachers who are not open for change?
Any change is uncomfortable while resistance to change is inevitable as
educators, we can be the agent of transformation who are willing to assist our colleagues to embrace change. In order to persuade our co-teachers not to resist from change, we have to build trust. Giving others the opportunity to provide input is important for building trust. We have to give adequate chance to participate in planning by all those who will be involved in implementing change. With this, resistance to change may be eliminated or lessened. The key to the problem is to understand the true nature of resistance. Actually, what teachers resist is social changethe change in their human relationships. This we can be of help, as teachers, we can reassure our colleagues that change, as constant as it is, is a way of life and we have to associative with it. We could help by outlining to them the benefits of these changes. It may be disrupting and challenging at first, but if we are open for it, it may become liberating and fruitful in the long run.