Arab World English Journal (AWEJ) Proceedings of 2nd MEC TESOL Conference 2020 Pp.212- 228
DOI: https://dx.doi.org/10.24093/awej/MEC2.15
Principled Eclecticism in the Classroom: Exploring the use of Alternative
Methodologies in ELT
Thomas Brett
Center for Preparatory Studies
College of Banking and Financial Studies
Muscat, Oman
Email: Thomas@cbfs.edu.om
Abstract:
For a century, English language teaching has, for the main part, discarded behaviorist-inspired methodologies such as the Audio-lingual method for constructivist approaches characterized by the Communicative Approach. Exploring the tension between behaviorist/constructivist dichotomies and searching for common ground between the two schools of thought can give rise to alternative approaches. A ‘Principled Eclectic Approach’ to language teaching is one way whereby a pluralism of methodologies is favored in the pursuit of more effective Second Language Acquisition. Using Brown’s Post-Method Principles (2002) and Mellow’s Two Dimensional Model and Centring Principle (2002) as a guide and point of reference, teachers can gauge their approach and effectiveness in a more dynamic learning environment. A two-part research study aimed to introduce a more Principled Eclectic Approach to academic English language instruction in higher education. Firstly, translation aimed to let students bring their mother tongue into the classroom. The rationale for this exercise being that the more meaningful the encounter with the target language, the better the acquisition. The second experiment looked to use music as a way to create a more relaxed learning environment during reading comprehension activities. The premise being that we acquire language better when we are relaxed. Feedback from the study revealed that the content was balanced, coherent, met the needs of the learner and the needs of the wider syllabus. Students were positive when taking part in the lessons as they believed that the methodologies tested helped them with their English acquisition. Subsequently, they wanted further exposure to these methodologies.
KeyWords: centering principle, music, pluralism of methodologies, post-method principles, principled eclecticism, second language acquisition, translation, two-dimensional model
Cite as: Brett, T. (2020). Principled Eclecticism in the Classroom: Exploring the use of Alternative Methodologies in ELT. Arab World English Journal(AWEJ). Proceedings of 2nd MEC TESOLConference 2020. 212- 228.
DOI: https://dx.doi.org/10.24093/awej/MEC2.15
References
Baur, R. S. (1984). Die psychopädische variante der suggestopädie (psychopädie). In H. L. Bauer (Ed.), Unterrichtspraxis und theoretische fundierung in Deutsch als fremdsprache. (pp. 291-326). München: Goethe-Institut.
Brown, H. D. (2002). English language teaching in the post-method era: Towards better diagnosis, treatment and assessment. In J. C. Richards, & W. A. Renanyda (Eds.), Methodology in English language teaching. (pp. 9-18). New York: CUP.
Celce-Murcia, M. (1991). Teaching English as a second foreign language. Massachusetts: Heinle & Heinle.
Chandler, D. (2007). Semiotics: The basics. London: Routledge.
Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. New York: Praeger.
Cook, G. (2010). Translation in language teaching. Oxford: Oxford Applied Linguistics.
Dellar, S., & Rinvolucri, M. (2002). Using the mother tongue. Peaslake: Delta Publishing.
Healey Library, University of Massachusetts Boston (2019, March 14). Primary sources: A research guide. Retrieved from
https://umb.libguides.com/PrimarySources/secondary
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Ann Arbour: University of Michigan.
Lukesch, H. (2000). Lernen ohne anstrengung? Der sirenengesang der geheimen verführer. [Learning without effort? sirens’ songs of secret seducers]. Zeitschrift für pädagogische psychologie/German Journal of educational psychology, 14, 59-62.
Mellow, J. D. (2000). Western influences on indigenous language teaching. In J.
Reyhner, J. Martin, L. Lockard, & W. Sakiestewa Gilbert (Eds.), Learn in beauty:
Indigenous education for a new century (pp. 102-113). Flagstaff, AZ: Northern
Arizona University. Available: http://jan.ucc.nau.edu/~jar/LIB/LIB9.html
Mellow, J.D (2002). Towards principled eclecticism in language teaching: The two-dimensional model and centering principle. Teaching English as a Second Language Journal, 5(4), A-1.
Paulston, C. B. (1971). The sequencing of structural pattern drills. TESOL Quarterly, 5, 197-208.
Prida, F. (2017). Educational approaches in constructivism and behaviourism. Retrieved from http://eslarticle.com/pub/teaching-methodology/139589-EducationalApproach-in-Constructivism-and-Behaviorism.html
Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students. Harlow: Pearson Education Ltd.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Weideman, A. (2001). The old and the new: Reconsidering eclecticism in language teaching. Linguam, 17(1) 1-13. doi.org/10.5785/17-1-131.