{"id":909,"date":"2011-03-31T04:06:02","date_gmt":"2011-03-31T04:06:02","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=909"},"modified":"2011-03-31T04:06:02","modified_gmt":"2011-03-31T04:06:02","slug":"86-research-paper-reshaping-the-pedagogue-the-changing-role-of-a-language-instructor-in-a-multicultural-classroom-by-richa-goyal","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=909","title":{"rendered":"#86, Research Paper: &#8216;Reshaping the Pedagogue: The Changing Role of a Language Instructor in a Multicultural Classroom&#8217; by Richa Goyal"},"content":{"rendered":"<p><em>Richa Goyal works with the Banasthali Vidyapith.<\/em><\/p>\n<p>This paper analyses the need for revamping the image of the traditional pedagogue in a language classroom. Language teaching is not related to imparting knowledge but is an art as well as a science of developing the skills of listening, reading, writing and speaking in a foreign language. A language instructor should not only be proficient in the language but also be able to empathize with the students in order to appreciate their needs, psychological barriers and cultural differences. This task is quite challenging for it requires that the instructor should be a researcher, constant learner and a need analyst as well. While giving importance to individual students they should also subordinate their teaching behavior to the learning needs of the students.<\/p>\n<p>When we look at a traditional language class the setting is somewhat like this- the teacher is standing high and facing the students as the \u201cknower\u201d.\u00a0 The discussion is generally on the metalinguistic rules and the learners are very well aware of their own state of ignorance.\u00a0 Moreover, they know that everything they might say would be closely scrutinized.\u00a0 They prefer to keep a \u201clow profile\u201d and speak nothing.\u00a0 The result is that the communication training becomes a one way process in which the teacher always speaks and the learners respond only to the teacher\u2019s initiation.<\/p>\n<p>This traditional attitude of the teachers towards language pedagogy should change. According to Wilga M Rivers (1983) foreign\u00a0 language teaching unlike teaching geography or history, is not only a sharing of knowledge but is also a development of the four basic skills of language i.e. listening, speaking, reading and writing.\u00a0 It is an appreciation of a foreign people; it is a readjustment of one\u2019s attitude towards the world and towards oneself.<!--more--><\/p>\n<p>Therefore it has to include all the three domains of learning:<\/p>\n<p>1)\u00a0 Cognitive<\/p>\n<p>2)\u00a0 Psychomotor and<\/p>\n<p>3)\u00a0 Affective<\/p>\n<p>The new role of communication teachers is quite challenging.\u00a0 According to Jack C Richards and Theodre S Rodgers (1986) the new language teachers will have to move away from the limited textbook teaching and leave behind the branded traditional language teaching methods like grammar-translation.\u00a0 When the task is to teach communication it could be best taught through communication only. This new method is much harder to \u201cspoon feed\u201d and a truly motivated teacher is needed to fulfill this responsibility.<\/p>\n<p>Let\u2019s have a look at the new\u00a0 offices of a foreign language pedagogue according to William Littlewood (1981) and A K Paliwal (1996):-<\/p>\n<p>1)\u00a0\u00a0 Organizer of resources<\/p>\n<p>2)\u00a0\u00a0 Inventor of Activities<\/p>\n<p>3) \u00a0\u00a0Manager<\/p>\n<p>4)\u00a0\u00a0 Facilitator of the communication process [Prompter + independent participant]<\/p>\n<p>5)\u00a0\u00a0 Assessor and feedback provider<\/p>\n<p>6)\u00a0\u00a0 Researcher\/Learner<\/p>\n<p>7)\u00a0\u00a0 Need Analyst<\/p>\n<p>8)\u00a0\u00a0 Syllabus designer and reformer<\/p>\n<p>9)\u00a0\u00a0 Motivator and guide<\/p>\n<p>10) \u00a0Role Model<\/p>\n<p><strong>Organiser of Resources<\/strong><\/p>\n<p>a)\u00a0 The teachers are responsible for arranging and handling the various study materials which are test\u00a0 based, task based and realia:<\/p>\n<p>Text based:-\u00a0 Books, audio\/video cassettes and CDS etc.<\/p>\n<p>Task based:-\u00a0 Tape recorders, worksheets, word puzzles, games, themes.<\/p>\n<p>Realia :-\u00a0\u00a0 Newspapers, magazines, letters, diaries.<\/p>\n<p>b) When this material is not available they themselves have to act as a resource.\u00a0 It is to them that the students turn in times of linguistic difficulty.<\/p>\n<p>c) Not only this they also have to seek institutional support and organize personnel and funds.<\/p>\n<p><strong>Inventor of Activities<\/strong><\/p>\n<p>The teachers must keep themselves abreast of the latest techniques and methods of language teaching, because they will have to select and even prepare acquisition-promoting drills and activities. These activities should be interesting and challenging.<\/p>\n<p>As young children learn easier phonemes, words and structures first so these activities should also be sequenced from simpler to complex.<\/p>\n<p>Some Points to remember while designing the activities:-<\/p>\n<ul>\n<li>Audio-visual aids promote      retention of knowledge.<\/li>\n<li>Group work not only creates a natural      learning setting but also enhances skills like proper turn taking, not      interrupting, being tolerant to opposite opinions etc. Mixed ability groups      should be formed.<\/li>\n<\/ul>\n<ul>\n<li>Expressive arts like drama, puppets, music, masks can be successfully used for teaching language.\u00a0 The creativity of the learners should be engaged.<\/li>\n<li>Abridged or unabridged forms of literary classics can be used as a rich source of language and they also make the learning process interesting.<\/li>\n<li>The discussions should be open ended yet the subject must be within the range of the learners\u2019 experience.<\/li>\n<li>Word games and linguistic puzzles could be used in a play way method.<\/li>\n<li>The task should be success oriented.\u00a0 But it should also be multilayered so the brighter ones can move on with it.<\/li>\n<li>Faith should be developed in the usefulness of the classroom activities.\u00a0 For this periodical record of the learners progress should be kept through voice recording or video recording.<\/li>\n<li>Learners should be invited for designing the activities.<\/li>\n<\/ul>\n<p><strong>Manager<\/strong><\/p>\n<p>The classroom has to be modeled into a natural learning room.\u00a0 The time, the place, the syllabus, the activities and even the students have to be managed so that the complete programme reaches its desired end.\u00a0 A congenial warm, teaching-learning environment has to be created.\u00a0 Moreover, discipline has to be maintained and the students have to be informed before hand that the rules and regulations of the institution are to be followed.<\/p>\n<p><strong>Facilitator of the Communication Process<\/strong><\/p>\n<p>The communication process should be learner centered.\u00a0 The teachers should subordinate their teaching behavior to the learning needs of the students.\u00a0 Instead of over powering the conversation as an omniscient god they should act only as a catalyst to the learner\u2019s communication.\u00a0 Here they have two major roles to play.<\/p>\n<p>Prompter: When the students do not find suitable vocabulary the teacher can prompt the lexical items, or phrases as aids. When they are hesitant she can use probing questions.<\/p>\n<p>The Socratic questioning i.e. making the learners think for solutions not only boosts their morale but also makes them willing to participate.<\/p>\n<p>At times the teachers can also act as independent participants in group activities in order to teach the students through example.<\/p>\n<p><strong>Assessor and Feedback Provider<\/strong><\/p>\n<p>The teachers also have to arrange periodical tests so that they can judge the success of the methods employed in the class and what more is left to be achieved. They can prepare various types of subjective and objective tests to judge this.<\/p>\n<p>After assessing, the instructor is expected to provide feedback to the students so that they may improve.\u00a0 It is also inevitable because the learners should know what criteria of success are operative during a particular activity.\u00a0 But the temptation to correct should not slide into overcorrection.\u00a0 Though feedback is essential so as to avoid fossilization of errors yet on the spot correction should be withheld till the activity is over and individual correction should be replaced by collective correction or peer correction.\u00a0 Too much structural\u00a0 correction should also be avoided and the emphasis of the teacher should be on practicing the process rather than on analyzing its product.<\/p>\n<p><strong>Researcher and Learner<\/strong><\/p>\n<p>The teachers need to learn new ways of training and teaching the students through constant vigilance. They should remain very alert and active so as to bring the best out of the students through the exercises.<\/p>\n<p><strong>Need Analyst<\/strong><\/p>\n<p>The teacher should not forget that the students are in away consumers of knowledge and one should provide them the material they need:<\/p>\n<p>The needs differ from person to person and the teacher has to cater to these individual needs.<\/p>\n<p>According to Abram Maslow there is a hierarchy of needs ranging from the physical needs, security needs, emotional needs and the need for self esteem and self actualization. While planning the questionnaire for need analysis the teachers should keep in mind all these levels. The teacher has to understand the reason behind the individual student\u2019s interest in learning the language.<\/p>\n<p>The drills and exercises could then be prepared on the basis of different needs of the learners.<\/p>\n<p>If there are some specific purposes like opening a cafetaria in a foreign land, making a tip to some country, writing letters to one\u2019s grandmother in old country, then the teacher should be more careful in designing the activities.<\/p>\n<p>On the basis of the students\u2019 needs the teacher can redesign\u00a0 the old syllabus or can create an entirely new one.<\/p>\n<p><strong>Motivator and Guide<\/strong><\/p>\n<p>According to W F Mackey (1965), \u201cGood teaching is no guarantee of good learning, for it is what the learner does that makes him learn\u201d. As the learning takes place inside the learner, the teacher should motivate them to make the classroom activities a success.\u00a0 If some students are not participating due to shyness they might be made to work on individual tasks.\u00a0 When in group they could be made the leaders of small groups.\u00a0 Strong positive reinforcement should be given to them by the teacher for every contribution.\u00a0 The teacher should respond to the potential an individual has for growing, should create the urge to learn and should make the student realize that foreign language learning could be a mind expanding and personality liberating experience.\u00a0 It is only the overarching vision of the teacher that can set the student going.<\/p>\n<p><strong>Role Model<\/strong><\/p>\n<p>The virtues and values of the teachers will carry more weight if they act as a role model for the students.\u00a0 So the teachers themselves should do their best to keep on the top of the field and be at the leading edge as far as possible.\u00a0 They should try to reduce the gap between theory and practice.<\/p>\n<p>Attitude of the Teacher in a Global Classroom: When we talk of communication training in the global contexts we have to think of a classroom that is an amalgam of learners belonging to different cultures, ages and sexes.\u00a0 To be a successful pedagogue in such a setting the teacher will have to keep in mind certain behavioral aspects.<\/p>\n<p>A).\u00a0 There are some attitudes which can cause blocks\u00a0 to communication and should be avoided:-<\/p>\n<p>a) Ethnocentrism :-\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cMy culture is the best.\u201d<\/p>\n<p>b) Discrimination:-\u00a0\u00a0\u00a0\u00a0\u00a0 \u201c I just cannot cope with the\u00a0working class\u201d.<\/p>\n<p>c) Stereotyping:-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cShe is an American.\u00a0 All Americans are libertines\u201d<\/p>\n<p>d) Cultural Blindness:- \u201cIf I am a sensitive person I need not worry about other\u2019s culture\u201d.<\/p>\n<p>e) Cultural Imposition:-\u00a0 \u201cWe know what is best for you\u201d.<\/p>\n<p>B). Coping \u00a0with different age groups<\/p>\n<p>Broadly speaking the following four groups could be made according to age:-<\/p>\n<p>a) Traditionalists:-\u00a0 (Born before 1946) .\u00a0 These people are formal, hardworking and have faith in the social order.\u00a0 The teachers\u2019 word is a sacred for them.\u00a0 The teacher should be careful not to make overzealous attempts to probe into their personal matters.\u00a0 They should be made to realize that every exercise\u00a0 done in the\u00a0 class is effective and they are not wasting their time.\u00a0 The traditionalists need more moral support and empathy from their pedagogues as compared to the younger generations.<\/p>\n<p>b)\u00a0 Baby Boomers:-\u00a0 (Born in between 1947-1965).\u00a0 This generation which has faced the aftermaths of the world wars believes in success through team work and in justice.<\/p>\n<p>The teacher should give them group work activities.<\/p>\n<p>c) The Xers\/Sync-Tech generation:-\u00a0 (Born in between 1966-1977).\u00a0 These are filled with self-importance, they love information, are experimental, independent and believe in quality work.\u00a0 Individual tasks should be given to them.\u00a0 They would like preparing reports and information based activity.\u00a0 Newspapers and journals can be used as aids.\u00a0 The teacher should remember net to talk them down and should praise them openly for their success.<\/p>\n<p>d). Nexters\/ Y-Generation:- (Born in between 1978-1995).\u00a0 The nexters love speed as they are born in the cyber age.\u00a0 Emails should be included as a means of communication with them.\u00a0 They would love CALL or Computer Assisted Language Learning.\u00a0 They prefer a friendly and humorous environment and hate the teachers\u00a0 who take themselves too seriously.<\/p>\n<p>So this generation mix could be handled successfully by having insights into their attitudes and aptitude.<\/p>\n<p>C).\u00a0 Gender biased language should be avoided by the teacher<\/p>\n<p>e.g.<\/p>\n<p>X<\/p>\n<p>Mankind\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Humankind<\/p>\n<p>Manmade\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Artificial<\/p>\n<p>The teacher should degender\u00a0 not regender:<\/p>\n<p>X<\/p>\n<p>Poetess\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Poet<\/p>\n<p>Actress\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Actor<\/p>\n<p>Dear Sir\/Madam\u00a0\u00a0\u00a0\u00a0 Dear Editor\/Friend\/Customer<\/p>\n<p>The marital status of a woman need not be classified<\/p>\n<p>X<\/p>\n<p>Miss\/Mrs\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ms<\/p>\n<p>D).\u00a0 There are some ways of communication which all the persons irrespective of their culture, age or sex understand.\u00a0 This is called non verbal communication.<\/p>\n<p>Non-verbal cues from the teacher\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Message<\/p>\n<p>1)\u00a0 Eye Contact-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cI understand.\u201d \u201cYou can count upon me.<\/p>\n<p>2)\u00a0 Smile-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cI appreciate\u201d<\/p>\n<p>3)\u00a0 Nod (while listening)-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cI agree\u201d. \u201cYou may go on\u201d<\/p>\n<p>4)\u00a0 Forward Leaning-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cI case to listen what you have to say\u201d. \u201cI \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0am interested\u201d.<\/p>\n<p>Moreover, the teachers should try to keep their face animated and show enthusiasm.<\/p>\n<p>5). Humor should be used in the class and the teacher should have the capacity to laugh at oneself.<\/p>\n<p>6).\u00a0 Paralinguistic items like tone, pitch, rhythm, timbre, loudness and inflection\u00a0 should be varied to keep the conversation interesting and lively.<\/p>\n<p>This paper has been written considering the need for a change in the role of the language teacher, and the conclusions drawn are a result of a six year language teaching experience of the researcher. The new role is certainly more demanding as the language instructors will have to show a more dynamic and protean approach to language teaching which can suit the varied needs of students in a multicultural set-up.<\/p>\n<p><strong>References<\/strong><\/p>\n<p>Littlewood,\u00a0 William. <span style=\"text-decoration: underline;\">Communicative Language Teaching<\/span>.\u00a0 Cambridge: Cambridge University Press, 1981.<\/p>\n<p>Mackey, W. F. Language Teaching Analysis, 1965.<\/p>\n<p>Paliwal, A.K. <span style=\"text-decoration: underline;\">Communicative Language Teaching in English<\/span>. Jaipur: Surabhi Publications, \u00a01996.<\/p>\n<p>Richards, Jack C. and Theodore S. Rodgers. <span style=\"text-decoration: underline;\">Approaches and Methods in Language <\/span> <span style=\"text-decoration: underline;\">Teaching .<\/span> Cambridge: Cambridge University Press, 1986.<\/p>\n<p>Rivers, Wilga M. <span style=\"text-decoration: underline;\">Communicating Naturally in a Second Language<\/span>. Cambridge: Cambridge University Press, 1983.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Richa Goyal works with the Banasthali Vidyapith. This paper analyses the need for revamping the image of the traditional pedagogue in a language classroom. Language teaching is not related to imparting knowledge but is an art as well as a science of developing the skills of listening, reading, writing and speaking in a foreign language. 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