http://media.wix.com/ugd/ab7eaa_86327dfdc83d4606ab20bb4435abb3ba.pdf

Research Paper

“A Research study of  views of Vernacular students on various activities done from Bridges by Dee Broughton”

Ankit R. Patel

Student of M. Phil

H M Patel Institute of English Training & Research

Vallabh Vidyanagar (Gujarat)

E-mail:ankitrp92@gmail.com

Introduction

If we glimpse in the present era, that t has proved that English language has gained its own place in the world and become basic thing to know, learn and use it. Hence it is requiems of people and they start to learn it but problem occurs that they can better understand English language than they use.

In Gujarat, many people understand much more English than they speak or write. Many complex factors contribute to this situation. One factor that can be addressed by Gujarati ELT professionals is the design of the materials used for teaching English in the schools and universities. It is widely accepted that materials designers need to take into account two things: 1) the theoretical principles of secondary language learning and acquisition and 2) the real-world conditions found in classrooms.

The present paper “A study of views of Vernacular students on various activities done from Bridges by Dee Broughton” focuses on the views of vernacular students about Bridges as it is useful for students of  Gujarati medium school of Gujarat. As well as how Bridges is useful to use target language.

Key Words: vernacular, ELT, Bridges, English language

Literature Review:

First let us look at the principles of secondary language learning and acquisition. Tomlinson has put forth six principles of Second Language Acquisition that he maintains should be applied to materials production.

1) A Pre-requisite for language acquisition is that the learners are exposed to a rich, meaningful and comprehensible input of language in use.

2) In order for the learners to maximize their exposure to language in use they need to be engaged both affectively and cognitively in the language experience.

3) Language learners who achieve positive affect are much more likely to achieve communicative competence than those who do not.

4) L2 language learners can benefit from using those mental resources which they typically utilize when acquiring and using their L1.

5) Language learners can benefit from noticing salient features of the input.

6) Learners need opportunities to use language to try to achieve communicative purposes.

Tomlinson’s principles, however, were derived from experiences with conditions in the West that are quite different from the conditions that may be found in the classrooms of Gujarat.

For example, in the West where the principles were first derived, classroom conditions are found different from classrooms of Gujarat. In the West where classrooms are very large with adequate technology and multimedia as well as provided good knowledgeable teachers.

While in Gujarat, classrooms are very narrow where Students are enabled to sit comfortable. Teachers are enabled to teach the students because of not having adequate knowledge. Technology and multimedia use in rare case.

In light of these conditions, the researchers felt that Principle 2 would apply in Gujarati classrooms, but ….remember learners should given a chance to respond personally and make use of activities which learners to think and feel before doing and after using the target language for communication.

While it’s unclear if all of Tomlinson’s principles apply, it’s also unclear if materials that appear to work well in Gujarat incorporate these principles or not. One example of materials designed specifically for Gujarat is the recently published English language textbook, Bridges.

This book was designed to bridge the gap between understanding English and producing it. The goal of the book makes it an appropriate choice for investigating elements of design that might influence use of the target language. Does the Bridges design make use of all or some of Tomlinson’s principles?

Activities	Prin.1	Prin.2	Prin.3	Prin.4	Prin.5	Prin.6
3/1	Apply	Apply		Apply
3/2		Apply	Apply
2/7						Apply
6/1		Apply	Apply
5/2	Apply	Apply			Apply

In Unit 3, Activities 1…Principles 1, 2, 4 are applied.

In Unit 3, Activities 2… Principles 2, 3 are applied.

In Unit 2, Activity 7… Principle 6 is applied.

In Unit 6, Activity 1… Principles 2, 3 are applied.

In Unit 5, Activity 2… Principles 1, 2, 5 are applied.

Therefore, Bridges appears to emphasize some principles more than others.

Although it’s clear that the activities in Bridges encourage collaboration, communication, and critical thinking, it has not been positively established that these activities will also promote production of the target language. It’s possible that the activities would result in use of the mother tongue.

The creator of Bridges, Dee Broughton, acknowledges this issue, “The materials design for Bridges was originally requested for an English-medium environment. In such schools, the environment of the school itself may ensure use of the target language. While we’ve seen very good results so far using the Bridges design and materials in vernacular-medium schools, there is still a need for additional research in this area.”

Research Objective:

The SEM 3 MA-ELT Research Methodology and Materials Development classes at H.M. Patel Institute of English Training & Research took up a small research project to look closely at the Bridges materials in relation to the principles set forth by Tomlinson and to find out if these materials actually helped to stimulate production of the target language under Gujarati conditions.

Research Questions:

The project set out to address two research questions:

1) Did the Bridges design seem to promote use of the target language in a particular group of students?

2) Was there any correlation between the use of particular principles and the ability of the materials to promote use of the target language with a particular group of students?

Methodology:

The Sem 1 MA-ELT Language Skills class at the H.M.Patel Institute was asked to choose six activities from Bridges that they felt they could complete entirely in English. Each group did one activity and took notes on their use of the target language and the mother tongue. They also noted whether they changed the activity in any way or whether they performed it as written in Bridges.

Results:             

Group 1 chose Unit 2 Activity   7: One student said, “We were 6 members in a group. An activity is very interesting because they got new information about new interesting animals.

Group 2 and 3 chose Unit 3 Activity 1: One student said, “We were 8 members in a group. We used Bridges as a material. We enjoyed while doing this an activity because we have to image a story or because of funny imagination."

Group 4 chose Unit 3 Activity 2: One student said, “We were 7 members in a group. It is collaborative activity.”

Group 5 chose Unit 5 Activity 2: One student said, “We were 6 members in a group. We used a text called Bridges.  It is collaborative activity. It is based on real life experience. It supports speaking and writing skills. We like this activity because it provides lot of scope to communicate in target language.”

Group 6 chose Unit 6 Activity 1: One student said, “We were 6 members in a group. We used Bridges. It supports speaking, listening and reading skills. It is interesting activity.”

Discussion:

From the interviews conducted with Sem 1,

it appears that … Most of the students were able to speak in English. They seemed very confidently. They answered of all the questions. They liked to do like this activity.

Here, Sem-1 students used the target language thoroughly during doing activity-1 of unit-3.During the discussion of activity-2 and 1, of unit-3 and unit-5 respectively, students used target language sometime. Students could able to share their ideas in target language most of the time while doing activity-7 and 2 of unit-2 and 5 respectively.

	Principles						Sem-1 use of target language
Units/Activities	1	2	3	4	5	6
3/1	Apply	Apply		Apply			Thoroughly
3/2		Apply	Apply				Some time
2/7						Apply	Most of the time
6/1		Apply	Apply				Some time
5/2	Apply	Apply			Apply		Most of the time

The above diagram talks about using of principles in activities of different units as well as using of target language by students of Sem-1 during doing their activities.

Conclusion:

It can be said that Bridges helps to only higher levels students of Gujarati medium school instead of lower levels students of Gujarati medium school. It is also helpless for students of rural areas‘schools.

References:

Tomlinson, B.2010. Principles and procedures of materials development. Leeds Metropolitan University.

Broughton, D.2013. Study DO. Asia Bridges.

Stephen Krashen talk 1

In the video of Stephen Krashen talk 1, Krashen talks about concept of phonemic word and its awareness in language acquisition. According to him, phonemic word is basically to take word and break it into sound. Stephen claims that phonemic words cannot be procured for reading. It is entirely mis- guided. Learners can increase reading skill without noticing phonemic words. Then he gives two types of activities of phonemic word. 1) To break the word e.g. split is a word and if we remove‘s’, the word ‘plit’ lefts there. 2) To blend the word. Then he mentions Yetkin who claims that phonemic are training and training is different from education.

Summary on an essay, “What’s the BIG IDEA?” by Dee Broughton

Summary on an essay, “What’s the BIG IDEA?” by Dee Broughton

In her essay, “What’s the BIG IDEA?” Dee Broughton, talks about How “Academic Writing” becomes “Academic Discourse”. According to her, the four genres of academic writing i.e. Summary, synthesis, analysis, evaluation build valid academic arguments. Academic arguments are supported by evidence. When it is followed, academic writing becomes academic discourse.     

Paraphrasing of Critical Thinking

Original Text: General Implications for Instruction

Teachers need to take students through stages of intellectual development. For example, in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority.

Paraphrase:

In his article, Critical Thinking Development: A Stage Theory, Elder with Paul (1996) has noted that an elementary or primary school would aim at helping all students become “beginning thinkers”. At primary school, students thinking are like house which can be well or poorly constructed. Hence, teachers need to teach and given highest priority to the students on thinking and also need to take students through different stages of intellectual development so that students discover, they (students) are thinkers. In words of Elder and Paul, the stage ‘beginning thinkers’ is called ‘discovery stage’ which means ‘coming to awareness’ (p.4).

My Response to Paragraph:

I agree with Elder and Paul that the objective of the elementary school is to help students in becoming beginning thinkers because their thoughts may well constructed at primary level. So as we teachers should teach and take them through varies stages of intellectual development. e.g. Stage of the Beginning Thinkers, Stage of the Practicing Thinkers, stage of the advanced Thinkers etc. by gradually.

What is thinking and critical thinking? and Foundation of Critical thinking.

What is thinking?

In 1913, Dewey’s tries to explain the term ‘thinking’ and said that thinking is a ‘stream of consciousness’ but according to my opinion, thinking is not only stream of consciousness but also stream of unconsciousness because we always do not think consciously or our mind sometime thinks in unconsciousness. E.g. dream and reverie come at night and day respectively.

In educational context, the term thinking is used as a process for remembering, planning what to do and say, solving problems, making decisions and judgments etc. 

There are three perspectives of thinking:

1) Psychological Perspectives:
In it, thinking is used as internal, mental process that constructs and operates on mental representations of information.
2) Sociological perspectives:
When a person begins to think for themselves, ask questions and generally experiment, he or she gradually becomes independent and develop his or her mind and begin to act back on the social. Here, thinking which can be applied in different contexts may be of benefit to learners who can see that aspects of their own experience may be relevant in a new situation.
3) Philosophical perspectives:
According to McPeck (1981), thinking is always context specific. Though, it is said that thinking is identified in different context.

What is critical thinking?

Generally, critical thinking is related to looking for evidences, being fair-minded and accurate. It is an originality of ideas.

Foundation of Critical thinking:

A Greek philosopher and thinker, Socratic, who found the method of questioning which is now known as ‘Socratic Questioning’ and it is the best known ‘critical thinking teaching strategy’. Socratic by his method of questioning said that people could not justify their confident claims to knowledge even if they have knowledge, high power and high position because of confused meaning, inadequate evidence or self-contradictory, deeply confused logical consistency, clarity etc. That’s why, he emphasizes on the importance of seeking evidence, closely examine reasoning and assumptions, analyzing basic concepts to justify the claims.

Plato and Aristotle, other Greek philosophers, followed Socratic practice and emphasize on the appearance of things which are looked at differently by only a trained mind. In a critical thinking, trained mind plays an important role to understand deeper realities, to think systematically, to trace implications broadly and deeply.
In the middle ages, critical thinking was embodied in the writing and teaching. Thomas Aquinas aware us that reasoning in critical thinking is to be systematically cultivated and “cross-examined” and rejects beliefs which does not have reasons.

In England, the book named, The Advancement of Learning by Francis Bacon and in France, the book called, Rules for the Direction of the Mind by Descartes focus on the agenda of critical thinking. Utopia by Sir Thomas Moore is also best example of it. In short, from ancient to 20th century, idea of critical thinking was founded by different thinkers.

The common denominators of critical thinking are the most important by-products of the history of critical thinking:

Critical thinking looks not only at what is said but also what is said and it must be analyzed and assessed not only on the appearance of thing but also on its clarity, accuracy, relevance, depth, breath and logicalness. 

Hence, in critical thinking, thought and reasoning are now baselines which are focused by questioning.

My Introduction

Hello sir...
And
Hello Friends...
Good Morning to all
And
Welcome to all and enjoy in new online classroom teaching and learning.
I am Ankit Patel, from Modasa (Arvalli). I am studying in M.A (ELT) sem-4 at H.M.P.I.E.T.R. My hobby is reading, writing of poetry, an articles and research papers, acting, and playing cricket. 
I expect from this course that it encourages me in learning a language. But indirectly, I can say that the course is important for me and it will helpful for me in learning a language in better way and will empower me how to use language in critical situation and any field.