Methods Mid-term

1. Compare and contrast the bottom-up approach with the top-down approach.  Give an example.

            The bottom-up approach is the process of dissecting language into its smallest pieces in order to determine the whole.  For example, if one were using the bottom-up approach in reading she would look at each letter in a word and then piece them together.  The top-down approach, however, is the practice of looking at the whole first in order to understand its parts.  The top-down approach to reading would be learning to recognize words by their whole shape or meaning through the use of context.

            The top-down approach also incorporates the use of the learners existing knowledge and understanding of the world to decode unknown sounds, words, or grammatical structures.  In contrast, the bottom-up method relies only on the linguistic artifacts at hand with which to piece together new information.

            If I were to plan a lesson in accordance with the bottom-up method I might give students a sentence in which they are to break down each word into its morphemes or even phonemes.  I would ask them to define the whole sentence based on the meaning of its parts.  On the other hand, using the top-down method I would ask students to estimate the meaning of the whole sentence based on the words and how they are used together: or in other words, by context.

2. List and define the 5 C's of Foreign Language Education.

            The 5 C's of Foreign Language Education refers to a set of standards to be followed by language teachers.  They are Communication, Cultures, Connections, Comparisons, and Communities. 

            Communication refers to communication of languages other than English.  This includes literature, email, realia, media, and the day-to-day interaction needed when visiting another language community.  Students should be exposed to strategies to help them communicate in a variety of situations.

            Cultures are inseparable from languages.  Acceptance and appreciation of the language is made easier to obtain when it is delivered through the target culture.  In addition to exposure to vocabulary and grammar of Spanish, for example, students should also learn about Quincineras and el Dia de los Muertos.  Vocabulary and grammar associated to these celebrations can be taught through content.

            The Connections standard reinforces the use of content to teach language.  Why separate the history of Mexico from the language of Mexico?  A Spanish teacher can teach Mexican history in Spanish, or at least the vocabulary needed to understand its history.  Not only is Communication taught with the use of this method, but also so is the Culture.  Students will learn to connect information they have previously learned with new knowledge they encounter.

            Comparisons are naturally made when learning a second language because the ways in which it will differ from the native language will be obvious.  For example, one of the first aspects of Spanish taught to English speakers is that adjectives come after the noun and not before as in English.  Cubans wouldn't have green cats, but they might have gatos verdes.  We as teachers can use these comparisons and contrasts to strengthen our learners understanding of linguistic and cultural frameworks as whole systems.

            A classroom cannot be isolated from its Community.  The purpose of education is to create well-rounded citizens who are able to contribute in some way.  One idea of bringing the community into the classroom is to ask a Spanish-speaking member of the city or town to visit a Spanish classroom to talk about his or her culture or home country. 

            One of the benefits of the 5 C's is that each incorporates the other four.  They approach language teaching in a holistic manner.  Teachers who use this method to teach languages allow students to make multiple connections of the target as well as native language and culture.

5. Discuss Action Research and Reflectivity.

            Action Research has been used since the 1940's and 1950's and was created by Kurt Lewin.  There are three types of Action Research: individual teacher research, which is used by teachers in their own classrooms to explore the best solutions for problems; collaborative action research which is performed by two or more partners to develop a solution; and school wide action research which is undertaken by an entire school or school district to implement action research in all of its classrooms.

            Action research is interesting because it takes a traditional scientific research approach to the common public classroom.  Teachers use problem formation, hypothesis formulation, develop an intervention plan, and gather data in order to come up with the most effective game plan or solution to everyday problems.

            Problems do not need to be detrimental situations in order to be applied to the action research process.  Frequently used methods or techniques can be analyzed and subject to change induced by the findings of action research. 

            For example, a teacher discovers that classmates are not participating in group work as effectively as she would like.  She can develop a theory and hypothesis for the situation and put it through the action research process. 

            The key factor in action research is that it is never-ending.  A teacher can research the same problem continuously until she finds the best method.  She can continue to research it even after she has found the most effective method to study the reasons for its effectiveness.

            Continual practice and analysis encourages reflectivity of everything that a teacher does in the classroom.  When the teacher is aware of what works best for the students and why, she becomes more sensitive to her relationship with her learners.  As long as teachers remain sensitive to this, they will effectively meet the needs of their learners.