Most coursebooks have an essentially structural syllabus. Each unit has a handful of language points, what Scott Thornbury refers to as ‘Grammar McNuggets’, and the assumption is that these points will be presented, practised and learnt.
As a coursebook writer, I understand why the syllabus is presented in this way. Most teachers, institutions, parents, students like to have a sense of the way ahead as a series of steps. I don’t think there’s anything wrong with this so long as:
– We remember that what we are teaching is not necessarily what the student is learning.
– We aim to teach the students rather than the material.
I believe that the material in a coursebook should be seen as a resource, pure and simple. It can and should be used and abused to best meet the needs of the class.
There are certain key elements we need to provide students to give them the opportunity to develop.
Input or language in context (this needs to be motivating and relevant)
Opportunity to ‘notice’ language
Clarification/consciousness raising- whether after noticing or after using (feedback)
Opportunity to use language (this also needs to be motivating and relevant and ideally personalised)
If all these elements aren’t in the coursebook (and they might be), there is no reason why we can’t adapt it to provide them.
Many coursebooks do now ask students to notice the language in a text. There are two possible problems with this. Firstly, the text may have been specially written to include these examples, and not in a very natural way. Secondly, if the text is authentic, there may only be a couple of examples.
One way of dealing with this (and it could be used for any text you want to use, not just coursebook texts) is to also use a concordance. For example, there is a text in a coursebook I’m familiar with which has some examples of the different meanings of the word ‘like’ (as a verb and as a preposition). Students are asked to find examples and decide on the meaning. This could then be extended by looking at a concordance (or a simplified version at lower levels) and deciding on the meaning of these examples before returning to the personalised practice in the coursebook. In this example, students write each other questions using both meanings and then answer each other’s questions before going on to write about a place they like and what it’s like.
Another example from a well known coursebook has a short text. Students are asked to underline all the examples of articles and then find examples of the rules given. An alternative might be to do the text as a dictogloss. The teacher reads the text aloud, at fairly normal speed (not slowly) and the students try to write down what they can. They then work together to recreate the text. Inevitably, if articles are a problem area, they will miss some out or use the wrong ones. They can then compare their version with the original and identify the gap in their own interlanguage.
Alternatively, or even as a follow up task, students could translate the text into their L1 and then, a few days or a week later, try to translate it back. Again, this will highlight any individual difficulties.
Another way to get students to ‘notice the gap’ using a coursebook activity works well with a more traditional kind of activity where students listen to a dialogue which exemplifies a particular language point.
Fans of emergent grammar might avoid these kinds of recordings like the plague, but it can work well in a kind of task based approach. This way, you begin by getting the students to improvise a similar kind of dialogue (obviously this works best if the topic is something they might actually want to talk about). You could even record these conversations if you have the technology. Then you listen to the coursebook dialogue and encourage students to notice any language in there that they could have used. Incidentally, this might not be the language the coursebook writers intended. Finally, the students carry out the dialogue again, perhaps this time with a different partner. If you have recorded the first version, you could record this too, and students could then listen to the recordings at home and note any improvements in the second version.
Task repetition has been shown to have a very positive effect on what Thornbury refers to as ‘grammaring’
I am very far from believing that everyone should be using published materials all the time. However, always starting from scratch can be very labour intensive and, I believe, requires a good deal of experience and understanding. Why not use everything that’s available, just tweaking and adapting as you go?
Incidentally, there are some fabulous ideas, perfectly applicable to published materials, in Grammar and Uncovering Grammar, both by Scott Thornbury.
Here are a few links I have found since writing the post, related to using a coursebook in a more unplugged style.
3 Responses to Ideas for taking an ’emergent’ approach to using a coursebook
This is a wonderful blog post and I enjoy reading about opportunistic teaching: for example, using the materials and resources to best prompt language and authentic conversation to emerge within the classroom. The best metaphor that I have developed about incorporating increasingly various methods and approaches within the classroom was in some way this: All the methods and approaches that you have at your disposal are like your golf clubs, you never play golf with only one club. Take what you will from this but I believe it is highly professional for teachers to consider different ways to deliver language acquisition opportunities within, as well as outside, the classroom.
Thank you, Martin. Love the golf clubs metaphor- completely agree.
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