Complex, not complicated: Diane Larsen Freeman on Complexity Theory in Applied Linguistics (Part 3)

Summary

The speaker discusses the role of teachers in facilitating language learning as an emergent process, emphasizing iterative learning rather than repetitive tasks. Teachers should help students adapt their language resources to their needs and use techniques like the four-three-two method to foster this adaptation. Additionally, the speaker advocates for assessing students' progress through self-referential measures rather than comparing them to an idealized native speaker, focusing on individual growth and the ability to navigate changing situations with language.

Takeaways

• 😀 Teaching should focus on emergent learning, where the teacher's role is to help students notice language features and engage with them meaningfully.
• 😀 Iterative learning is more effective than repetitive learning; students should revisit topics and expressions without just repeating them.
• 😀 Teachers should provide opportunities for students to engage with language in different forms (e.g., reading and watching content on the same topic).
• 😀 The goal of language learning is not just memorization but adapting language resources for students' own purposes and contexts.
• 😀 Language learning should involve adapting and molding language skills to fit ever-changing situations.
• 😀 Teachers should teach students to adapt their language resources, using techniques like the 4-3-2 method to practice language in varied contexts.
• 😀 The 4-3-2 technique encourages students to retell a story in progressively shorter time frames, helping them adjust their language as per the situation.
• 😀 Language learning assessment should be self-referential, focusing on individual progress rather than comparing students to an idealized native speaker.
• 😀 A student's growth in language should be compared to their own previous capabilities, not to an external standard.
• 😀 Language learning is not about conformity to native-like standards; it’s about personal growth and adaptation of language in real contexts.

Q & A

What does the speaker mean by 'learning as an emergent process'?

The speaker suggests that learning evolves naturally over time, with the learner’s understanding and skills developing through interaction and exposure, rather than following a rigid, linear progression.

What is the role of the teacher in this emergent learning process?

The teacher's role is to facilitate the noticing of language features and provide students with opportunities to engage with these features meaningfully, rather than just having students repeat information.

How does the speaker suggest teachers can improve language learning?

The speaker suggests that teachers adopt an iterative approach to teaching, where students revisit topics and language features multiple times, engaging with them in different contexts to enhance their understanding.

What is meant by the term 'iterative' in the context of language teaching?

In this context, 'iterative' refers to giving students multiple opportunities to engage with and revisit language features, rather than repeating or memorizing them in a repetitive manner.

Why does the speaker emphasize the importance of revisiting topics in language learning?

Revisiting topics helps reinforce learning by providing students with the chance to engage with language in a more meaningful way, deepening their understanding and adapting it to new contexts.

What is the purpose of using diverse media, like reading and watching a video on the same topic?

Using diverse media allows students to engage with the language from different angles, providing them with multiple opportunities to grapple with the material and improve their understanding without simple repetition.

What does the speaker mean by 'helping learners adapt their language resources'?

It means teaching students how to modify and adjust their language skills to suit different situations and purposes, rather than just focusing on static knowledge of the language.

How does the speaker describe the process of adaptation in language learning?

Adaptation in language learning involves students adjusting their language resources to meet the changing demands of a situation, much like how we adapt our language in real life based on context.

What is the 'four-three-two technique' and how does it help learners?

The four-three-two technique involves students telling the same story to different partners, with each retelling becoming shorter. This helps students adapt their language use to different time constraints and practice succinctly conveying ideas.

What is meant by 'self-referential assessment' in language learning?

Self-referential assessment involves evaluating students based on their own progress and abilities over time, rather than comparing them to an idealized native speaker. This allows for a more individualized and dynamic approach to assessment.

Why does the speaker criticize the idea of measuring students against native speaker standards?

The speaker argues that learning a language is not about conforming to a native speaker's standard, but about developing personal language resources that can be adapted to various situations, making the focus more on individual progress.