Question to Teachers Forum
"Why do we of the communicative bent avoid explaining the plusque parfait to six-year-olds and others? We are trying to allow the student to build his own system inductively; and if his system works, good; and if his system doesn't work, we correct him (sans explanation)."
Response 1
The obvious response to this question is that there is a universe of difference between the way children and adults learn languages.
Young children do not have a metalinguistic awareness of language or their learning process. They do not ask "Why?" questions about the structure of language. Adults are different, both cognitively and emotionally.
Most adult learners have a natural desire and inclination to analyze what they are learning. I agree with "B A" that it is unprofessional and insulting to brush off an adult learner's questions about the structure of language.
Regardless of how entrenched a teacher is in his beliefs about how languages are learned, the teacher must give way to the student's perceptions of what will help her learn. If that means answering questions about the difference between 'should' and 'should have,' it is the teacher's job to answer those questions.
Response 2
"I've been a supervisor, coordinator, and school principal in my career. If I had a teacher who said that repeatedly, I'd replace that teacher. (Let me be clear: I'd FIRE that teacher a.s.a.p.)"
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It is always interesting to listen to and view discussions from different perspectives.
Is it correct to allow teachers to teach according to their personal beliefs of how the brain actually works or learning occurs?
What if the teacher is using data from 30 years ago that is incorrect? The people who believed the earth was flat were "correct" for thousands or years.
Should teachers be hired based on what they believe and how they teach?
Do teachers have to put on their resumes "I believe this ... about teaching and learning methodologies"?
If a teacher teaches in a specific manner because of his beliefs - then the teacher is by actions imposing his beliefs on his students and colleagues and others within his sphere of influence.
If a teacher teaches in a specific manner because of his beliefs - then the teacher is by his actions treating all students in a stereo-typical fashion - great for believers in equality - poor for people who know that the 50,000 variations in the gene pool create unique individuals that learn differently - students who are taught in this stereotypical fashion are suffering from instructional prejudice.
Some additional questions
Should teacher training include brain function and learning methodology beliefs.
Should the annual professional development days include recent brain function and learning methodology beliefs.
Who is going to pay for all this training?
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