29.3626, Review: Applied Linguistics: Hall (2017)

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LINGUIST List: Vol-29-3626. Thu Sep 20 2018. ISSN: 1069 - 4875.

Subject: 29.3626, Review: Applied Linguistics: Hall (2017)

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Date: Thu, 20 Sep 2018 15:06:12
From: Martin Gitterman [mgitterman at gc.cuny.edu]
Subject: Exploring English Language Teaching

 
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Book announced at http://linguistlist.org/issues/28/28-4333.html

AUTHOR: Graham  Hall
TITLE: Exploring English Language Teaching
SUBTITLE: Language in Action, 2nd Edition
SERIES TITLE: Routledge Introductions to Applied Linguistics
PUBLISHER: Routledge (Taylor and Francis)
YEAR: 2017

REVIEWER: Martin R. Gitterman, City University of New York

SUMMARY

This book, part of a series (“Introductions to Applied Linguistics”), has
upper-level undergraduate students, those engaged in graduate study and those
enrolled in teacher education courses as a primary target audience.The books
in the series aim to link theory and practice, where theoretical
considerations are addressed subsequent to issues of practice. This volume
contains four basic (broad) topics (i.e., Parts, see Contents, pp. vii-viii),
namely, “Classroom Interaction and Management,” “Method, Postmethod and
Methodology,” “Learners,” and “Institutional Frameworks and Social Contexts,”
with each Part containing three chapters. Thus, Part I (“Classroom Interaction
and Management”) consists of Chapters 1, 2 and 3, and so on.  

In Chapter 1 (“The Language Classroom: Roles, Relationships and
Interactions”), Hall provides an introductory overview of classroom
instruction and in so doing lays the foundation for much of what follows in
the book. In particular, it is made clear that understanding the classroom
dynamic extends well beyond what meets the eye. As Hall notes, “What goes on
in a classroom is inevitably much more than the logical and tidy application
of theories and principle; it is localized, situation-specific, and,
therefore, diverse” (p. 4). A range of illustrative examples are provided
which lend support to the undeniable notion that an understanding of classroom
instruction is far from a simple task. Among the issues touched on in the
chapter are the multifaceted roles played by teachers, their talk in the
classroom (which is contrasted with both “foreigner talk” and “caretaker
talk”), posing questions to students, and  error correction.   

In Chapter 2 (“Intervening in the Language Classroom: Classroom Management,
Interaction and Learning Opportunities”) the reader is presented with examples
that help illustrate the complexity of effective teaching. It is noted, that
providing a simple definition of an effective instructor is not possible. As
Hall insightfully points out, “…..what ‘good’ teachers do will vary according
to their personality and beliefs, cultural and contextual background, and the
aims and needs of learners…..” (p. 23).  Regarding intervention in the
classroom, the chapter highlights the degree to which classrooms might be
teacher dominated (“high structure” and “low structure” teaching approaches).
Classroom practices are also addressed in relation to current technology and
to teaching large classes. 

In Chapter 3 (“The Language Classroom in Theory and Practice: Complex, Diverse
and ‘Local’”) a clearer understanding of the intricate nature of language
teaching, building on the material provided in the earlier chapters,
highlights the use of different metaphors, each of which serves to illustrate
aspects of language teaching. These metaphors (e.g., “experimental
laboratory”) are described and contrasted with each other. The role of values
(of both instructors and students) is addressed, all adding to a fuller
understanding of all that is taking place in the language classroom, yet not
necessarily readily apparent to the casual observer.  

Chapter 4 (“Language, Language Learning and Method: Dilemmas and Practices”)
points out that current thinking is less focused on specifying a particular
detailed method as one to which all language teachers should adhere.
Nevertheless, it is argued that language teachers must reflect on aspects of
method as a means to teach their students effectively. The chapter highlights
numerous areas that merit the reflection of instructors, including the
implications of particular theoretical orientations for classroom practices.
Among the issues incorporated are the extent to which (and the manner in
which) students should be aware of form (structure) while engaged in classroom
learning and the relative role of language input vs. output in learning a
second language. 

Chapter 5 (“Language Teaching Methods: Perspectives and Possibilities”)
describes, with attention to chronology, some of the most well known methods
of language teaching (e.g., grammar-translation, direct method, audiolingual
method, the silent way, communicative language teaching,). As noted, it is not
always possible to delineate some methods from others with great precision,
nor is it possible to specify with exactitude time frames associated with
particular methods. Reference is made to a possible development currently of a
Postmethod period, described as “eclectic” in nature. An attempt is also made
in the chapter to define (and differentiate) some commonly used, and closely
related, terms (e.g., method, methodology, approach). 

In Chapter 6 (“Theoretical Insights for a Postmethod Era”) it is argued that
an understanding of many aspects of the process of second language development
remain largely elusive. Theoretical approaches (Models) aimed at describing
the process as it relates to teaching are similarly inconclusive, and, in some
cases, contradictory. Numerous theoretical models are outlined (e.g., The
Monitor Model, The Output Hypothesis). The chapter also examines key concepts
within the cognitive domain (e.g., working memory, procedural knowledge,
declarative knowledge) as well as sociocultural factors deemed relevant to the
process of second language learning. Again, it is suggested that the current
climate in the second language community is one in which adherence to a strict
method is increasingly less evident. 

Chapter 7 (“Focus on the Language Learner: Individual Attributes and
Attitudes”) treats those personal traits that can vary across different
learners. Hall aptly states, “…..it is self-evident that learners differ from
one another in a variety of ways including, for example, age, personality,
motivation and attitudes” (p. 140). The chapter contains detailed analyses of
a number of such qualities (i.e., where learners may vary). The analyses,
touching on attempts at definition, grappling with the issue of whether
particular characteristics of learners can be shaped and, critically, possible
implications of these learner variables for second language instruction leave
the reader with an awareness (intended by the author) of the many unanswered
questions.  

Chapter 8 (“Learner Diversity and Development: Considerations for the Language
Classroom…and Beyond”) examines the notion of a “good language learner” and,
in so doing, makes clear the challenges associated with providing a
satisfactory definition/description of such individuals. Consequently, and as
a natural outgrowth of these challenges, it is noted that implications for
teaching methodology are unclear. Similarly, the challenges inherent in
understanding the concept of learner strategies make  evident the difficulties
in establishing implications of such strategies for language instruction.
Learner autonomy is also argued to be a concept about which a fuller
understanding is needed. The chapter raises questions to help guide the
thinking of readers in furthering their knowledge of matters treated in the
chapter.      

 Chapter 9 (“Images of Language Learners: From Individual to Social, and
Universal to Specific”)  discusses the process of second language learning,
delineating aspects common to learners from those where learners may differ
appreciably from each other. Discussion of the former focuses on a proposed
“internal syllabus” adhered to by learners, in general; discussion of the
latter looking at how learners react individually to the social dimension in
which the second language is being acquired. The chapter  elaborates on a
broadly recognized phenomenon, namely, “….. that the L2 classroom is a social
as well as pedagogic environment” (p. 191).   

Chapter 10 (“From Global Trends to Local Contexts: Language Dilemmas in the
ELT Classroom”) indicates issues that need to be addressed within the English
Language Teaching community, although their relevance might not be immediately
obvious. Among the issues facing educators is coming to a decision about which
variety of English (among the many possibilities) should be taught. The
chapter discusses the concept of “real language” and its integral role in the
decision-making process of second language educators. Difficulties that may be
encountered in teaching English for Specific Purposes are also addressed.
There is a growing awareness among educators about the complexities of second
language methodology. As Hall states, “The social, cultural and, indeed,
political dimensions of English language teaching and learning have been
increasingly recognized in recent years” (p. 201). 

Chapter 11 (“Planning and Organizing L2 Learning and Teaching: Contexts and
Curriculum, Possibilities and Realities”) provides a detailed overview of
issues related to designing a course. Types of syllabi are outlined, leaving
those who design a syllabus with a range of options. While syllabi can differ
from each other greatly, it is noted that a “hybrid” syllabus is undoubtedly
widely used. The less than uniform use of the terms “syllabus” and
“curriculum” is also noted. The discussion of testing aptly touches on the
commonly treated areas of validity and reliability, adding pertinent remarks
on practicality. The section on materials to be used in the classroom also
helps make clear how decisions to be made are not always simple. An awareness
of the appropriate use of textbooks, taking into consideration potential
problems, is touched on as well. 

Chapter 12 (“ELT in the World: Education and Politics, Contexts and Goals”)
provides a nice conclusion to the book, highlighting a theme that runs through
the previous chapters (i.e., that second language learning does not take place
outside of societal influences). Readers are reminded that there is now an
increasing awareness of this irrefutable reality. The values of individuals
are reflected in judgments that are made about second language learning and
instruction. Beliefs that are held, such as which variety of the second
language should be taught or the advisability of hiring non-native speakers as
second language instructors, are addressed. Increased involvement by
instructors in second language research is, in addition, a central focus of
the chapter.   

EVALUATION

This book provides an extremely thorough and well-researched treatment of a
range of topics logically subsumed under the heading of second language
learning and instruction. An effort by Hall to elucidate the intricate link
between theory and practice (for a specified target audience, see above) is
achieved. Those who read the book, regardless of their current specialization,
are likely to benefit greatly. For those who are planning to teach or those
currently engaged in teaching, the discussions in the book are certain to have
a positive influence both on their thinking about second language learning and
on their classroom teaching, adding to their effectiveness as second language
instructors. For those outside the educational system, the book provides a
very insightful and engaging presentation on the notion of theory and practice
that is relevant, in some measure, to other disciplines. In short, the issues
discussed in the volume are certain to be of interest to a broad audience,
with readers needing primarily an intellectual curiosity about human behavior
and interaction to derive satisfaction from reading it.

There are numerous strengths that come to mind while reading this book. The
primary strength is, undoubtedly, that it encourages instructors to rely more
on their own judgments in making pedagogical decisions. The book does not
propose any methodology as rigid dogma. It notes rather a current movement
into a postmethod period, defined by its more “eclectic” approach to teaching
practices. Instructors are encouraged to be informed about methodological
issues and to think about and analyze such matters. Of importance, instructors
should not feel overly constrained in the decision-making process. They are
uniquely qualified to determine what works best with the students they are
teaching. Hall states, “As we have seen in all our discussions, there are very
few clear straightforward solutions when trying, for example, to locate the
‘best’ or most effective ways of teaching, identify how learners learn and
what conditions might promote learning, or understand the broader
socio-political contexts of learning” (p. 256).  The persuasive presentation
in support of teacher flexibility in crafting a workable (appropriate)
methodology should help encourage teachers to be more active in deciding on
such issues. Such an outcome would certainly benefit second language learners.
Of importance, the book makes clear that decision-making by educators should
be informed; it does not suggest or imply that any methodology is satisfactory
with any group of students. Fortunately, the book is so substantive in its
treatment of second language learning, including an extensive list of
references, that the decision-making process is facilitated by the groundwork
laid therein.

The tasks included within the chapters are very useful. They are designed to
move readers to think more about particular issues and, when appropriate, to
encourage them to relate topics covered to their own personal experiences (see
p. 257). By so doing, readers gain a fuller understanding of the topics. 
Consider, for example, questions such as “Why do you think some people seem to
be more successful language learners than others?” Task 7.1, p. 141; “Thinking
about a group of learners you know, what kinds of social identities do they
bring to class, and how does this affect classroom life and your own practices
as a teacher?” Task 9.2, p. 193; “Is it possible to imagine teaching a
different variety of English in principle…and in practice? Why/Why not?” Task
10.2, p. 210. These representative questions are probing and substantive.
Woven in as they are at appropriate points in particular chapters, they are
likely to heighten an understanding of the material covered in those chapters.
While not every question in the book will be directly relevant to every
reader, there are sufficient questions to provide ample opportunity for all
readers to benefit greatly by the inclusion of these exercises. Also to be
commended is the inclusion of a section (“Commentary on Selected Tasks”) with
“prompts” to promote thought on a subset of the tasks contained in the
chapters.

Should the author undertake a revised version of the volume at some point,
there are suggestions that might enhance this outstanding work.  While the
Tables and Figures are very useful, it might be advisable to make sure all are
sufficiently large. In particular, Figure 5.1 (p. 92), to be seen comfortably,
should be somewhat larger. In addition, while the author’s point regarding
instructors having wide latitude in determining aspects of methodology is
certainly very well argued, it might be useful to mention that there are some
aspects of teaching, regarding routines, in particular, that are useful to
follow, and probably universally accepted, regardless of methodology (e.g.,
giving all students an equal opportunity to participate in the lesson). This
point is probably taken as understood, and is in no way inconsistent with
anything presented in the book. Nevertheless, a brief comment might be
fitting. 

In sum, this book is clearly one that should be on the reading list of second
language instructors, those preparing to teach and other interested
individuals. It covers a range of complex material in a concise and well
organized manuscript. It promotes thinking and does so by treating the topics
with great clarity and in a framework that refers to an extensive body of
literature. Those who read it will gain insights, both theoretical and
practical.


ABOUT THE REVIEWER

Martin R. Gitterman is Professor Emeritus at Lehman College and The Graduate
Center, The City University of New York. He served as Chair of the Department
of Speech and Theatre at Lehman College for six years and as Executive Officer
of the Ph.D. Program in Speech-Language-Hearing Sciences at The Graduate
Center, also for six years. His areas of specialization include bilingualism,
second language acquisition and neurolinguistics.





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