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Diplomado 2011

Sunday, November 13, 2011

The Macrostrategies And The 12 Principles Followers

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MACROSTRATEGIES with Google Friend Connect

Strategy, is a word of Members (3)
military origin and refers
to a plan of action
designed to achieve a
particular goal (win a
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battle or a war). But over
time, the word strategy
has been extended beyond
About Me Blog Archive
its traditional field to
business, economics, game ▼ 2011 (4)
theory and other fields. One of these “other fields” has been the ▼
teaching of a second language. The strategy on this field has the Novemb
er (4)
target to make that a person speak a second language in a fluent Ivan Merlo
LING
way. To attain this Kumaravadivelu, a linguistic professor, expose View my complete UIS
the next ten strategies that I explain in a few words profile TIC
&
1. Maximize learning opportunities: This macrostrategy is CO
MM
related to do little things in classroom to learn and practice UNI
the second language (LINGUISTIC). CA
TIV
2. Minimize perceptual mismatches: The teacher has to plan E
exercises to minimize these mismatches and get a good CO
MP
comprehension (LINGUISTIC). ET
EN
3. Facilitate negotiated interaction: To attain this the teacher CE
has to ask questions related to the topic of the day; discuss a S
theme; show or teach students how to make questions and Com
give explanations as well as descriptions (COGNITIVE). mu
nica
4. Promote learner autonomy: This macrostrategy it has to tive
Lan
do with help learners to learn the second language outside of gua
the classroom. To achive this the teacher has to promote ge
strategies like sing songs, solve acronyms, reading books and Tea
chin
magazines, watching TV in English, labeled things on home, g
mimics, body language, and things like that (COGNITIVE).
The
Ma
5. Foster language awareness: This strategy is regarded to cro
stra
teach formal issues as grammar in informal ways tegi
(COGNITIVE). es
6. Activate intuitive And
The
heuristics: It has to do with 12
teach grammar with examples Prin
instead than rules cipl
es
(COGNITIVE).
The
7. Contextualize linguistic Imp
input: This macrostrategy orta
nce
shows the need to contextualize the second language. In Of
other words, the teacher has to teach through a meaningful Lea

http://ivanmer2011.blogspot.com/2011/11/macrostrategies-and-12-principles.html 08/10/2012


context (AFFECTIVE).
rning
8. Integrate language skills: This principle shows the need to Eng
integrate the basic skills as listening, speaking, reading and lish!
writing (COGNITIVE).

9. Ensure social relevance: learners have to be aware that a
second language it’s a kind of tool to serve to the society.
Therefore, the teachers have to teach doing something for it
(AFFECTIVE). it has to do with their feelings over the society
which they belong.

10. Raise cultural consciousness: The students of a second
language are like ambassadors of their own countries, hence
they have to know about them and this is also a teacher’s
responsibility (AFFECTIVE).

TWELVE PRINCIPLES

A principle is a kind of law or rule that has an universal
application and it has to be followed to achieve a goal. On a second
language teaching, the goal is to
make that a person become a
bilingual one. To accomplish this,
Brown proposes twelve principles
which I summarized below:

1. Automaticity. Refers to teaching
certain forms of a second language
that will be useful for its practice and
for its automatic development. This is
with the intention to avoid the
overanalyzing language and too much thinking, which impede
the fluency (COGNITIVE).

2. Meaningful Learning. Teachers must be careful that what
they teach is of interest to students, in so doing the learning
process is easier as well the long term retention (COGNITIVE).

3. The Anticipation of Reward. This principle shows the
importance of the reward to the student. The reward is
always a motivation for do something and learning it´s not
the exception. So, if we want that a student learn, we have to
give him some sort of reward (AFFECTIVE).

4. Intrinsic Motivation. Of course, the best motivation comes
from the interior of a person. Considering this, the teacher
needs sensitize their students about the importance of the
second language in their lives and in their personal success
(AFFECTIVE).

5. Strategic Investment. Learning a second language requires
a personal investment of time, effort and attention. Without
this, it´s practically impossible to learn it. So, every person
who wants to learn a second language has to be willing to
spend time for study and practice the language. He or she will
have to plan strategies for comprehending and producing the
language during the whole week (COGNITIVE).

6. Language Ego. This principle refers to the fact that a
person who learns another language develops a second
identity. That’s because he or she develops a new way of



thinking, feeling and acting. In a
positive way, this is something
good that may help to the person
to feel more confident and
secure from himself. But, in a
negative way, this also could be
something that makes him feel
insecure, silly and ashamed,
especially if he is having
problems to learn it. So, this is
something to pay attention
(AFFECTIVE).

7. Self Confidence. This way of feel usually comes when the
student is having progress in his learning. The self-esteem of a
person is linked to their personal attainments. A good second
language teacher helps to his students to experiment this
kind of feeling and he will be part of their success (AFFECTIVE).

8. Risk Taking. The students of a second language must be
willing to take certain risks in order to learn. Some of these
risks have to do it with the decision to practice in public
despite his bad pronunciation and mistakes (AFFECTIVE).

9. The Language-Culture Connection. Teaching or learning
another language is not only teach and learn words and
meanings. It´s also teach and learn about other culture and
it´s for share ours with other persons in other parts of the
world (AFFECTIVE).

10. The Native Language Effect. This principle has to do with the
proper use of the native language in learning a second one.
The experts recommend to only use the second language in
order to learn it but, sometimes, we need to use our native
language to give some explanations and make the second
language meaningful and more comprehensive. Anyway, we
need to be very careful about its use (LINGUISTIC).

11. Interlanguage. To learn a second language is necessary to
practice with other students or with other persons who they
know the language. The teacher should encourage students
to generate their own feedback outside of the language
classroom. Because, if the student practices continuously, he
will learn easier and faster (LINGUISTIC).

12. Communicative Competence. This is the goal of a language
teaching and it’s the result of many hours of teaching,
learning and practicing. The person has to be able of use
correctly the four basic skills of a language which are: hearing,
reading, writing and speaking (LINGUISTIC).

Another important issue to consider about these
macrostrategies and principles is that each of these is related to one
of the following areas of the learners:

The Affective Area which involves their emotions.
The Linguistic Area that concerns to their need to
communicate with people of other countries.
The Cognitive Area which has to do with their knowledge
of the second language.

That’s why, at the end of each macrostrategy or principle, I
wrote in parenthesis (with capital letters) the area which is attended.



My Personal Conclusion.

To me, the macrostrategies
and the twelve principles are a sort
of map that all the teachers have to
keep in mind at the moment of
devise a teaching plan because all of
them consider important issues to
make the learning process complete
and succesful. They complement
each other and give to the teacher a grounding for his labor. So,
every time I have the opportunity to give an English class, I have to
take a look of them to see if they are involved on my teaching plan
and, if they are not, then include them on my lessons. In so doing, I
will make learning a pleasant and rewarding experience for my
students and I think I'm going to enjoy this experience too.

Posted by Ivan Merlo at 2:37 PM
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1 comment:

Martha November 16, 2011 10:44 PM

Great conclusion, Ivan. I'm sure you will be an excellent teacher. I wish
you the best!

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