Snyder 1

Heaven Snyder

C&T 598

Dr. Cho

31 May 2017

Canagarajah (2016)

Quote:

The upbeat claims of these scholars on the way this scientific discipline would put

language teaching on a firmer footing inspired our research and teaching. The teaching methods

influenced by this linguistic/scientific orientation were understood to be shaped by systematic

and objective research. Moving to the audiolingual method from grammar translation, and then

progressively moving to other methods like task-based teaching, scholars always backed up their

proposals with empirical research on the manner in which grammatical properties should be

introduced to students for successful acquisition (see Sheen, 1994, for a critique). Modernity also

set us off on a quest for the best method (cf. Prabhu, 1990) that would guarantee successful

language teaching. We assumed that empirical research in controlled environments would reveal

to us the universal learning stages and processes that would help us devise pedagogies that can

be effective in all contexts. We were on a mission to discover the acquisition process typical of

all learners, regardless of their location and diversity. It is not surprising that the early articles in

TQ were marked by this self-assuredness, optimism, and progressivism typical of modernity (see

Allen, 1967a). We knew what we wanted to know, and we were going to find it systematically.

Pg. 6
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Reflection:

This statement really resonates with me because of my ignorance of applied linguistics

and how it interacts with TESOL. The blind optimism Canagarajah is describing is something I

myself feel. Even though Im set to graduate this December Ive only studied linguistics for the

last year and a half because I transferred into KU then. So while Im enthusiastic about TESOL

and linguistics relationship, I dont want to fall into the mindset/bear trap that the author is

describing. It makes sense that the field was in the place that it was; linguists- being good

scientists put faith in their experiments, using the best methods and controls they can. But one

method working or one question addressed in a well-designed experiment isnt the end of the

conversation, as Canagarajah goes on to talk about the issue is that there is no one size fits all in

language teaching. And this is a huge focus in our practicum, a lot of our reading has centered

around introducing the idea of teaching in culturally aware way. The circumstance that language

teaching happens in and who it involves is diverse to the point that we cant expect

straightforward answers in the form of there being one right way to be a language teacher. As

mentioned in our fist weeks readings, TESOL suffers from a lack of historiography. A lot of

teachers arent aware of the history of their field or of the other disciplines that theyre

interacting with (for instance, teaching involves both sociology and linguistics regardless of

whether that fact is recognized by the individual). This deficit means that the progression the

author described from moving from the audiolingual method to new ideas like task-based

teaching is sure to continue. The wheel will continue to be reinvented, I believe, in TESOL as we

come understand more and more about who students are, what they are seeking to accomplish
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and what background (cultural, linguistic) theyre operating from. Of course, the same questions

must be asked of the teacher as well.

Question:

What is the next big change for the TESOL field going to be? What will be the reaction

to current methods, how/what will be improved and changed?