|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||||||
|
Teaching
the modular way? A
few notes on modularity in language teaching Modules are
increasingly being used in many countries as a way of organising a
language curriculum. As a consequence, many coursebooks are now structured
on the basis of “modules” rather than “units”, and most teachers,
when faced with this innovation, wonder whether this is really a new
development, opening up new paths for learning and teaching, or whether it
might not just be “old wine in new bottles”. What
are modules? The concept of
“module” is strictly linked to the idea of a flexible language
curriculum, which should provide all those concerned with education (primarily
learners and teachers, but also parents and administrators, as well as
society at large) with a framework to establish clear and realistic
language learning objectives. The work of the Council of Europe has been
seminal in this respect: its Common European Framework of Reference
(available at http://culture.coe.fr/lang)
sets out guidelines to develop language curricula to increase both
mobility and intercultural understanding throughout Europe. Such curricula
can’t be fixed once and forever – rather, they should be so flexible
as to allow different language needs to be met at different ages and
school levels. This, in turn, implies describing language objectives so
that they are recognisable, comparable across educational systems, and
clearly amenable to assessment and evaluation. |
|
||||||||
|
||||||||||
|
|
|
||||||||
|
||||||||||
|
What’s
the difference, then, between a “module” and a “unit”?
|
|
||||||||
|
||||||||||
|
So
what should modules focus on?
Many alternatives are possible - here are just a few. Modules could be focussed on
|
|
||||||||
|
||||||||||
|
The point to make here is that purely linguistic choices (e.g. in terms of grammar, vocabulary, microfunctions like “asking for advice”) should come as a consequence of having chosen a particular focus – not as the starting point.
What should we assess in a module? This is perhaps where one of the distinctive features of modules vs units comes into play. If at the end of each “unit” within a module we can test learners on discrete items (though not necessarily limiting ourselves to structures and vocabulary …), at the end of a module learners should be put in a position to demonstrate their overall competence, as defined in the module objectives. This also means that unit tests belong to the formative area of evaluation (let’s see what I can do so that I can take steps to improve …), while module tests belong to the summative area (let’s see if I have achieved what I set out to achieve…). It goes without saying that even at the end of a module learners who have not achieved the module objectives should have the opportunity to “balance out” their weaknesses through the provision of appropriate remedial work. This indeed is the greatest challenge that faces schools: how to set certifiable standards and, at the same time, how to care for all those who happen to find themselves either below or above the average standard. |
|
|
Home Introduction Activity pages Strategic lesson plans Questionnaires Papers Bibliographies Links Relax ... in style
|
|
|
www.learningpaths.cjb.net by Luciano Mariani, Milan, Italy luciano.mariani@iol.it |
|
|