To keep in the lookout the importance of modeling in language teaching as it is endorsed by the Arizona State University’s online TESOL certification, we teachers must systematically use modeling to guarantee that learners are assimilating new lexical and grammatical content. These are some of my ideas coming from my reflective journaling notes about this topic (Acuña, 2021).

The Importance of Modeling in Language Instruction

Reflective Journaling on Modeling in ELT

Effective language instruction hinges on the strategic use of modeling. And language teaching supervisors long to have sight of these approaches to teaching in the classroom. There are several methods to present instructional content with their nuances, such as the traditional model, the inductive model, and the flipped classroom model. Each of these approaches has its unique advantages and can be adapted based on the learning objectives and the needs of the students. However, regardless of the model used, the core principle remains the same: for a while language instructors need to remain in thought because providing clear and illustrative examples is crucial for learners to grasp new language content.

Modeling plays a vital role in language instruction because it bridges the gap between theoretical knowledge and practical application. The absence of modeling in language instruction can lead to dire repercussions. For students’ learning to take shape and substance, they often find it challenging to imitate instruction without a concrete example to follow. Learners benefit significantly from being shown an assemblage of varied pieces of input of what they need to do, which enhances their ability to replicate the desired behavior or language pattern being taught. This visual and practical demonstration is essential for helping students internalize and apply new concepts effectively.

Language learning is inherently difficult, making modeling even more critical in this context. To prevent from having a cohort of learners who are cast down because of their attempts to imitate language, a well-crafted model serves as a guide, helping them understand the expectations and standards they need to meet based on the language objective of the lesson. One effective strategy is to provide more than one model, ensuring that each example is distinct. This variety helps cater to different learning styles and reinforces the concept from multiple angles. The time between presentation and modeling prior to production can wear on while productively if modeling is indeed present. Another useful tip is to delay giving models until after students have made an initial attempt of using the new content. This approach encourages learners to engage actively with the material and fosters a deeper understanding through self-discovery and subsequent correction. Instead of making students feel sorely disappointed, their realizations of language use become the bedrock of their own learning process.

Incorporating modeling into instructional presentation can be done through various routines. One common method is the "instruct, model, and question" routine, where the teacher first provides instructions, then models the task, and finally engages students with questions to check their understanding. For sure in this model, the instructor needs to harness students’ full attention to motivate them to use the new grammatical or lexical structures accordingly. Another routine is "model, instruction, model with instruction," which begins with a model, followed by detailed instructions, and concludes with a reinforced model. In this second model there is a high level of reciprocity between the first and last class momentum; the secret of success in this second approach lies in harnessing the power of modeling to guide learners’ language production. A third approach is "no model, instruction, model later on," where students initially receive instructions without a model and then see the model after attempting the task themselves. Inductiveness in the minds of learners will hover around the grammatical or lexical structures being studied. As can be seen, each routine offers a different way to integrate modeling into the learning process, providing flexibility in teaching strategies.

In conclusion and as a way to gather my thoughts to dispel the “darkness” of chaos among my journaling notes, I can finally state that the strategic use of modeling in language instruction is essential for effective teaching and learning. By presenting clear, illustrative examples and employing diverse instructional routines, educators can significantly enhance their students' understanding and application of new language content. Whether through multiple distinct models or by strategically timing the introduction of models, teachers can create a more engaging and effective learning environment that supports student success.

References

Acuña, J. (2021). Modeling Do's and Don'ts: Arizona State University TESOL Certificate. Personal Reflective Jouranl 2021, 10(2), 4-6.

Reading Comprehension Exercise

Instructions. Read the text carefully and answer the following questions to test your understanding.

a)    What is crucial for effective language instruction according to the text?

b)    Why do language teaching supervisors long to see modeling approaches in classroom settings?

c)    Name three methods mentioned for presenting instructional content.

d)    What remains the core principle of modeling in language instruction regardless of the method used?

e)    How does modeling help bridge the gap in language instruction?

f)      What can happen if modeling is absent in language instruction?

g)    Why is visual and practical demonstration important for students?

h)    Why is modeling even more critical in the context of language learning?

i)      How does a well-crafted model help students?

j)      What is one effective strategy for providing models in language instruction?

k)    What is the benefit of delaying giving models until after students' initial attempts?

l)      Describe the "instruct, model, and question" routine.

m)  What is the key to success in the "model, instruction, model with instruction" routine?

n)    Explain the "no model, instruction, model later on" approach.

o)    Summarize the main conclusion of the text regarding the strategic use of modeling.

Answer Key

a)    The strategic use of modeling.

b)    Because they long to witness these approaches in classroom settings.

c)    The traditional model, the inductive model, and the flipped classroom model.

d)    Providing clear and illustrative examples is crucial for learners to grasp new language content.

e)    It bridges the gap between theoretical knowledge and practical application.

f)      The absence of modeling can lead to dire repercussions and make it challenging for students to imitate instruction.

g)    It enhances students' ability to replicate the desired behavior or language pattern being taught.

h)    Because language learning is inherently difficult, and modeling helps guide students to understand expectations and standards.

i)      It serves as a guide, helping students understand the expectations and standards they need to meet.

j)      Providing more than one model, ensuring that each example is distinct.

k)    It encourages learners to engage actively with the material and fosters a deeper understanding through self-discovery and correction.

l)      The teacher provides instructions, models the task, and engages students with questions to check their understanding.

m)  Harnessing the power of modeling to guide learners’ language production.

n)    Students receive instructions without a model and see the model after attempting the task themselves, encouraging inductive learning.

o)    The strategic use of modeling is essential for effective teaching and learning, enhancing students' understanding and application of new language content through clear examples and diverse instructional routines.

The Importance of Modeling ... by Jonathan Acuña

The Importance of Modeling ... by Jonathan Acuña