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
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
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