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Understanding communication in second language classrooms. Karen E. Johnson
... Hemos visto cómo los valores culturales dirigen las motivaciones y las metas, y cómo afectan a aspectos importantes del individuo y del grupo. La motivación al logro que aparece en la RVS (Rokeach Value Survey) relaciona valores como imaginativo, intelectual, abierto de mente, lógico, valiente, ambicioso, capaz e independiente, con aspectos individuales orientados al logro (Johnston, 1995). ...
Los equipos de trabajo son la piedra angular de las organizaciones, pero ¿Qué los diferencia de un rebaño? Su autonomía, su capacidad para colaborar, su compromiso con el objetivo. La tesis señala donde poner el énfasis para hacer que el trabajo de un equipo sea excelente.
Recent explorations in L2 pedagogy signal a shift away from the conventional concept of method toward a “postmethod condition” that can potentially refigure the relationship between theorizers and teachers by empowering teachers with knowledge, skill, and autonomy. So empowered, teachers could devise for themselves a systematic, coherent, and relevant alternative to method, one informed by principled pragmatism. The postmethod condition can also reshape the character and content of L2 teaching, teacher education, and classroom research. In practical terms, it motivates a search for an open-ended, coherent framework based on current theoretical, empirical, and pedagogical insights that will enable teachers to theorize from practice and practice what they theorize. This paper explores one such framework consisting of 10 macrostrategies, based on which teachers can design varied and situation-specific microstrategies or classroom techniques to effect desired learning outcomes. The paper maintains that the framework can be used to transform classroom practitioners into strategic teachers as well as strategic researchers.
A balanced view of ethnic variation in a multilingual, multicul tural classroom is imperative in the context of maximizing learning potential in the second/foreign language classroom. The study reported here supports the hypothesis that the rules and norms governing L2 classroom interactional patterns will take on new dimensions depending as much on the teachers' pedagogic orienta tion and practical management of turn allocation as on the learners' disposition and motivation to participate in classroom communica tion ; as much on interactional opportunities created by the teacher as on interactional opportunities utilized by the learner. The study cau tions against forging any hasty linkage between ethnicity and styles of classroom interaction.