The language learning tasks generally fall on the flexibility continuum of “closed” and “restricted” learning system in my university (China West Normal University). First of all, as for the time and place, tuition is restrained to a set schedule of events, besides, students are restricted to be present on campus physically and take part in all lectures in classrooms. Secondly, in terms of the curriculum, students have few choices in the teaching resources and teaching materials to meet their specific needs, and it is always the teachers who choose which teaching methods are applied. Furthermore, as far as the pace is concerned, students have to follow the teacher instruction and the course plan step by step, without troubling much to achieve progress at their own pace. Therefore, the time, place, curriculum and pace are very much fixed in my university; there is little flexibility in the design and outcomes of tasks.
In spite of the restricted context in my university, I would like to incorporate “liberated” learning system into my teaching. I will try to provide an atmosphere for my students to learn cooperatively in listening, speaking, reading and writing. In stead of a “knowledge- giver”, I hope myself to be facilitator in language teaching. Students will be encouraged to construct knowledge by themselves or with the help from peers. However, the “free” learning system will be very difficult to be integrated into my teaching. Constrained by the conditions in my university, it is impossible for students to negotiate the time, place, the curriculum, the topic, the content and the methodology with the teachers. Learners by no means have freedom to choose when to complete assignments or when to be assessed. It is the teacher who has the power to do so. In addition, students at present scarcely have any choice of the means to be used in their study. In contrast, they always follow the traditional way of learning and finishing their assignments.
In spite of the restricted context in my university, I would like to incorporate “liberated” learning system into my teaching. I will try to provide an atmosphere for my students to learn cooperatively in listening, speaking, reading and writing. In stead of a “knowledge- giver”, I hope myself to be facilitator in language teaching. Students will be encouraged to construct knowledge by themselves or with the help from peers. However, the “free” learning system will be very difficult to be integrated into my teaching. Constrained by the conditions in my university, it is impossible for students to negotiate the time, place, the curriculum, the topic, the content and the methodology with the teachers. Learners by no means have freedom to choose when to complete assignments or when to be assessed. It is the teacher who has the power to do so. In addition, students at present scarcely have any choice of the means to be used in their study. In contrast, they always follow the traditional way of learning and finishing their assignments.
2 comments:
Hi, dear Zhiqin, I think most of us are facing similar situations although we work in different universities. We, as the part to implement certain tasks imposed by related authorities, are in most cases restricted to certain frameworks as regards the curriculum, time, materials, whatsoever. What's good is that we can have our own flexibility in fulfilling those tasks. One way to get out of the restriction is sure to integrate modern means of technology into the traditional classroom activities. It's good to be on the way to the final "liberation".
Yes, Tangli, I cannot agree with you more. Both of our universities are lacking enough equipments for language teaching and learning, therefore, the flexibility system is somewhat restrained. However, just as you have mentioned, we teachers, have our own flexibility to incorporate the "liberated" system into our own teaching. Whearas, it will be a dream of us at present that one day the "free" learning system can be integrated into our teaching context.
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