QUICK RESOURCE SHEET #80

Humanism in language teaching

 

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Humanism is a school of thought that believes human beings are different from other species and possess capacities not found in animals (Edwords, 1989). Humanists, therefore, give primacy to the study of human needs and interests. A central assumption is that human beings behave out of intentionality and values (Kurtz, 2000). This is in contrast to the beliefs of operant conditioning theorists who believe that all behavior is the result of the application of consequences or to the beliefs of cognitive psychologists who hold that the discovery or the making of meaning is a primary factor in human learning. Humanists also believe that it is necessary to study the person as a whole, especially as an individual grows and develops over the lifespan. The study of the self, motivation, and goal-setting are also areas of special interest.

---from http://chiron.valdosta.edu/whuitt/col/affsys/humed.html

 

 

 

Humanistic "theories" of learning tend to be highly value-driven and hence more like prescriptions (about what ought to happen) rather than descriptions (of what does happen).

·        They emphasize the "natural desire" of everyone to learn. Whether this natural desire is to learn whatever it is you are teaching, however, is not clear.

·        It follows from this, they maintain, that learners need to be empowered and to have control over the learning process.

·        So the teacher relinquishes a great deal of authority and becomes a facilitator.

               ---from http://www.learningandteaching.info/learning/humanist.htm

 

 

 

 

Ultimately, it is attitude not technique that makes a humanistic teacher.

--- from http://www.philseflsupport.com/humanisticltsession.htm

 

 

 

http://www.hltmag.co.uk/mar06/index.htm

 

 

“Many coursebook texts or newspaper articles include vocabulary, collocations, phrases, statements and structures that are worth exploiting to stimulate conversation even before reading the text, particularly from a pre-intermediate to an advanced level. No matter whether we perceive language through our eyes or ears, whether we read or listen to a text, the same techniques or approaches can be used and even adapted to different language levels. I usually have students keep their books closed while sensitising them to the topic to come or while introducing some new language.”

 

 

 

 

 

http://www.sil.org/LinguaLinks/languagelearning/BooksBackInPrint/onhumanisminlanguageteaching/onhumanisminlanguageteaching.htm

 

 

“Purpose is to stimulate and to provoke thought, reflection, and debate. Focuses on the need for clarity of language and thought… Strives for a humanistic understanding of others while pursuing objectivity, believing people need both rational and nonrational bases for action… Examines humanism generally and specifically regarding language teaching, contending that rational discussion is only possible when the meaning of the term is clearly understood. Analyzes the terminology of Curran's (Counseling-Learning approach) and Gattegno's (science of education or silent way) methods.”

 

 

 

 

 

 

http://www.teachingenglish.org.uk/think/methodology/hlt.shtml

 

“The humanistic teacher …will realise the importance of change, which is implicit in all learning.

 

 

 

 

http://www.njcu.edu/CILL/vol7/andres.html

 

 

“The interest in affective variables in language learning is reflected in some modern teaching stances aimed at reducing anxiety and inhibitions and enhancing the learner's motivation and self-esteem. These approaches could be identified within the so-called humanistic education. In her book Caring and Sharing in the Foreign Language Classroom, Gertrude Moskovitz (1978, cited in Stevick, 1996: 24-25) states that: Humanistic education is related to a concern for personal development, self-acceptance, and acceptance by others, in other words making students be more human. Humanistic education takes into consideration that learning is affected by how students feel about themselves. It is concerned with educating the whole person —the intellectual and the emotional dimensions.”

 

 

 

 

http://www.lend.it/portonovo2006/index.htm

 

“Lend (Associazione professionale qualificata per la formazione del personale della scuola) is glad to announce the Fifth Italian Humanistic Conference will be held in Portonovo. The Conference will be structured on the same successful model of conferencing as the past years. Such a model offers participants the possibility of joining small co-operative working groups where real teacher development can take place.”

 

 

 

 

 

Previous editions of the QUICK RESOURCE SHEET

#1 – Creating quizzes (and more) online                                                         

#2 – Vocabulary builders

#3 – Online discussion groups for English teachers                                    

#4 – Grammar headaches – and how to cure them

#5 – Resources for new teachers                                                     

#6 – International Education Week

#7 – Mentoring programs                                                                    

#8 – Education publications online

#9 – Applied Linguistics                                                                   

#10 – English for Young Learners

#11 – World AIDS Day                                                                      

#12 – Online writing guides

#13 – E-mail exchanges                                                                      

#14 – Free online English courses

#15 – Effective e-mail communication                                             

#16 – Libraries online

#17 – American Studies                                                                     

#18 – Teaching methodologies

#19 – Internet tutorials                                                                       

#20 – Using the newspaper – Part I

#21 – Making books                                                                           

#22 - Using the newspaper – Part II

#23 – Human rights in language teaching

#24 – Blogging

#25 – Poetry and language teaching

#26 – The communicative approach

#27 -  Idioms

#28 – Earth Day

#29 – Alternative assessment

#30 – Peer assessment

#31 – Self-assessment

#32 – Portfolio assessment – Part I

#33 -  Portfolio assessment - Part II (Online Portfolios)

#34 – Intercultural communication

#35 – Teaching Adults

#36 – Learning disorders / Special needs

#37 – Using computers in reading instruction

#38 – Use of authentic materials

#39 – English for Medical Purposes

#40 – Sources for authentic materials

#41 – Education and technology

#42 – Academic writing

#43 – Teaching and stress

#44 – Back to school

#45 – Motivating students

#46 – Action research

#47 – Internet terminology

#48 – Fluency

#49 – Curriculum design

#50 – Pragmatics

#51 - Podcasting for English teachers

#52 – Critical reading

#53 – Learner autonomy

#54 – Scaffolding

#55 – Holidays

#56 – English for Academic Purposes

#57 – Mixed-level classes

#58 – The brain and language learning

#59 – Book clubs/Readers’ groups

#60 – Teachers and technology

#61 – Using video in the language classroom

#62 – Internet-based classroom projects

#63 – Observing student teachers

#64 – Digital literacy

#65 – Group work

#66 – Giving feedback on student writing

#67 – Vlogging

#68 – Educational leadership

#69 – The first five minutes: How to get a class warmed up

#70 – Managing test anxiety

#71 – Developing listening comprehension

#72 – Discourse analysis

#73 – English for Tourism

#74 – Storytelling

#75 – Virtual Learning Environments

#76 – Sociolinguistics

#77 – Corpus Linguistics

#78 – Teaching teenagers

#79 – Lexical Approach