First Year Focus by Jennifer Scully
Eclecticism Is Key
Author Ralph Ellison said, “Eclecticism is the word. Like a jazz musician who creates his own style out of the styles around him, I play by ear.” However, as Henry Widdowson, father of Communicative Language Learning, said, "If you say you are eclectic but cannot state the principles of your eclecticism, you are not eclectic, merely confused." When I was earning my MA in TESOL, eclecticism was the word, so when I mentor new ESL teachers, some of whom are being trained to follow only one particular approach, method or textbook series, I cringe. Mellow (2002) explains that, in principled eclecticism, “acquisition is facilitated when learners attend to signs (form and function) while using language in contexts in which meanings are communicated” and further describes principled eclecticism as “the use of a variety of language learning activities, each of which may have very different characteristics and may be motivated by different underlying assumptions.”
For me, eclecticism requires that we tap into the art of teaching. Much like an artist must choose the proper brush and paint color, the core of eclecticism involves adding tools to one’s professional tool bag while simultaneously developing the professional judgment to know when, how and with whom to use that tool. So it is the new teacher’s job to look out for materials, techniques, and activities that work with given students. During your summer vacation, pare it down and keep a file of the best tools. You can add to your toolbox by going to conferences, joining a teacher support group, or chatting with colleagues. One job of the new ESL teacher is to sharpen their instructional instincts in order to determine what works with (certain) students and what does not work with (certain) students. I agree with Mellow’s statement that the reflective approach of principled eclecticism is not synonymous with the unconstrained pluralistic approach of “anything goes”, but would like to translate the theory Mellow presents into some practical advice for first year teachers of ELLs:
- Borrow from a variety of methods As first year ESL teachers begin to feel more comfortable in their instructional abilities, they can try various solutions to instructional difficulties they encounter. They can borrow from various ESL methods (visit http://moramodules.com/ALMMethods.htm to brush up on these methods).
- Experiment. Try new things. Be open to suggestion—you are at a stage in which you are just beginning to know what will work.
- Keep a record of what you find works. This may mean you fill a drawer with activity sheets you have designed or notes on what you will change in your morning routine.
- Do not fall into the trap of ESL in a box! In my opinion, no one textbook or ESL program can address the needs presented by any one student, never mind a class of students. You will need to supplement any required program in order to differentiate instruction or address students’ interests.
- Base your choices on timeless principles. Think of Krashen, Cummins, and Vygotsky. These TESOL deities have given us the framework for our practice: I + 1; BICs and CALP, the Zone of Proximal Development. Also, think of the end goal—full bilingual competence and college graduation. This will lead you to make choices that will help students to develop both language proficiency and literacy skills. Our students must engage in “double the work” in less time than their English dominant peers (see Short and Fitzsimmons, 2007), so we must simultaneously focus on language, content and literacy.
- “Borrow” from colleagues. If you see something you like, ask if you can have a copy. If you see a behavior management technique you like, try it. Even better, ask if you could observe him or her for fifteen or twenty minutes during your lunch break or prep. Imitation is the sincerest form of flattery, after all.
It takes time for teachers to develop their repertoire of tools in their bag of tricks. Have patience with yourself and keep an eye out for what you can do to increase your effectiveness.
Mellow, D. (2002) Toward Principled Eclecticism in Language Teaching: The Two-Dimensional Model and the Centring Principle. Downloaded 2-9-13 from http://www.tesl-ej.org/ej20/a1.html
Short, D. and Fitzsimmons, S. (2007) Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. Downloaded 2-9-13 from http://carnegie.org/fileadmin/Media/Publications/PDF/DoubletheWork.pdf.
Jennifer Scully started teaching ESL in 1992 and has worked with students from kindergarten to college. She works with New York City Teaching Fellows, graduate students in TESOL, and mainstream teachers to improve their practice with ELLs. She provides professional development in various settings but still works with elementary school ELLs to stay current.
To contact Jennifer about this column, send an email to dialogue@nystesol.org
Back to main page
