Exploring Transformative Pedagogical Trends in English Language Teaching by Chandra Bahadur LImbu

 

Chandra Bahadur Limbu

Exploring Transformative Pedagogical Trends in English Language Teaching

 

Abstract

The purpose of this present study is to examine the arguments of current transformative trends in teaching English. To fulfil this purpose, the researcher applied document analysis, collecting arguments by studying different documents from various contexts. While searching for such arguments, the researcher studied Task-Based Language Teaching (TBLT), Collaborative Learning, Mobile Learning, and Content and Language Integrated Learning (CLIL) as current transformative trends in teaching English. The study found that teachers used TBLT in the classroom because of its flexibility and Collaborative Learning to develop the self-confidence of learners. Learners preferred to use mobile devices in the study because of their familiarity with smartphones. Learners learnt the language in a natural setting in CLIL. The study found counterarguments on these transformative trends in teaching English. Teachers were unsure how to assign an appropriate task to learners in TBLT. Learners’ personal needs were ignored in Collaborative Learning. Mobile Learning had limited access and components. Teachers require support in implementing bilingual ways of teaching in CLIL. If we apply these transformative trends in teaching English, identifying needs, interests, and geographical distance of learners, these trends will be fruitful in pedagogical fields.

Key Words: Task-Based Language Teaching, Collaborative Learning, Mobile learning, Content and Language Integrated Learning

Introduction

To make teaching-learning activities very effective and interesting, how do the teachers conduct their classes? Many teachers believe that teaching-learning activities will be interesting when learners are offered some tasks collaboratively rather than being asked individually (Vygotsky, 1980), and collaborative learning sharpens the critical thinking of learners (Bloom, 1956). However, the use of current trends in teaching English may ignore the individual differences of learners; it is argued that teachers need to be attentive in such cases. The availability of many current transformative trends in teaching English, such as TBLT, Collaborative Learning, Mobile Learning, and CLIL, will make us believe that the use of these current transformative trends in teaching English helps teachers obtain the goals of their everyday activities. Teachers often use these current trends in their daily classrooms to bring change in pedagogy. Teaching English using transformative trends is a changeable phenomenon that makes learning learner-centred, collaborative and technologically driven.

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