Systemic Approach And ForeignLanguage Literacy Learning

4th Year Methodology II(Curr 411)

2009

Prof. Asmaa Gheith

Director, Center for Developing English Language Teaching (CDELT)Faculty of EducationAin shams University

Cairo, Egypt

2005

Systemic approach and foreign language literacy learning1

Learning outcomes

Through completion of this part, e-learners should be able to:

Identify the concept of systemic thinking as a constructivist trend; Identify the possible implications of systemic thinking on foreign

language teaching/learning; Suggest some implications that can develop learners' abilities to

think critically, select, and make decisions; Make use of learners'' motivation that results from their active

participation in the learning process; Make use of the authenticity of the systemic approach in

developing various active learning styles; Focus on the very early attempts of foreign language literacy

learning; and, Comprehend and apply "story telling techniques" as a systemic

activity.

Activities

Entire group discussion in a face to face session. Asynchronous and synchronous online activities.

Assessment Techniques

Designing mini teaching points to reflect the systemic approach in language teaching.

Reflecting own ideas in e-groups' activities. E-quizzes.

1 The 1st Conference of Tafila technical university, Jordan July 2005

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ContentIntroduction:

Literacy Learning starts with the initial attempts to recognize the

world around us... Yet none organized or even, usual language learning

systems do not lead to the required results. But in most cases the outcome

is some, “learned by heart” grammatical rules and vocabulary items.

In the author’s point of view, adopting a systemic approach does

change the situation from a status quo, that is characterized by traditional

features for beliefs , objectives of learning , contents , teaching / learning

strategies and , assessment techniques , to a pro quo which brings into the

scene another interactive developmental learning process.

Systemic Approach can present a holistic contextual and authentic

scene to the learners. On the contrary of other approaches, learning

moves smoothly and rapidly from letter recognition towards word

recognition then, meaningful sentences formulation and, accordingly,

meaningful paragraphs.

Context of the study:

Systemic approach and learners' prior knowledge:

Learners in different literacy learning phases do need to manipulate

their prior knowledge to accelerate learning. However, this should be

based on their awareness of the identity, components, and reflection of

positive interaction of each individual’s prior knowledge.

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A synthesis process starts from the very simple smallest

morphological unit to the meaningful context through logical, critical and

creative meaningful forms in which thinking is a domineering feature.

This familiar context depends completely upon a systemic critical

approach that elicits the learner's freedom to select among various letters

that form familiar words .Then; further concept mapping takes place and

moves up for more complicated texts. In this context, pictures, real

objects, and other educational technological aids help learners in the early

stages to formulate their language outcomes.

According to the learner’s freedom of action, more than one possible

form can be configured. This is due to multiple interactive components of

the prior knowledge of each individual learner.

This implies that systemic approach does not start from the scratch,

but it depends completely on the learners’ prior knowledge that interacts

with the newly received information. Reflections of previous experiences,

and various learning, economic, social and educational backgrounds

formulate their different responses.

Systemic approach and authenticity of language learning:

Learning should start with different introductory techniques that

raise the learners ' interests and motivation to participate actively in

varied learning contexts. In successful language learning experiences,

life components are transmitted into the classroom .This is clear in

the systemic approach where learning depends on life.

Hence, knowledge and its implications are linked to the learners '

lives. To continue the generation of learners ' own ideas , freedom of

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action is the domineering feature in a context that offers the opportunity

of practicing problem solving, e.g. learners are exposed to letters and are

required to formulate familiar words, and then meaningful phrases

through systemic procedures . So, multidimensional authentic areas can

formulate rich contexts for problem solving such as food, animals,

clothes, etc.

Figure (1) Familiar context for meaning construction

Animals food clothes

A n i m a l s f o o d c l o t h e s

In methodological terms, systemic procedures can also proceed from

introductory to presentation and assessment tasks, which reveals and

increases the learners' abilities of problem solving. Both teacher and

learners can suggest concepts / problems, as well as values and relate

theory to application.

Hence, learners feel the need for further learning. Live experiences

present a wide space for various multiple intelligences to provide learners

with rich opportunities to construct their own meanings. Oriented real life

contexts are additional supporting learning opportunities that pave the

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way for more individual practice outside the school walls in a wonderful

and natural transition from learning situations to life experiences.

Simply, learners can be asked to smoothly move up from meaningless

smallest symbols “letters " to smallest meaningful units " Words " as

follows :

Figure (2)

The smallest meaningful concepts

“Word formulation”

* Arrange the following letters to form a word: a l p e p

Out of the previous diagram, learners are exposed to meaningless

symbols, “letters “to formulate familiar concepts. On the other hand,

through deductive exercises, learners can be asked to analyze a holistic

unit," word" into letters.

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Figure (3)

“Word Analysis”

* Analyze the following word into letters:

The meaning construction process is applied to separate words. It means that language learning process is mainly a thinking process. This is clarified in the following exercise:

Figure (4)

“Meaningful sentence construction”

* Formulate a meaningful sentence out of the following words:

I Apples like

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Like

Systemic approach and reconceptualization of language

learning and teaching:

In literacy learning, the language concept is a crucial area that should

be discussed. In almost all the initial learning attempts writing activities

are delayed to later grades, which separate both integrative parts, i.e.,

reading and writing .Language Learning is not an issue of pronunciation.

However, different language arts are essentially integrated. Furthermore,

they represent an identity. Readers are actually composers as they share

both constructive processes, formulate either new ideas or forms out of

prior knowledge and, produce specific outcome through practicing other

language arts.

In fact, this is a reconceptualization of the language concept. The

author believes that language is one identity. It can not be divided into

separate parts. Further, the status quo of language learning implies that

each division, i.e. reading, listening, and, speaking should be taught in the

first three grades, and traditionally, writing is delayed to later grades. So,

the language identity does not take place, which is confusing for the

kids .Language, like a tree, has one root, and it should not be separated

into skills. However, when the language concept is reconceptualized, the

overflow of a developmental learning process is expected.

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Figure (5)Language is one identity

As a reflection of the systemic approach principles, language is

managed as an identity in which its interactive components are learned in

simple and natural contexts. The concept of oneness of language identity

represents a different vision reflected upon the whole process of language

learning and teaching .It means that language should be taught as it is

naturally learned and used in real life.

Systemic approach in action:

In a non traditional environment, language learning is not a question

of recognition and memorization of new vocabulary and grammatical

rules, with the assumption of transmitting information into other

situations. However, the systemic approach implies the

reconceptualization of language and consequently, reorganization of

learning / teaching strategies and techniques. At the same time, through

collaborative and cooperative work, language can be managed. It means

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Writing

Speaking

Listening

Readingaddaa

da

Thinking

that through team work individual cognitive and metacognitive abilities

can be developed, and learners can be able to:

1. Recognize the dimensions of a given problem / concept.

2. Analyse the situation into basic components.

3. Hypothesize solutions for a particular problem / concept.

4. Reflect prior knowledge.

5. Recognize solutions according to priorities.

6. Criticize own and other iniatives to suggest more developmental

ones.

7. Involve individual efforts in collaborative and cooperative efforts.

8. Out of the previous processes, different language realizations can

be achieved.

Some exercises that approve the flexibility of learning, freedom of

action and possibility of producing various outcomes, according to the

individual cognitive and metacognitive abilities, can also play the role of

assessment as follows:

Figure (6)

Cognitive and metacognitive assessment

* Out of the following letters formulate five words:

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i u g rn kpl aoe f t s

Figure ( 7 )

* Form sentences out of the following words:

Form sentences out of the following words:*

Figure (8) Rearrange the following sentences to form a paragraph

:

oranges Form

sentences out of the

following

words :

I ببببؤشىق

go a bike

ring kite

like

can to fly father

school mother love is and round

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black white us for flag

is useful red and our

haveare father sister I

Different alternative compositions can be suggested out of the previous

learning and assessment material.

Social and linguistic interactive processes are always developed in

such a context. With the teacher's guidance , more freedom of action ,

analysis of the context components and requirements , suggesting

You need eggs, butter, and salt

You should help your mum in the kitchen

You also need a frying pan

In three minutes you can fry eggs

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If you can't cook , you can help with the easy things.

solutions and criticizing own and other groups’ work , as well as finding

alternatives are all generated interactive subsystems in wider systemic

strategies. All of those subsystems with their multiple interactive

components are emergent from a vision established, clarified and shared

by the teacher and the entire group members.

Systemic Approach and storytelling:

Storytelling can be funny and interesting systemic procedure. The

story grammar includes basic components:

Setting (Place & Time)

Characters

Events

Conflict / Problem

Conclusion

These elements can represent systemic exercises and rules of writing

a story, as the learners can analyse the different story parts into them.

Figure (9)

“Story as a systemic context”

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Figure (10)

“Whole systemic literacy learning process”

Characters !!!?

Events?

Conflict / Problem

Conclusion / Solution?

Setting )time /

place? (

Story Grammar

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Aim / objectives of

learningOn going

evaluation

vision

Group dynamics

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content

Teaching/ learning strategies

Out of the vision shared by the teacher and students, a systemic

learning process with its interactive components is realized.

According to this vision, some aims of the learning processes and

suggested outcomes could be settled. Then, some procedural objectives

specified to each stage are established to determine the accurate transition

of learning from one stage to another .This, actually, paves the way for

a formative evaluation process that implies further modifications through

the feedback.

The content, which depends basically on pupils ' positive participate is

a meaningful context. So, various non- traditional teaching and learning

strategies such as group and pair activities are practiced. Playing with

cards, shapes, letters, words, and sentences is a very big pleasant game in

which learners play with language components. This approach proves that

learning is not imitation and, language learning is not parroting.

These activities take place in a social and educational context which is

characterized by the over increasing positive and multidimensional

interactions.

Some ongoing evaluation and monitoring processes domineer the

interactive learning process. Assessment, monitoring and evaluation of

learning start with sharing the vision, determining and recognizing

learning strategies and reflecting supporting prior knowledge components

are all submitted to a systemic formative evaluation process.

Another important feature in that macro systemic learning level is the

social and psychological continuous development. The learners' values

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involved in collaborative work, cooperative group work does not mean

that individual skills developments are ignored. Efforts for group

achievement; as well as self- realization of each individual learner

development through practicing own intelligences; provide rich

opportunities for increasing individual talents and team work at the same

time.

Ultimately, in an authentic social and educational developmental

context different systemic components are changing. Change starts with

beliefs, theorization and, it goes through a motivational live interactive

medium for a targeted various context that carries challenges for learning

in systemic terms.

What is focused, is the new delivery produced out of the manipulation

of group collaborative work and individual talents in an optional context

that depends on the freedom of action.

Targeted change implies that individual learners are engaged in an

interactive language learning process for measuring the construction of

new concepts or practicing and modifying old learned beliefs.

This social collaborative learning experience supports group learners'

interchange of knowledge to formulate new meanings and

productions .This takes place when learners are asked in groups to realize

linguistic tasks of formulation, reformulation, and construction of new

existences. Thus authentic forms of learning and assessment are created.

To sum up, the application of a systemic approach implies that there is

reconceptualization of language learning concept .There is recognition

and application of alternative strategies for learning / teaching.

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There are different contexts in which language arts are changed and

built up on the learners’ prior knowledge. Accordingly, alternative

assessment is taking place, and finally, new linguistic, authentic and,

social aspects are reflected on different positive exchanges and language

experiences.

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MCQ

1. Complete the following statements:

1.1. Language should be taught as it is naturally………1.2. The social collaborative learning experience supports group learners' ………1.3. With the applications of a systemic approach, alternative ……… is necessary.1.4. In systemic experiences, learners should reflect ………1.5. Traditional concepts are crucial to the concept of language as an ………

2. Find whether the following statements are true or false:

2.1. Systemic approach does not present a holistic context of language ( )2.2. Live and authentic learning experiences do not lead to further learning ( )2.3. Systemic exercises involve critical reading of linguistic items ( )2.4. Systemic exercises move from comprehension through critical reflection ( )

3. Match the statements in columns A and B:

A B1. Freedom of action reflects2. Storyboard is3. Collaborative work4. Application of a systematic

approach forms5. Systemic applications

1. a new context of language learning.

2. reflect logical, analytic, and critical implications.

3. is a main feature when applying a systemic approach.

4. a systemic device.5. various forms of learning

outcomes.

4. Choose:

4.1. As a reflection of the systemic approach principles, language is managed as (an identity- an approach- a phenomenon).

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4.2. In (systemic- traditional- convenient) approaches, language learning is a question of recognition and memorization of rules.4.3. Through (cooperative work- reconceptualization- recognition) learners' cognitive and metacognitive abilities can be developed.4.4. (Storytelling- Subsystems- Letters) can be funny and interesting systemic procedures.4.5. In a social and (authentic- delivered- mechanical) developmental context, different systemic components are changing.

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