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Teach your children – Crosby Stills Nash and Young

            Available on https://www.letras mus.br/crosby-stills-nash-young/9142/ accessed on March 21st, 2024.

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    One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.

    Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.

(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.

In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign

language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.

Adaptado274)

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    The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers need to tackle the challenges they are confronted with every day of their professional lives.

    Not anchored in any specific learning and teaching context, and caught up in the whirlwind of fashion, methods tend to wildly drift from one theoretical extreme to the other. At one time, grammatical drills were considered the right way to teach; at another, they were given up in favor of communicative tasks. At one time, explicit error correction was not only favored but considered necessary; at another, it was frowned upon. These extreme swings create conditions where certain aspects of learning and teaching get overly emphasized while certain others are utterly ignored, depending on which way the pendulum swings.

    The limitations of the concept of method gradually led to statements such as “the term method is a label without substance” (Clarke, 1983, p. 109), and that it has “diminished rather than enhanced our understanding of language teaching” (Pennycook, 1989, p. 597). This realization has resulted in a widespread dissatisfaction with the concept of method.

(Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching. Haven and London: Yale University Press. 2003. Adaptado)

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    The 2020s have brought a degree of chaos not seen in decades. A pandemic was followed by a full-scale war in Europe; both sent food and fuel prices surging. Extreme weather events have shown that climate change is beginning to bite. The phrase “unprecedented times” soon sounded too common.

    This all affected the global standards of living. One measure of this, the United Nations’ Human Development Index (HDI), fell in 2020 for the first time since its launch. It fell again in 2021. The HDI is one of the most widely used measures of countries’ development, after the Gross Domestic Product (GDP). It is not complete, though. It does not account for economic inequality, for example, or disparities between ethnicities and genders.

    The latest figures show that the global HDI is rising again, but progress has been slow and uneven. It seems the long-term trend appears to have suffered a permanent setback since the pandemic. This setback will deeply affect the world’s poorest.

    Yet there are reasons for hope. The chaos of the 2020s has also shown that governments can collaborate on some big issues. During the pandemic, vaccines were developed, produced and distributed at remarkable speed, saving an estimated 20 million lives in their first year alone. At the 28th United Nations Climate Change Conference (COP28) in 2023 the world proved that it could agree on a deal to tackle climate change (even if fulfilling it is another matter). More of that will be needed to overcome the setbacks from the start of the decade.