Journal of International and Comparative Education
"Learning is creativity by design" is the thesis of this resource by Jennifer Eddy on language te... more "Learning is creativity by design" is the thesis of this resource by Jennifer Eddy on language teaching (p. xiv). In this book, the author establishes the central idea of teachers as "designers of creative, novel performance tasks along a spiral, articulated curriculum for transfer and language learner autonomy"(p. xiv). Given the unpredictable nature of language settings and contexts, teachers must be creative with strategies that facilitate the learners' ability to adapt and respond to different cultural language situations. Eddy argues that the fundamental aim of modern language teaching is Intercultural communicative competence (ICC) where learning a language requires an understanding and responsiveness to the culture and context where the language is used. The language curriculum thus, requires an understanding of the products, practices and perspectives of cultures that can unfold through cultural stories, images, and works of art. All these have the potential to evoke learners' cultural language experiences and interpretations. The book departs from the traditional banking model followed in language teaching where learners are passive and where grammar rules and scripted learning take precedence. Instead, the author asserts the need for "exploration, participation, creation, and reflection, via varied and novel interactions of intercultural experience" (p. 7). Language learners are to be encouraged to ask questions, evaluate, and use authentic text evidence in communication and consensus-building. Throughout the book, the theory and evidence-based research on the value of recreating and redesigning the spiral and bespoke language curricula are reiterated. More so, Eddy's work is a valuable resource for language teachers who may be in search of a learner-centered, culturally-appropriate, and practice-based teaching framework. At the outset, the author proposes the Intercultural Curriculum Aligns Novel Assessment Design Articulated Performance and Transfer (ICANADAPT) framework. The alternative and articulated curriculum highlights an inquiry-based and learner-centered approach. Teachers and learners act as co-investigators to discover more about themselves and other cultures within interdisciplinary units. The ICANADAPT is grounded on the work of Wiggins and McTighe (2004, 2005, 2006, 2011) on curriculum development referred to as Understanding by Design (UBD). Therefore, to better grasp Eddy's framework and its jargon, it is suggested that the reader revisit the principles of UBD as well. The ICANADAPT also follows a specific instructional template similar to UBD that requires language teachers to develop classroom assessments that allow for transfer of concepts within varied contexts and for varied audiences. In these assessment tasks, language learners are expected to solve problems and create products that are culturally-meaningful. Aesthetic education and drama pedagogy are central instructional strategies to the ICANADAPT model. Throughout the chapters, the author methodically scaffolds language teachers through the instructional design process made up of three stages. Stage 1 begins with planning for Essential Understandings (EUs) and Essential Questions (EQs) and transferable goals relevant to a chosen intercultural concept and consider intercultural transfer goals and tasks. Stage 2 focuses on the Articulated Assessment Transfer Task (AATT) or Integrated Performance Assessments (IPAs). Through performance tasks that call for problem-solving and creating products of novelty over time, language learners then attain levels of proficiency and performances for transfer. Practice in deliberate, classroom-based, authentic, culturally-relevant transfer tasks is requisite for learners to adapt to varied language contexts. Meanwhile, Stage 3 emphasises formative assessments for transfer.
International Journal of Research Studies in Education, Oct 1, 2013
The current study focuses on the effects of previous exposure to a traditional reading approach i... more The current study focuses on the effects of previous exposure to a traditional reading approach in Filipino on the decoding proficiency of beginning readers in preschool introduced to the explicit phonics program called Marungko. Problems in reading Filipino words committed by five-and six-year old children in an outreach preschool within a low-income community are analyzed using decoding error pattern analysis. The results are attributed to the orthography of the Filipino language and the contextual variables that affect developing reading abilities among the sample group. The researchers conclude that during transitions from one reading approach to another, the unlearning of previously acquired letter-sound correspondences poses difficulties even in the mother tongue.
Journal of International and Comparative Education
"Learning is creativity by design" is the thesis of this resource by Jennifer Eddy on language te... more "Learning is creativity by design" is the thesis of this resource by Jennifer Eddy on language teaching (p. xiv). In this book, the author establishes the central idea of teachers as "designers of creative, novel performance tasks along a spiral, articulated curriculum for transfer and language learner autonomy"(p. xiv). Given the unpredictable nature of language settings and contexts, teachers must be creative with strategies that facilitate the learners' ability to adapt and respond to different cultural language situations. Eddy argues that the fundamental aim of modern language teaching is Intercultural communicative competence (ICC) where learning a language requires an understanding and responsiveness to the culture and context where the language is used. The language curriculum thus, requires an understanding of the products, practices and perspectives of cultures that can unfold through cultural stories, images, and works of art. All these have the potential to evoke learners' cultural language experiences and interpretations. The book departs from the traditional banking model followed in language teaching where learners are passive and where grammar rules and scripted learning take precedence. Instead, the author asserts the need for "exploration, participation, creation, and reflection, via varied and novel interactions of intercultural experience" (p. 7). Language learners are to be encouraged to ask questions, evaluate, and use authentic text evidence in communication and consensus-building. Throughout the book, the theory and evidence-based research on the value of recreating and redesigning the spiral and bespoke language curricula are reiterated. More so, Eddy's work is a valuable resource for language teachers who may be in search of a learner-centered, culturally-appropriate, and practice-based teaching framework. At the outset, the author proposes the Intercultural Curriculum Aligns Novel Assessment Design Articulated Performance and Transfer (ICANADAPT) framework. The alternative and articulated curriculum highlights an inquiry-based and learner-centered approach. Teachers and learners act as co-investigators to discover more about themselves and other cultures within interdisciplinary units. The ICANADAPT is grounded on the work of Wiggins and McTighe (2004, 2005, 2006, 2011) on curriculum development referred to as Understanding by Design (UBD). Therefore, to better grasp Eddy's framework and its jargon, it is suggested that the reader revisit the principles of UBD as well. The ICANADAPT also follows a specific instructional template similar to UBD that requires language teachers to develop classroom assessments that allow for transfer of concepts within varied contexts and for varied audiences. In these assessment tasks, language learners are expected to solve problems and create products that are culturally-meaningful. Aesthetic education and drama pedagogy are central instructional strategies to the ICANADAPT model. Throughout the chapters, the author methodically scaffolds language teachers through the instructional design process made up of three stages. Stage 1 begins with planning for Essential Understandings (EUs) and Essential Questions (EQs) and transferable goals relevant to a chosen intercultural concept and consider intercultural transfer goals and tasks. Stage 2 focuses on the Articulated Assessment Transfer Task (AATT) or Integrated Performance Assessments (IPAs). Through performance tasks that call for problem-solving and creating products of novelty over time, language learners then attain levels of proficiency and performances for transfer. Practice in deliberate, classroom-based, authentic, culturally-relevant transfer tasks is requisite for learners to adapt to varied language contexts. Meanwhile, Stage 3 emphasises formative assessments for transfer.
International Journal of Research Studies in Education, Oct 1, 2013
The current study focuses on the effects of previous exposure to a traditional reading approach i... more The current study focuses on the effects of previous exposure to a traditional reading approach in Filipino on the decoding proficiency of beginning readers in preschool introduced to the explicit phonics program called Marungko. Problems in reading Filipino words committed by five-and six-year old children in an outreach preschool within a low-income community are analyzed using decoding error pattern analysis. The results are attributed to the orthography of the Filipino language and the contextual variables that affect developing reading abilities among the sample group. The researchers conclude that during transitions from one reading approach to another, the unlearning of previously acquired letter-sound correspondences poses difficulties even in the mother tongue.
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