After reading 1 and 2 chapters by
Brown and the article by Prabhu, I have come to a conclusion that I already subconsciously had in my mind – there is no
best method in teaching a second/foreign language but rather teacher’s sense of
plausibility is what makes teaching ‘real’. I admit that I have tried to find that ‘best’
method. However, having taught for three years, I realized that mechanical
teaching does not work, and applying one method for every classroom makes the
activity of teaching unproductive. As a result, I started relying on my own
sense of plausibility and incorporating different classroom activities in
order to achieve integrity and teacher-learner rapport. In other words, important
variations in the teaching context lead a teacher to incorporation of different
methods. As Richards states, “The important issues are not which method to
adopt but how to develop procedures and instructional activities that will
enable program objectives to be attained” (Prabhu 165). With this in mind, however,
it is important not to get carried away as, paradoxically, the larger the set
of criteria we set to be met, the fewer choices are left out there (Prabhu 165).
Certainly, a kind of discovery procedure for methods through contextual
variables is an espousal of plurality and refusal to adhere to a monolithic
mould.
Here the notion of plausibility
comes into play versus mechanical teaching which does not include a sense of
involvement. Prabhu continues that “teachers need to operate with some personal
conceptualization of how their teaching leads to desired learning—with a notion
of causation that has a measure of credibility for them” (172). In this
respect, a method is not considered to be good or bad, but rather “as a highly
developed and highly articulated sense of plausibility, with a certain power to
influence other specialists’ or teachers’ perceptions” (175). There is no best
method as the best method indeed varies from teacher to teacher as long as it
operates with his her sense of plausibility at any given time. Teaching is
truly a journey which one can’t nail down to a certain method or methods
without a sense of personal conceptualization involved. Only with the latter
being the main condition for classroom rapport may teaching become ‘real’ and
promoting the most learning.
Thus, the question remains how we,
as TESOL educators, can promote interaction among teachers and specialists in
the direction of sharing and influencing each other’s pedagogic perceptions. How can we stay away from that pervasive idea that teaching is a set of routinized procedures that guarantee successful learning outcomes, and that there is that 'best' method' out there?