INFORMED ECLECTICISM or PRINCIPLED ECLECTICISM IN THE ENGLISH LANGUAGE TEACHING

INFORMED ECLECTICISM Author: Archer Bishop (aka Centaur Priest) Page 1 of 4 INFORMED ECLECTICISM or PRINCIPLED ECLECTICISM IN THE ENGLISH LANGUAGE TEACHING Whether a child or an adult, every person has a unique learning mechanism which is different from other. Which way a person can learn depends on that person’s idiosyncrasy which varies from person to person. Therefore, the same teaching method does NOT work for teaching all. Also, for the same person, the same method does not work for teaching all topics. Whether in case of a variation between persons or topics, the variation creates a context that demands specific elements or teaching techniques suitable in that particular context only. So, for the most effective teaching, the teachers must, first, evaluate the specific context to identify what technique it requires and, then, pick and choose technique(s) from the existing ones or, if not available, then invent one to apply to that context. – This approach is eclecticism which is termed as “Informed Eclecticism” or “Principled Eclecticism”. THE APPROACH In 2000, in the context of market(ing) research, Nigel Spackman, Andy Barker and Clive Nancarrow invented the term “Informed Eclecticism” and defined the principle as a broad and eclectic approach to market research (qualitative and quantitative), involving the use of theories, methods and researchers drawn from a wide range of disciplines. Visit https://www.aqr.org.uk/glossary/informed‐eclecticism Visit also http://eprints.uwe.ac.uk/6413/ Visit also https://www.mrs.org.uk/ijmr_article/article/34839 In the same year (2000), Diane Larsen‐Freeman defined “Principled Eclecticism”, to quote: “When teachers who subscribe to the pluralistic view of methods pick and choose from among methods to create their own blend, their practice is said to be eclectic. Remember, though, that methods are coherent combinations of techniques and principles. Thus. teachers who have a consistent philosophy and pick in accordance with it (which may very well make allowances for differences among students}, could be said to be practicing principled eclecticism. They are in effect creating their own method by blending aspects of others in a principled manner.” INFORMED ECLECTICISM Author: Archer Bishop (aka Centaur Priest) Page 2 of 4 Techniques and Principles in Language Teaching (2nd Edition) by Diane Larsen‐Freeman, at page 183. Both the “Informed Eclecticism” and the “Principled Eclecticism” set forth one same principle which is: Do not throw away any approach or method. But, as demanded by a unique context, pick and choose a method or methods already in existence as well as combine them to create your own blend. Accordingly, by the virtue of their principle, both approaches are the same. (See An A‐Z of ELT (2006) by Scott Thornbury, at page 73 (stating, to quote: “some scholars have put the case for principled (or informed) eclecticism”) (By using the word “or” between “principled” and “informed”, Thornbury defines them to be the same)). After years of the scholars’ research as well as experimentation and application of ONE method (irrespective of what method it may be), it is proved that ONE method is not effective in all contexts. Rather, selection of method(s) depends on the unique dimension or need of a specific context while such need varies from context to context. Therefore, the teachers must be acquainted with preferably all methods or at least as many methods as possible; and not only that but also they must have the ability to customize or even invent method(s) to suit a unique context that may occur under a certain condition. And, because the learning mechanism varies from person to person as well as topic to topic, there is no alternative of the Informed or Principled eclecticism that covers a wide range of methods including: 1. the ones already in existence, 2. customized versions of the existing ones, and 3. totally newly invented ones. One may argue that, if the key objective is the “most effective result”, then the only way it is possible to achieve that goal in the literal sense is by employing one method for each student and therefore the approach is applicable in the context of only one‐on‐one tutoring but not the classrooms that have plural students. – It is true that employing different method for each student in a classroom simply is not feasible. But it is quite possible to classify students having SIMILAR (as opposed to INFORMED ECLECTICISM Author: Archer Bishop (aka Centaur Priest) Page 3 of 4 same) learning mechanism and place them in the same classroom. Of course, all students will not produce same result. But merit based difference is axiomatic. THE ELEMENTS UNDER THE APPROACH Examination of this approach makes it clear that, in the context of the second language acquisition, its application requires the teachers to know: 1. all the existing approaches and methods, and 2. how to evaluate the demand of any unpredictable context. The first component requires extensive study of the existing approaches and methods. And the second component requires study of language learning psychology. THE NAME OF THE APPROACH As shown above, in the context of the ELT, the approach exists under two names: “Informed Eclecticism” and “Principled Eclecticism”. But, using two names for the same principle can be troublesome for two reasons that are: (1) it can lead some persons to get confused thinking that they are different; and (2) it requires specification of both terms every time the approach is mentioned. Therefore, one specific and uniform name is much desirable. Well, then, what should we call it? First, the Spackman‐Barker‐Nancarrow trio, the original inventor of this principle, called it “Informed Eclecticism”. And, second, the approach requires the teachers to know or to be INFORMED of all the existing approaches and methods as well as the human psychology as to language learning mechanism. Accordingly, the most logical name for this approach is INFORMED ECLECTICISM. CONCLUSION Due to the idiosyncrasy of human psychology, the way of learning varies from person to person. Therefore, irrespective of what method it is, one single method cannot randomly teach all persons. So, to produce the most effective result, the Informed Eclecticism is the best approach to teach the English language as much as generally all subjects. Under this approach, the teachers must, first, evaluate the specific context to identify what technique it requires and, then, pick and choose INFORMED ECLECTICISM Author: Archer Bishop (aka Centaur Priest) Page 4 of 4 technique(s) from the existing ones or, if not available, then invent one to apply to that context. Thus, the approach requires the teachers to know: 1. all the existing approaches and methods, and 2. how to evaluate the demand of any unpredictable context.