Contextualizing Language

By BiljanaPipović, Gimnazija “StevanJakovljević”, Vlasotince

Key words: context, language, fluency, accuracy, positive learning environment, communication, communicative competence, students

Many linguists recognize the importance of language to a culture or people. Many consider language a reflection
of reality. Language therefore should be considered a part of culture and understood in its context. Sometimes
we forget that! Sometimes we forget how important context is when reading or writing a text, for example. A
phrase taken out of context can result in great confusion. Both in life and in class!

Contextualization is not a teaching method or pedagogy like TPR or CLT. It is a concept, a way to make foreign
language teaching more authentic and meaningful to students. According to Sarah J. Klinghammer (Textbook
vs. “Real World” Communication): “The rationale for this kind of approach is to demonstrate “real” world language
use, how language is used by speakers of that language, and to help learners construct language in their learning
environments, depending on (1) their purpose and, (2) the needs of a given situational context.” This can mean
anything from role-playing to academic presentations! If we want to make our students acquire / learn
a foreign language naturally and communicate effectively, it is our obligation to provide these three things: a
positive learning environment, content and enough time for conversation.

Meaningful Content

Most of the activities I use in my classroom, I do not find in textbooks, as those mostly provide and teach grammar
rules and structures, and add vocabulary to these structures. However, little do they offer related to the
appropriate language use. Thus, I agree with Sarah J. Klinghammer when she points out that “Appropriate
language use is learnt through context.” Contextualizing language is, first of all, entertaining and fun and can
provide motivation to learn. It can provide varied opportunities for different uses of language and because it
engages feelings it can provide rich experience of language for students. It encourages students to speak, it
gives them a chance to communicate (even if they are not very fluent), using nonverbal communication –
gestures, facial expressions, body movements. It brings the real world into the classroom. It helps students
acquire language by focusing on the message, not the form. However, this can be a shortcoming – this creates
fluency, but not accuracy of usage. Therefore, if we want to practise accuracy, we have to include some other
techniques.For example, Four voice dictation. It is one of the most realistic listening exercises that I know (This
is one of many excellent techniques I have learned from Herbert Puchta.) We put students in a situation similar
to a noisy bus station or a party with a lot of people in a small place. They have to follow the voice of their leader
and ignore the voices of the others. Excellent practice for real life!

Accuracy vs. Fluency

In reality, accuracy and fluency are closely related – which leads us to the notion that accuracy as well as fluency
is necessary for successful communication. Therefore, “in order for students to achieve high levels of proficiency
in a language, there needs to be a balance between language and language use.” (CAPRII article) Being a well-
trained teacher I am more than aware of that. Accuracy activities may require more teacher preparation and they
have to be carefully monitored or controlled. That is what I do with my intermediate and advance students
because I want them to be able to read and write efficiently, too. What is more, I believe that at this stage they
are confident enough to start learning about the language itself. Developing fluency is important in building up
the students’ confidence and maintaining the sense of achievement. And then, in my opinion, comes accuracy.
Language without communication is useless. I am convinced that knowing grammar rules does not necessarily
result in good speaking and writing.It is obvious that we cannot teach English without focusing in same stages
on grammar – on the form or structure of the language. At this point I would like to mention eclecticism (‘coherent,
pluralistic language teaching’ according to the definition) as a way of combining as many methods as possible
to reach specific goals. I find that informed teaching is bound to be eclectic.
Accuracy vs. Fluency: Is There A Third Way? Long time ago I took part in a similar debate – grammarians eye-
to eye with communicative theorists. While talking to other teachers, I found out one important thing about myself
– when teaching English I strive for communicative competence! Namely, looking at my lesson plans, I noticed
that the first thing I wrote related to aims and objectives was: developing communicative competence. Having in
mind my classes, I can say that I focus more on fluency than accuracy as I always encourage my students to
speak and make themselves understood in English rather than say the right form correctly. I always tell them
that they just need to be creative as there are no ‘right’ or ‘wrong’ answers. What is more, I think that correcting
mistakes (especially in the case of young learners) can be counterproductive – it may create a negative attitude
towards learning English and may diminish a child’s interest in learning English. I remember that as a child I
hated teachers who did that. So, what do I do? If I find a student cannot answer the question or has made a
grammar mistake (I call them BGs – big grammar mistakes), I ask other students to help, I use gestures, I use
the tone of my voice and I always smile.

Enhancing the Environment

I try to be supportive all the time. I tend to offer positive feedback whenever possible and I praise children for
their participation. As you can notice I am really into a positive learning environment.Creating a positive learning
environment is something that all students deserve because that allows them to feel comfortable, safe and
engaged. In that way students are more open to actively participating in class. A positive learning environment
contributes a lot to the way students learn because it resembles the way they feel at home. Conversations at
home are generally in cosy surroundings with the people they know. What is more, the language is
contextualized. In the classroom, language is different and the children are expected to learn a new language
very quickly while keeping up with the demands of the curriculum. As teachers, it is our duty to make sure that
our students acquire rather than learn the language. We must put the language we teach in context.

Being an enthusiastic educator who places a large emphasis on differentiation, I understand that each child is
unique and that students learn in different ways. I believe it is essential for educators to recognize the needs,
interests and the ways each child functions and according to that to differentiate their lessons to better meet the
needs of their students. Therefore, effective lesson planning must take into account many different points. We
may use the same textbooks and we may know the same methods and techniques, but we must never forget
that our students are not the same. Because all students are different, they will respond differently to tasks, thus
I believe in giving a multitude of tasks including: quizzes, projects, presentations, songs, games, drama,
dictations (!) and other types of activities to put my students in a situation where they can practise the target
language meaningfully, but also to make my lessons interesting.

If variety is the spice of life, so why not the spice of ELT? ‘Teaching should be full of ideas instead of stuffed with
facts’ (author unknown) and show that some, for students boring and rather dry activities, can bring a lot of fun
and be not only interesting but also highly educational. Teaching writing skills as well as grammar rules does not
have to be time-consuming, teacher-centred, non-communicative, uncreative, ineffective… On the contrary, it
can be so interesting that it can turn our passive and not so motivated students into eager and, believe it or not,
pretty active and involved participants. You simply have to try something new, something different…You will
enjoy, and what is more your students will enjoy, too. Not to mention, improving your students’ knowledge and
their communicative competence.

References:
J.Klinghammer, Sarah; Opp-Beckman, Leslie (2006). Shaping the Way We TeachEnglish: Successful Practices
around the World, University of Oregon
ÇAKIR, Dr. Ismail (2006). The Use of Video as an Audio-Visual Material in Foreign Language Teaching
Classroom, The Turkish Online Journal of Educational Technology, Volume 5 Issue 4 Article 9
Tedick, D (1998). Proficiency-oriented language instruction and assessment: A curriculum handbook for
teachers. Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.
http://www.carla.umn.edu/cobaltt/modules/strategies/CAPRII/READING1/caprii.htm
http://blog.english-attack.com/2011/03/29/accuracy-vs-fluency-is-there-a-third-way/

*****
Biljana Pipovic is an English teacher, born in Leskovac, studied in Nis, employed at
Gimnazija ’StevanJakoljevic’ in Vlasotince with working experience of 15 years. She has also been working as
a language instructor in private schools for eight years teaching teenagers and adults of all language levels, both
general and Business English. Since 2006 she has been a mentor to talented students, the members of the
Regional Talents’ Center in Vranje and two times award winner in the Republic Competition
for Talented Students. She is the author and a teacher trainer of two seminars recognized as a form of
professional development by the Ministry of Education, trying to make teachers change their approach to
teaching, showing them that variety is the spice of ELT. The accredited seminar Variety as the Spice of
ELT intends to provide some guidance on this interesting and challenging idea. Her present interests
include teaching FCE, CAE and CPE exam classes, international school projects, classroom interaction
and working with gifted students in a mixed-ability classroom.