Conflicting Pedagogies

M.A. in TESOL Home Stretch

What do you do when you and your supervising teacher have completely conflicting pedagogies?

I am teaching English in South Korea right now, and I am firmly rooted on the affective learning side: that students do better when they enjoy themselves; that language processing happens with greater automaticity when the walls (and all that noise that comes with the walls of “i hate this/i’m not good at this) are down.

There is research to support my point of view.

Krashen’s Affective Filter Hypothesis, if you like to err on the side of Krashen, states that comprehensible input ( language that is juuuuuust above a learner’s current level) will not turn into acquisition (you won’t grasp and hold and internalize and use the language you were just exposed to) if it is filtered out before it reaches the brain’s language learning facilities. And in this case, the things that could filter it out…

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