Page 72 - Beyond Methods

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Maximizing learning opportunities
(3) Develop a habit of keeping diaries or journals. It is beneficial for participants to keep diaries or write journal entries about issues that directly concern them. They may be encouraged to reflect and write about a wide range of topics including their developing sense of who they are and how they relate to the outside world, and how they and other members of the learning community react and re- spond to various sociocultural issues. They may also use the diaries and journals to write about how they handled communication breakdowns arising from their language difficulties, and to keep track of their own progress in learning their L2.
(4) Exchange information with teachers and peers. Participants can share their diary and journal entries on certain common topics, comparing and contrasting their experiences and perspectives with interested members of the learning community. Teachers may se- lect a few interesting exchanges of information and use them, with permission from the participants concerned, to structure their classroom activities. In this way, teachers can forge a direct link be- tween the classroom and larger social processes as seen by the learners.
(5) Adapt and create new teaching materials. In addition to using their diary and journal entries, participants can bring to class any news stories or write-ups that can be adapted and used as teaching materials. This opens up the participants’ creative involvement in identifying and selecting interesting reading materials that can be used in the classroom. This activity, by itself, may give them a greater sense of purpose and a greater degree of commitment to shaping their own learning agenda.
Reflective task 3.5
To what extent do these recommendations make sense to you in your spe- cific learning and teaching context? In other words, what challenges will you face if you wish to follow some of them? How can you overcome the challenges?
The practice of participatory research briefly outlined above will necessarily change from class to class, from context to context. As McCaleb rightly points out, there are no right or wrong ways of doing this kind of research. The thoughts and knowledge that each