Home Schooling & educations

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					Home Schooling & educations
If you are concerned about the education your child is receiving at either a public or private
school, you may have considered the option of home schooling. There are many advantages to
home schooling that are easy to think of, but in making your decision you must also consider
the disadvantages. Yes, despite all the bonuses you can think of in home schooling your child,
there are many disadvantages to the process.

Home schooling is a process that requires a massive amount of time and dedication. If you want
to home school your child you must be present for a large part of the day. Kids are kids.
Depending on how motivated by academic success your child is, he or she may not require
constant supervision. However, in many studies, parental supervision is the key behind the
success of home schooling programs.

Parents must also possess instructional skills or access to someone who can teach effectively.
Simply putting your child in a room with textbooks will most likely result in home schooling
failure. In addition, you will have to purchase materials that public and private schools provide
for students.

There is also the need to be able to serve as guidance counselor as your child may require
specialized instruction due to a learning disability. Public and private schools usually provide
these services with qualified individuals.

One important benefit of an academic institution is the opportunity for children to become
properly socialized. Attending school with other children from all walks of life leads to the
development of social skills. One of the disadvantages of home schooling is the relative isolation
children have from their peers.

Many parents find comfort in blaming the educational system for the shortcomings in their
child's academic performance. If you choose to home school you will be accepting full
responsibility for the outcome of your child's education. This is more of a burden than it seems.
Studies have shown that many home schooling ventures fail due to the fact that the home
generally lacks qualified educators. Many parents have gripes about teachers, but the fact is
that they generally have to teach large classes filled with children with diverse learning needs.
In addition, certified educators have taken teaching classes and have passed state examinations
to receive their teaching certificates.

When you approach the issue of home schooling you must examine both sides. Sure, there are
plenty of advantages, but if you forget to look into the disadvantages, you may be setting
yourself up for failure.

Learning and communicative strategies
Communicative strategies are systematic techniques employed by a speaker to express his
meaning when faced with some difficulty and the difficulty here refers to the speaker's
inadequate command of the language used in the interaction (Faerch & Kasper, 1983:16). On
the other hand, the term learning strategies has been defined as "the higher-order skills which
control and regulate the more task-specific or more practical skills" (Nisbet &
Shucksmith,1986:26). Based on the previously mentioned definitions, it could be said that
learning and communicative strategies refer to language learning behaviors that contribute
directly or indirectly to learning. I am not very concerned here with the definition of the two
terms as much as I am concerned with the fact that most if not all non-native speakers and
second-language learners use these strategies throughout their second/foreign language
learning journey. They tend to use them to compensate for their lack of sufficient language
knowledge and to get themselves out of troubles when interacting in the target second/foreign
language. These are only some of the short term benefits of using learning and communicative
strategies. In fact, the successful use of these strategies can promote longer term language
In the first part of this paper, I will provide examples on some of the commonly used strategies
and at the same time, I will focus on the ways in which these strategies promote the language
learning process and the development of the learner's speaking skill. I will also highlight the
short and long tem benefits of using both learning and communicative strategies in learning and
developing speaking skill. In the second part of the paper, I will show how the knowledge of
learning and communicative strategies has influenced me to change my old style of teaching the
speaking, and how it has encouraged me to adopt a set of new methods of teaching that make
utmost use of these strategies. Finally, I will give examples on some of the speaking activities
that are based, in some ways, on these strategies, and are designed to promote and develop
the learner's speaking skill.
Part One:
Teaching writing skill has been given the priority over teaching speaking skill in almost all
educational syllabus and plans and the case in my country, Oman, is no exception. Writing skill
has been considered the most important especially in the area of second/foreign language
teaching. On the other hand, speaking skill has neither been given sufficient focus in our
teaching syllabi nor has it been represented fairly in our classrooms as opposed to the other
skills. In my context, most people in general and educationalists in particular, seem to have
taken this skill for granted; maybe because they think it is an easy one and that almost
everyone can speak. Speaking is, however, a skill which deserves much more attention in both
first and second language. I have chosen to write about this skill because I know very well how
important it is as a means of communication especially, for second/foreign language learners.
Throughout my teaching of English as a foreign language, I noticed that speaking was the area
of weakness for the majority of my students. On the part of teachers, not so much time was
devoted to teach this skill, and on the part of the curriculum designers, not so much effort was
exerted to promote the development of this skill. Consequently, speaking was regarded by the
students as an obstacle in the way of learning English rather than as an important skill. In the
following sections, I will attempt to show how this problem can be addressed by the use of some
1/ Examples on some learning and communicative strategies used by ESL and EFL
So many studies and research have been conducted in both areas learning strategies and
communicative strategies, and many researchers and linguists have been involved.
Consequently, different definitions and classifications of strategies have been stated. However
here, I will focus on the classification of communicative strategies suggested by Faerch and
Kasper (1983), and on the classification of learning strategies suggested by Wenden and Rubin
(1987). I will also show how each set of strategies are used by ESL and EFL learners. I have
chosen the previous classifications because they confirm with the knowledge of strategies I
acquired throughout my teaching experience.
Faerch and Kasper suggest that communicative strategies are classified into two categories each
of which is classified or comprised of other subcategories. The first category is avoidance
behavior and this consists of formal reduction and functional reduction strategies. Formal
reduction strategies could be phonological, morphological, syntactic and lexical strategies.
Learners tend to use formal reduction strategies either to avoid making errors and/or they want
to increase their fluency (Faerch& Kasper 1983: 40). On the other hand, functional reduction
strategies include reduction of speech act and reduction of propositional context and these two
are used by learners to reduce their communicative goals in order to avoid problems in
interactions (ibid: 43). Achievement strategies are also called compensatory strategies and they
consist of code switching, inter/intralingual, cooperative and non-linguistic strategies. These
strategies are used by learners to expand their communicative resources in interactions
(ibid:45). The following figure has been designed based on what was mentioned above:

Wenden and Rubin classified learning strategies into cognitive strategies and metacognitive
strategies. Cognitive strategies are used by learners when they deal with steps, operations, or
problem-solving that require direct analysis, transformation, or synthesis of learning materials
(Wenden & Rubin,1987:23) and these strategies include clarification/verification,
guessing/inductive inferencing, deductive reasoning, practice, memorizing and monitoring. On
the other hand, metacognitive strategies are used when the learner deals with knowledge about
cognitive process and regulation of cognition. These strategies consist of choosing, prioritizing,
self-management, advance preparation, advance organization, directed attention, selected
attention and delayed production. The following figure has been designed based on the
information mentioned above:
2/ The short term benefits of training learners on the use of learning and
communicative Strategies
Research and theory in second language learning strongly suggest that good language learners
use a variety of strategies to assist them in gaining command over new language skills. In her
study of five Chicano students who were learning English, Wong-Fillmore as quoted in Wenden &
Rubin, (1987:27), identified some learning strategies used by successful language learners.
Wong-Fillmore found that by using a few well chosen strategies, learners could continue to
participate in speaking activities (ibid: 21). Moreover, O'Malley (1983), reports on an
experiment in which students received training on the use of learning strategies with three
language tasks; vocabulary, listening skill and speaking. His major conclusion was that strategy
training was effective for listening and speaking, but not for vocabulary.
One of the major short term benefits of the use of learning strategies is the fact that they help
learners to compensate for their lack of adequate language knowledge. Bygate (1987), states
that the use of these strategies can bridge the gab between knowledge of the rules and the
students' ability to express their own meaning. In other words, these strategies help learners to
practice using acceptable language with reasonable fluency and reasonable ability to convey
meanings and express opinions. On that basis, it could be inferred that training learners on
using these strategies would help them a lot in their language learning. Language learners will
not be hesitant or afraid of being involved in an interaction where they do not have sufficient
language knowledge for it. Bygate adds that being trained to use learning strategies helps the
learner to succeed in autonomous interaction. According to this, using such strategies in
learning represents a transitional process where control of learning is moved from teacher to
learners, leaving the learner with responsibility for his own thinking and learning. In addition,
Wenden& Rubin (1987), mention that learning strategies help learners to better utilize the
experience they bring to their language class. As a result, learners grow appreciation of their
power ability and become critically reflective of the conceptual context of their learning.
The efficiency of communicative strategies training in learning languages has been proved in so
many occasions. For instance, Spilka (as cited in Faerch & Kasper 1983:10), points that some
trained French learners tend to use specific phrases in order to avoid liaison in French; to avoid
French partitive en, the learners may produce the specified form J'ai trios pommes, rather
than J'en ai trios. So, the French learners are making use of the avoidance strategy which is
one of the communicative strategies. In another occasion, Kasper (1983:43), gave some
examples of how trained German learners of English reduce their IL performance with respect
to politeness making. Moreover, Faerch (1983:43), gave other examples of speech act
reduction, in which learners in conversation with native speakers often do not use initiating acts
(reduction strategy). Based on all that has been mentioned, we could say that strategies be
they learning or communicative ones, are important for language learning for they are tools for
active, self-directed involvement, which is essential for developing communicative competence.
I shall now move to discuss the long term benefits of the use of learning strategies.
3/ The long term benefits of training language learners on the use of learning and
communicative strategies
As we have seen previously, there are so many short benefits for training learners on using
learning and communicative strategies. Likewise, there are other long term benefits for strategy
training as well. Faerch and Kasper (1986:189), report the findings of a study where an attempt
was made to train learners to use interaction strategies (some of the communicative strategies).
They were Danish learners of English and the training for strategy use lasted for three months.
The findings were that:
a) Middle proficiency level learners made considerable progress in using interaction strategies.
b) Low and high proficiency learners made less progress.
g) The general attitude in the class towards errors and towards risk-taking had changed. More
learners accepted the need to make an attempt even if they did not get the right answer.
Based on the findings of this study, we could say that training learners to use communicative
strategies raises their confidence and encourages them to participate in different communicative
interactions even when they don't have enough language for it (e.g. when they don't have the
answer for a question). In another study, Knowles (1975), finds that training learners to use
these strategies helps them to develop the attitude that language is a lifelong process and to
acquire the skills of self-directed learning. Most importantly, he points out that communicative
strategies help learners to be equipped with the skills necessary to continue learning on their
own when they leave formal education experience.
Many other studies have been carried out by different researchers and the long term benefits of
communicative and learning strategies training have been proved. For instance, O'Malley and
Chamot (1990) looked at learning strategies used both by ESL and EFL students and they found
that training students to use these strategies helped them become more aware of the whole
process of learning a second language. Based on the findings of one of their studies, Wenden &
Rubin (1987), state that training learners to use learning strategies helps learners to better
utilize the experience they bring to their language class and help them as well, to become
critically reflective of the conceptual context of their learning.
Part Two:
1/ The influence of learning strategies on my teaching style of speaking
I have previously mentioned that speaking is an undervalued skill in Oman. All focus and
emphasis are placed on the other skills as if the speaking skill does not exist or as if acquiring it
has been taken for granted. Out of my own experience as an English teacher, I have noticed
that the Omani students' biggest difficulty when learning English falls in the area of speaking. As
teachers, we have not been working so much on this skill due to the fact that there are no
formal speaking tests in the whole low-intermediate, intermediate and high-intermediate levels
of teaching English in most of the academic institutions in Oman in general and in the Language
Centre at Sultan Qaboos University (SQU) in particular. We were basically preparing our
students to be able to pass the final test which normally contained listening, reading and writing
only. Personally, I used to rely on specific activities in my speaking classes and these activities
were not always suitable for my students' levels of English. However, since it was "the speaking
skill", I did not bother to search for more activities or even try to design a simple syllabus for
teaching it.
Having read about learning and communicative strategies and having known about their crucial
role in promoting and developing the learning process in general and the verbal interaction skills
in particular, I have decided to adopt a new teaching approach that makes full use of these
strategies. I have realized that the new teaching capacities should include identifying students'
learning and communicative strategies, conducting training on these strategies, and helping
learners become more independent. That is because when students take more responsibility in
the speaking activities, more learning occurs, and both teachers and learners feel more
successful and satisfied. Teachers including me, (especially when teaching speaking) should
attempt to discover what strategies their students are already using by interviewing them or
questioning them about the strategies employed for specific language learning tasks (Wenden &
Rubing, 1987). And then, they could direct them to utilise learning and communicative
strategies for a variety of speaking activities. Metacognitive strategies such as self-management
and self-monitoring can be practised in communicative situations in which the learner wishes to
gain the maximum amount of comprehensible speech from others (ibid). Moreover, teachers
can provide students with practice in useful strategies for the negotiation of conversational
encounter outside of class. They can also suggest alternative strategies for organising and
storing information and they can encourage students to consider which strategies work best for
them. O'Malley and Chamot (as quoted in Macdonough,1995:122) summarise what has been
previously mentioned by stating that the Cognitive Academic Learning Language Approach
consists of five phases:
1/ Preparation: develop student awareness of different strategies.
2/ Presentation: develop student knowledge about strategies.
3/ Practice: develop student skills in using strategies for academic learning.
4/ Evaluation: develop student ability to evaluate their own strategy use.
5/ Expansion: develop transfer of strategies to new tasks.
According to these phases, teachers should go through several steps while teaching speaking
tasks in order to make sure that students would get benefits from them and would develop their
speaking skill. We should base our explanation of the tasks as well as our instructions on the
students' communicative and learning strategies, and we should try focus our activities on
developing these strategies. Furthermore, we could provide students with various activities that
would enable them to use their strategies in new speaking tasks and to evaluate their use of
these strategies.
Macaro (2001:176) gave another way of training students on using and developing their
strategies. The following figure shows the sequence of steps that are to be followed by teachers
in order to best utilise their students' learning and communicative strategies while teaching
English skills in general and speaking in particular.

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