Professional Documents
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Cognitive Dissonance
Oppression
Critical Attitude of Mind
2+2>4 Overthrow o
Dictatorsh
ENSURE to search the title of my below SEMINAL ARTicle and study and share my IT:
Hosseini, S.M.H. (2023). My Transformative Edu-political Theories and Liberating Approach to Teaching. International
Journal of English Language Teaching, 11(2), 31-60. Also published by International Journal of Applied Linguistics and
English Literature, (2022), 11(3), 68-86.
GTM, CBI, WLL, TBLT, MI & particularly CLT are not holistic enough and are not able to
consider all effective aspects of language learning/living. Also, they are neglecting the fact that our
classes are fractions of the real world and so ignore competition, fair evaluation, socio-political
issues and developing socio-political competencies of tomorrow citizenry.
That CLT, e.g., is, in the last analysis, able to develop merely communication abilities of students
suffices it enough to put forward the counter argument that it – in action – deems students nothing
more than animals. CLT's objective is a condescending look upon human race because animals too
are able to communicate if they are trained. CLT thus fails to consider students as human beings.
2. Socio-Political Catastrophes
The Iranian education regime, which is a psychological artifact for exploiting people, has contributed
to dictatorship & anarchism. Iran is the most corrupt regime in the region. Muslims are the most
depressed} 84% bloodshed caused by Muslims. 90% the Iranian youth have left Islam + Brain Drain
idactic Reasons for our Fiasco & Miseries
1. Instructional Objectives;
2. Human Resources;
3. Instructional Materials;
5. Evaluation Systems
Definition of Relevant Terms
Methodology? Methodolog
y
Approach?
Method? Approach
Technique?
Method
------------------
Language? Technique
Learning?
Teaching?
Teacher?
Learner?
Historical Background to CTBL
The Method Era
War Time Methods (Behaviorism)
Innovative Methods (Cognitivism)
Communicative Competence
…Constructivism…
Also, that CLT is, in the last analysis, able to develop merely
communication abilities of students suffices it enough to put
forward the counter argument that it – in action – deems
students nothing more than animals. CLT's objective is a
condescending look upon human race because animals too are
able to communicate even with us if they are trained. CLT thus
fails to consider students as human beings.
For other Drawbacks of CLT, see Chapter 2 of my 22th resource
book, published by Scholars’ Press.
Proposed Alternatives for CLT
Multiple Intelligences
Content-Based Instruction
Experiential Learning
Problem-Based
Learning
Collaborative Learning
Interactive Learning
Cooperative Learning
Cooperative Learning
ndividually Competitive .2
Ping Pong Learning
3. Cooperative Learning
Basketball
Cooperative Learning Methods
Learning Together
Student Teams–
Achievement Divisions
Group Investigation
Teams-Games-
Jigsaw Tournaments
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1. ‘Cooperative Learning Methods + 1: Research and Innovation’, Germany: Scholars’ Press,
2013 / ISBN: 978-3-639-70309-2
2. Effectiveness of Cooperative Learning Methods: A Study with Iranian and Indian
Undergraduate Learners. DOI: 10.13140/RG.2.2.31310.10566. This is my published PhD Thesis,
which is available also at http://shodhganga.inflibnet.ac.in:8080/jspui/handle/10603/73487
Group Investigation
Sharan& Sharan. Tel Aviv University, Israel
The most democratic method of CL.
---------------------------------
Hosseini, S. M. H. (2014). Competitive Team-Based Learning vs. Group Investigation with Reference to the .1
.Language Proficiency of Iranian EFL Intermediate Students. International Journal of Instruction, 7, 176-188
Jigsaw I
Aronson &Associates California University, USA
-----------------------------------
Hosseini, S.M.H. & Salari, F. (2019). Competitive Team-Based Learning vs. Reciprocal
Teaching of Reading: A Study in Reading Classes. Journal of Language Teaching and
Research, 10(3), 489-500. DOI: 10.17507/jltr.1003.12 Retrieved January 15, 2019, from
http://www.academypublication.com/ojs/index.php/jltr/article/view/jltr1003489500/1898
Salari, F. (2018). The Effect of Competitive Team-Based vs. Reciprocal Program in
Reading Comprehension Ability of Iranian EFL Learners. Unpublished MA Thesis,
Quchan Islamic Azad University, Iran.
Cooperative Integrated
Reading and Composition
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Salimi Bani, K. (2017). The Effect of Competitive Team-Based Learning (CTBL) and Cooperative
Integrated Reading and Composition (CIRC) on the Reading Comprehension of Iranian
Intermediate EFL Learners. Unpublished MA Thesis, Khorasgan (Isfahan) Islamic Azad
University, Iran.
Student Teams-Achievement Divisions
Slavin & Associates Johns Hopkins University, USA
Intra but no intergroup relations: Neutral
Authority of the teacher } All decisions by teacher
1. Teacher presentation;
2. Group study;
3. Individual quizzes;
4. Determining improvement points, and
5. Group recognition.
Evaluation System: Individuals are evaluated based on their
improvements over their own past performance on quizzes and tests,
which they take individually. Team recognition is based on
individuals’ improvements.
------------------------------------------
1. Hosseini, S.M.H. & Akbarzadeh, M (2021). 'Competitive Team-based Learning' vs. ‘Student Teams- Achievement
Divisions' in a Reading Class, IJOTL-TL, 6(1), 73-92.
2. Akbarzadeh, M (2017). A Study into the Effects of 'Competitive Team-Based Learning' And ‘Student Teams-
Achievement Divisions' on The Reading Comprehension of Iranian EFL Intermediate Students. Unpublished MA
thesis, Islamic Azad University of Roudehen, Iran.
Teams-Games-Tournaments
DeVries & Associates, Canada
TGT is the developed version of STAD: Formal quizzes &
tests have been replaced by tournaments. Also whereas
STAD pays no attention to inter-group competition, TGT
suggests within-group comparisons: Students vie against
same-level opponents in other teams.
In TT,
I replaced tournaments by quizzes, tests, & exams.
2.
Ignoring or even devaluing competition, The proponents of these methods
think competition promotes negative attitudes among students and discourages them
from helping one another. (TGT } within group comparisons); it encourages
groups’ members to vie with their same-level opponents from other groups.
3.
Overlooking the realities of the real world.
These
problems, in the long run, though, contribute to the formation of unhealthy
societies also.
I (Hosseini) believe
Empowering students for successful living in the present complicated dog-eat-dog
world context of anxiety, racism, injustice, oppression, corruption, suppression,
terror and bloodshed and destruction which is at the same time highly multicultural,
incredibly complicated, and of course developmentally and fiercely competitive is
the necessary proviso for creating more civilized societies, compassionate
civilisations, and so sustainable futures and world peace. And the truth is that
particularly the conventional methods and approaches cannot help us meet such a
goal. It seems that it was destined such a wide divergence between what our
traditional education systems intend to make out of citizens and what their dream
worlds exact them to be could not go any longer. The deficiencies inherent in the
present traditional dictatorial didactic regimes, thereby, call for an urgent and
pragmatic reform. It is in such a context that i believe
***Educators, in the present complicated dog-eat-dog world context of racism, injustice,
oppression, corruption, suppression, terror and bloodshed and destruction, should play their roles
as intellectual sources of critical awareness and attitudinal change for uprooting any sources of
misdeed, betrayal, condescending look and Hitlerian outlook from among their societies. Teachers
are, thereby, AGENTS of social disorder, CHANGE and development. Hence the necessity of
realizing and the very need for redefining 'teaching,' which is the heart of modern democracy and
civilization, as a intricate 'edu-political process'. This process involves democratic thinking – at
the global level, and diplomatic acting – at the class level, if we want to contribute to global peace.
Therefore, from my point of view
Teaching is a complicated edu-socio-political process which
plays its role as the heart of democracy and civilization.
Teaching is, thereby, more of an art rather than science. -- The
art of the application of other disciplines’ principles to the best
advantage of our classes.
Teaching Phase
Assessment Phase
Proverbs
Critical Evaluation
Games
Role Playing
Tasks in CTBL environments should have the capacity
Hosseini,
S.M.H. (2007). Task Based Language Instruction: Unplanned Open Tasks vs. Unplanned
Closed Tasks with reference to Writing Achievement of Iranian EFL University Students, Journal of
Perspectives in Education, 23 (1), 43–48. Available at my RG & Book
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1. To
generate opportunities for learning;
2. To provide the need for cooperation and joint activity;
3. To be favourable to critical and divergent thinking or
creativity, and elicit useful communication;
4. To cause a motive for competition among teams and keep
all teams in a state of dynamic perseverance, and
5. To contribute to higher level learning and reasoning
strategies, quality of performance, and long-term
retention.
CTBL & the Syllabus
CTBL prioritises the significance of the
'interactional' view of language, the developed
combination of structural and functional views of
language inherent in functional-notional syllabus,
and so appreciates both the knowledge of
‘appropriate use of meaningful language’ and the
ability to ‘manage discourse interactions’.
CTBL and Continuous Evaluation System
Numbered-Heads Together..................
At the end of each class/lesson, team recognition could be done
by averaging the score of the randomly-selected member of the
team on his performance in the same test/exam and the average
of his other teammates’ performances in the last test/exam. To
put it another way, if, in a team of four members, the randomly-
selected member’s mark is 80 (out of 100), and the three other
team members’ are 70, 60, and 50 respectively (an average of
60), then the randomly-selected member’s grade would be 70
(the average of 80 & 60). This grade could also be considered for
his team. This strategy emphasises on positive interdependence
in the evaluation system of CTBL. Furthermore, that students
take the quizzes cooperatively in CTBL classes re-enhances
positive interdependence among teams' members.
CTBL and Non-Continuous Evaluation System
At the end of each semester, the evaluation of each team member is computed
based on the following four criteria, which should be explained to students at the
initial stages of the course:
1. 40% with reference to the individual's own score in the same
test/exam;
2.10% with reference to the individual's improvement score (i.e. the
difference between his score in the same test/exam and his base
score, which is the average of his past scores);
3. 20% with reference to the level the individual outperforms the
average of his same-level opponents in other teams, and
4. 30% with reference to the individual's team performance in the
same team/exam, which is calculated by averaging the
individual's team members' scores.
Salient Features of CTBL
Individual Accountability
The
worst illiterate is the political illiterate, he doesn’t hear, doesn’t speak, nor
participates in the political events. He doesn’t know the cost of life, the price
of the bean, of the fish, of the flour, of the rent, of the shoes and of the
medicine, all depends on political decisions. The political illiterate is so stupid
that he is proud and swells his chest saying that he hates politics. The imbecile
doesn’t know that, from his political ignorance is born the prostitute, the
abandoned child, and the worst thieves of all, the bad politician, corrupted and
flunky of the national and multinational companies.
Theoretical Foundations of CTBL
The Input Hypothesis (Krashen, 1985)
The Output Hypothesis (Swain, 1985)
Affective Filter Hypothesis (Krashen, 1985)
Interaction Hypothesis (Long, 1996)
Noticing Hypothesis (Schmidt, 2001)
Multiple Input-Output Hypothesis (Hosseini, 2010)
Andragogy Theory (Knowles, 1984)
Motivational Theories (Slavin, 1995)
Behavioral Learning Theories (Skinner, 1968)
The Elaboration Theory (Wittrock, 1978)
Speech Theory (Candlin & Widdowson,1987)
Soci-linguistic Theory (Bernstein, 1970)
Sociological Theory (Allen, 1976)
Engagement Theory --------------
Cognitive Theories (John Dewy, 1983)
Socio-cognitive Theories (Jean Piaget, 1932)
Cognitive Socio-cultural Theories (Vygotsky, 1978)
Cognitive Socio-Political Language Learning Theory
(Hosseini, 2010/2019/2020)
Search for for above title and for: “My Liberating Approach Edu-Political
Theories”
For my Multiple Input-Output Hypothesis, See S.M.H.Hosseini, 2010/
Theory of Language of my Liberating Approach to Teaching (i.e., CTB
Cognitive Socio-Political Language Learning Theory (Hosseini, 2010/
As opposed to Constructivists and creators of present Cooperative Learning Methods, I believe
1. As a fraction of the macrocosm, our classes, should reflect the realities of the real world. } and in the real world
we have Competition, fair evaluation, & Political issues, etc., which should be appreciated as real world
phenomena.
2. Inter-group Competition should be encouraged in cooperative learning environments for motivating group
members for further involvement and intra-group collaboration in the course of shared learning.
3. Language is a socio-political phenomenon, not merely a social phenomenon.
4. Language is not merely a means for communication, but it also is a means for any form of reform: Language is a
liberating agent. To put it another way, language is a means for thinking as without the application of language
(either verbally or mentally) we are not able to think. And it is our thoughts that shape our attitudes. The point is
that there is POWER in attitudes as they have enormous impact upon our beliefs, and beliefs influence and go forth
in our actions, and actions lead on to our destiny. Language is, thereby, a liberating agent as it contributes to
reasoning, personal growth and social change and development. Language is a means for any form of reform.
5. Learners should take responsibility not only for their own learning in the course of constructing knowledge but
for their lives in the course of constructing just societies also. I mean, they should feel accountable in the society.
Therefore, we should avail ourselves of the most appropriate and purposeful language in the course of
teaching/learning/living.
Techniques for Boosting
the Effectiveness of CTBL
Three-Step Interview
Send-A-Problem
Nov. 2022