Brown, Chapter 3: Interpretations

     Brown introduces chapter three very appropriately when he builds off the notion from chapter two, in which methods were finite structures.  He built off the idea that methods were very rigid and systematic, not applying to varying student needs.  David Nunan felt that methods could be very limiting, and the best way to go about teaching a second language was through an "eclectic blend of tasks, each tailored for a specified group of learners studying for particular purposes in geographic, social, and political contexts. (Brown, 41) It is ideal that all the diverse needs of each student are addressed, by taking on a number of approaches that Brown has described.

   Brown addresses a number of approaches varying from learner centered instruction to content based instruction.  While reading these approaches, I saw the many values that each brought into the classroom.  Many approaches touched on the aforementioned idea of diversity, whether it applied to the individual sphere of the classroom (learner center instruction) or anchored in the greater sphere of society. (whole language education)  I felt that another way of facilitating the sense of a multi-perspectival could be through the varying group approaches such as interactive or cooperative group learning.

    In particular, I was very drawn to the section on content based instruction.  Being a student who is only getting his endorsement in TESOL, with a Major in History/ Secondary Education, I felt that this could relate very closely to my educational path towards becoming an educator.  While there were many ways of incorporating content into language teaching,  teaching a sheltered form or even the sustained-content language teaching of content based instruction seemed the most interesting.  I imagined teaching a history or geography lesson, while implementing language learning strategies.

    I feel that Brown closed this chapter quite nicely, with addressing the dynamic nature of the classroom.  While all the approaches throughout the chapter seemed very beneficial to learners, no one approach should not be adopted.  This reminded me of the similar mindset towards methods.  Just like with methods, a teacher must keep in mind that theoretical stances are always changing and student needs are all different. There are different approaches for different circumstances.