Accelerated Learning Approach in Teaching Language - Case Study Example

Accelerated Learning Approach in Teaching Language Language learning can be cumbersome to most; both to the adults who have been acquainted with their native language and to the youth who are in their early stage of learning language. As a result, “foreign language instructors cope with the problems of learner’s anxiety in the classroom, fossilization of language use and language skill loss” (Bancroft, 1995). The research done by Bancroft identifies three categories of accelerated learning techniques; those that serve as a preliminary to learning, those that work in regular language classes and those that apply to home study. The accelerated learning techniques include “relaxation and concentration techniques (such as those originally part of Suggestopedia)” that “can greatly alleviate stress and fatigue and improve student’s confidence, concentration and memorization capabilities” (Bancroft, 1995). Bancroft identified the techniques that are found to be effective; relaxation and visualization exercises, TPR strategies, choral chanting and role-playing for regular language classes and listening to relaxation tapes, specially prepared vocabulary tape for home study. All these exercises involves preliminary trainings such as “physical and mental exercises, breathing exercises, outer and inner concentration (or visualization) exercises, the Sophrology memory training system and as adaptation of the original session in Suggestopedia” (Bancroft, 1995). The author believes that it is the student’s concentration which is in dire need of attention. With this realization, the yogic memory training elements should be incorporated into the language class whenever possible. This will be most effective is done together with elements of communication-based or language-acquisition approaches. . Baenan, Yaman and Lindblad conducted study, “The Accelerated Learning Program (ALP) 2000-01: Student Participation and Effectiveness” to study the outcome of Accelerated Learning Approach in the teaching of reading and Math in Wake County Public School. The program was separately administered to grades 3-8 to K-12. For grades 3-8, the program was administered so that “95% of the WCPSS students will score at or above grade level” in reading and Mathematics (Nancy Baenan, 2002). On the other hand, “the high school program was designed to support students at risk of not meeting graduation requirements” (Nancy Baenan, 2002). The study employed both quantitative and qualitative analyses although bulk of the study is descriptive in nature. The study used regression analysis to establish the effectiveness of the program to the students’ progress. The study specifically looked on the underlying factors that affect the effectiveness of the program such as race, gender and other student’s characteristics. The figures showed impressive results about the program. A survey of the K-2 literacy teachers, specifically about two-thirds of them revealed that “ALP was a good way to improve literary skills for struggling students” and that “it is better than what they used in the past” (Nancy Baenan, 2002). The result for grades 3-8 was also excellent. Some of the specific results are: “students in grade 3-8 scoring in Level I and Level II have shown improved growth since ALP began” and “fewer students also dropped from grade-level to below-grade-level achievement from about 6% to 4.5%” (Nancy Baenan, 2002). However, for those at grades 9-12, the effect of ALP was not substantial as it was observed that those who did not undergo ALP training were equally likely to pass the test (Nancy Baenan, 2002). The paper of Swanson and Finnan points out the broad scope that the accelerated learning approach can take. Unlike the approaches for gifted children, the accelerated learning approach can benefits all students: the high achievers, the low achievers and the middle. This makes the acceleration program differ from “‘speeding up or moving more quickly,’ which typically refers to approaches reserved for students labeled as gifted or low achieving” (Julie D. Swanson, 2000). The acceleration program can mean different things for different types of students, thus there is no one size fits all formula for the administration of accelerated learning approach: “for identified gifted students, acceleration means that they master a traditional curriculum in a shorter time or at an earlier age” while “acceleration for low achievers means that their learning speeds up so that they can ‘catch up’ with their age peers” (Julie D. Swanson, 2000). Accelerated learning can be defined as gifted and talented teaching strategies, powerful learning, authentic academic acheivement, teaching for understanding and advances skills teaching (Julie D. Swanson, 2000). The paper encourages universalism of the accelerated learning program such as the practice in Northpoint wherein the “school builds on student strengths and talents, provides opportunities for all students to learn at high levels, and incorporates powerful learning into daily classroom activities” (Julie D. Swanson, 2000). “Strategies that allow accelerated learning for all students include instructional practices that focus on advanced skills learning with basic skills embedded within the learning; a curriculum that is rich, interesting, and substantive; and school and classroom environments where high expectations are held for students, parents, and teachers. Accelerated learning happens when teachers are highly accomplished and students are active and responsible for their own learning” (Julie D. Swanson, 2000). The report “Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Student” was designed as a follow-up investigation of previous literatures particularly two of the three fourth grade treatment classes. Particularly, it “investigates the effect the subset of 17 low achieving cognitive deficit students had on the score performance of the entire class as an aggregate group” (Erland, 2000). The study incorporated “the practical applications of Sternberg’s Information Processing and Intelligence Theory, Erland’s Hierarchy of Thinking Model, Bandura’s Social Learning Theory, Guilford’s Structure of Intellect, Lozanov’s Accelerated Learning and Ayres’ Sensory Integration” (Erland, 2000). The method of the research was comprised of includes employment of video- and audio tapes, work sheets, and transparencies for the overhead projector. It was done by having “each student receives a daily worksheet lesson for the thirty brain-building lessons taught in scope and sequence” (Erland, 2000). The study includes both two-year and one-year longitudinal result for the two classes. Some of the findings from the paper are: within the two fourth grade classrooms, every student except one had a breath of invasive information processing areas deficiencies, which influenced the academic performance, not only of each affected student, but the entire class as a whole, both high and low achieving students had cognitive skills deficiencies in varying degrees and area combinations, the BTA/AL had positive effect on these fourth grade classrooms who hovered near the norms for three consecutive years, and more importantly all students, high and low, even the outliers improved their memory cognitive abilities one- and two- years longitudinally post treatment (Erland, 2000). These results show the effectiveness of the Accelerated Learning process to the students. This case study is of a non-sectarian, non-discriminatory public school in Ohio, the World of Wonder Accelerated Learning Community School. The study employed a constructivist perspective which generally relied on interviews, observation and document analysis. The researcher regularly attended events at the WOW school where he was able to gather teacher interview, parent’s survey, newsletter and school artifacts. The training session was given one week before the school opening day. Then the researchers met the students once or twice a month for 90 minutes to go over the materials which typically cover nine days of training provided in the Basic Partnership Agreement Package (Biddle, 2000). The groups also added reading materials then the students keep reflective journals which serve as key data for the study. The deviation of this program from the typical is the “keeping of a school powerful learning portfolio which consists primarily of photographs” and the “tailoring to specific WOW circumstances and issues” (Biddle, 2000). WOW implemented powerful learning such as the introduction of literacy block. Part of the accelerated learning program is teacher empowerment. The result of this program was “most teachers and staff members feel a part of the decision making process and have a sense that their opinion matters” (Biddle, 2000). Part of the program was parents’ involvement. This was done by inviting the parents to a dinner and conducting a survey to solicit their opinions about certain things. The program allowed the author to see the following implications: the accelerated school is a difficult work but when the entire school is trained together, certain obstacles are overcome, when time is devoted to reflection, insights are gained and classroom practices are enhanced, that “the most effective professional development is the work that teachers do together on site and quality professional development requires generous amounts of time. Works Cited Bancroft, J. W. (1995). Accelerated Learning Techniques for the Foreign Language Class; A Personal View. Biddle, J. K. (2000). The World of Wonder Accelerated Learning: A Case Study. New Orleans. Erland, J. K. (2000). Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Student. Educational Resources Information Center . Julie D. Swanson, C. F. (2000). Accelerated Learning for All Students. Reading & Writing Quarterly , Taylor and Francis Group. Nancy Baenan, K. Y. (2002). The Accelerated Learning Program (ALP) 2000-01: Student Participation and Effectiveness. . Wake County Publis School System, Raleigh NC. Dept. of Evaluation and Research. . Read More