Interactive Approach In Education

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This section discusses a common set of characteristics the interactive approach theorist and scholars professed. According to Larser-Freeman (2000), the most salient characteristic of interactive approach is to make the classroom interactive and communicative through activities such as information gathering, discussions, role plays, simulation, and problem solving tasks. Interactive approach method emphasises social relationship between the teacher and learner. These activities help students communicate in different contexts and in different roles offering the learners with opportunities to be exposed to authentic language use (Richard, 2005; Savignon, 1982). The 21st century educational landscape is changing rapidly, especially in response…show more content…
Most of the time, teachers are seen as a problem or solution for any school reformation tasks thus reformation would take place only if teachers are placed in the central. For this, several studies found that, one of the detrimental factors for interactive approach is the differences in teachers’ conceptualization of this method (Thompson, 1996). It has become increasingly important for Bhutanese teachers to allocate more time for their students to engage in self-learning and to ensure that students increase personal efforts and depend less on the teachers to direct their learning. Ranjung central school principal, Tashi Namgay, who has been engaged in the adaptation of transformative pedagogy, said that the conventional teaching method failed to take care of learning abilities of individual students because in conventional discussions, the brighter or the talkative would always dominate the discourse with poor performers withdrawing from the participation (Wangdi, 2016, July 7). In Bhutan, various education reform activities were put in place (World Bank, 2009). However, the research on quality of education suggests that the attempt at reforming the system has failed to bring desired changes (Royal Education Counsel [REC],…show more content…
However, there is no empirical evidence about the impact on language education (Dorji, 2005). The problems discussed so far need an investigation on interactive approach practices in Bhutanese schools. The study proposed that the teachers’ understanding about interactive approach method was mostly persuaded by their experience and teaching context. Moreover the findings indicated that the teachers remain unaware of the distinction where they had a narrower view both in defining the notion of communicative competence and organizing classroom activities. LaPrairie (2013) concurred that the production of under-prepared ESL teachers from the teacher training universities in Bhutan has impeded quality language teaching. Disappointingly, a number of studies ( Dorji, 2005; LaPrairie, 2013; Royal Education Council, 2012) reported that the language teaching methods currently used have still remained mostly traditional due to the teachers’ Lack of awareness of the specific approaches for effective second language teaching-learning consistent to language sensitive theoretical framework (LaPririe, 2013). The findings indicated that the teachers remain unaware of the distinction. They had a narrower view both in defining the notion of communicative competence and organizing classroom activities which focuses more on linguistic competence. Thus the researcher

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