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Addressing Perceptual Mismatches in the ESL Classroom

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D Cooper

on 28 August 2014

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Transcript of Addressing Perceptual Mismatches in the ESL Classroom

What is a perceptual mismatch?
Pedagogic Mismatches
Misunderstanding regarding the lesson or task objectives, both long and short term.
(p. 83)
Procedural and Instructional Mismatches
Procedural: How students decide to approach a task
Instructional: Directions given by teacher or text
(pp. 87-88)
Attitudinal Mismatch
Closely related to culture and students' prior experience

Related to how a student views the classroom, teacher roles, and education in general
(p. 88)
Possible Solutions
Give clear, concise instructions
Ask students to restate the instructions
Circulate and monitor students to make sure they are on task
Provide model answers/solutions
Addressing Perceptual Mismatches in the ESL Classroom

Kumaravadivelu (2003) explains that students and teachers tend to perceive classroom events differently.

Ten categories have been identified, though there is not always clear distinction between them.
Possible Solutions
Write lesson objectives on the board
Clearly state task objectives
Ask students to explain their understanding of task objectives (e.g. Why do you think we did that activity?)
Possible Solutions
Outline expectations at the beginning of the course
Clearly define (And adhere to) the teacher/student roles
Be transparent about classroom rules, procedures, and tasks
Ask students for feedback, invite them into the planning process
Cultural Mismatch
Often blends together with other areas of mismatch.
Be aware of cultural components of a lesson
Don't assume students understand
Mismatches are "unavoidable" but "manageable" (p. 90)

Be aware
Do a needs analysis
Give students surveys
Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for language teaching. New Haven, CT: Yale Univ Press.
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