Nudgework

With my teacherly black robes in mind, I’ve been giving my students a particular type of assignment recently that maximizes use of the teacher’s ability to give orders. This type of homework, which I think is worth exploring as a new teacher- and student-friendly homework paradigm, has a few qualities in common:

  • It places students in situations where input is likely.
  • It does so with directions that on the surface have little to do with language learning.
  • It involves minimal paperwork.
  • It requires little or no reporting or reflecting.

This kind of homework is ideal for low-intermediate students, particularly in a place like Southern California where it is very easy to spend one’s entire life surrounded by L1 speakers (of Chinese, Korean, Spanish, Arabic, Farsi, or what have you), and a little nudge is all that might be needed to gain practically unlimited meaningful input or interaction. The goals are increasing input, building confidence, and setting up habits which will facilitate language learning throughout the students’ lives.

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As an example, one of my recent homework assignments requires students to get a tutor’s signature and then draw (not take) the tutor’s picture (our college offers a variety of tutoring services). There is nothing in the homework assignment that requires them to seek a specific lesson from the tutor or even to ask a question. The point of the homework is just to put the student in a situation (talking to a tutor face-to-face) where their instincts will lead them to inevitably have some kind of interaction, as well as give them the experience of having talked to a tutor and thus taking away some of their reticence to do so in the future.

This kind of homework tends to rely on human instincts to interact or to latch on to things that are interesting to them in any given situation to be effective for language learning. If a nudgework assignment is to “sit at a café for 30 minutes without your smartphone”, it’s very likely that their trip will include a conversation with a barista and incidental input from Auto Trader or Healthy Living magazines. It’s the kind of thing students could feasibly do anytime, but a directive from someone standing in front of the white board makes much more likely.

The downside is that input is simply likely with this type of assignment, not guaranteed. A much more straightforward language assignment, along the lines of “read this and then prove you read it with a detailed report”, makes input practically inescapable (and makes it much easier to talk about it as a class if everyone read the same thing). The downside of a traditional assignment is that the input will probably be of less interest to the students, and a large part of the time taken for the assignment will be devoted to proving to the teacher that the input happened rather than getting more input. Krashen isn’t the last word on these things anymore, but I still tend to think input is superior to reporting when it comes to moving the interlanguage ball forward.

In my teaching career, this nudgework idea evolved out of my Language Logs, which are a regular type of assignment I give that follow the format: “Find examples of grammar point X on the Internet or in real life. Copy and paste/post a photo on the discussion board and describe the grammatical form.” The Language Logs are still a regular part of all of my classes, but particularly in my lower intermediate classes, I wanted a kind of assignment that would facilitate more natural interaction/input and have less emphasis on metalinguistic analysis.

As a last perk, there isn’t much to grade.

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The affective issues cliff

Some issues that exist in students’ lives affect their academic performance in ways that are unfair and impossible to ignore – kids and jobs are two massive time-sucks that interfere with schoolwork, but everything from mental illness to changing bus routes in the city mediate how well students do academically. Particularly at community colleges, which exist specifically to serve non-traditional students, teachers have a duty to incorporate some treatment of what we call “affective issues” such as anxiety, work or family obligations, or negative self-image into our courses. The duties can be written into law, as with mandated reporting of suspected abuse (a legal obligation) or simply commonly accepted but not required “best practices” such as accepting late work or generally making yourself available to meet with students outside of class. Then there are the students who don’t have anything that has been recognized as an “affective issue” but are clearly affected away from classwork and towards League of Legends, and not much in our training says we owe these students’ issues any particular redress at all.

In American healthcare, there exists a phenomenon known as the “Medicaid cliff”, which is an income threshold below which you are provided with cheap and reliable healthcare, and above which you are required to buy expensive, complicated private insurance. A lot of people decry the existence of this drop-off in public coverage even if they support Medicaid in principle (that principle being that people who cannot afford health insurance still deserve to live). The cliff comes about because our definition of “poverty” has to end somewhere, and once you’re out of poverty, the government no longer takes an active interest in how you afford to stay alive. Thus, you could have an income of 130% of the federal poverty line and qualify for single-payer health care in the form of Medicaid, or get a raise to 140% of the federal poverty line and suddenly have to buy a private health insurance plan with a $7500 deductible. Pass the magic line and you transform magically from a victim of forces beyond your control to an upstanding and responsible citizen.

Read on if my point isn’t obvious enough yet.

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