MINIMIZING PERCEPTUAL MISMATCHES

MINIMIZING PERCEPTUAL MISMATCHES

1. PERCEPTUAL MISMATCHES

   • Teachers and learners do not look at the same classroom event as a potential learning event
     • Learner Intake
       • What goes in
     • Teacher Input
       • Oral and written data of the target language to which learners are exposed through various sources

2. SOURCES OF POTENTIAL MISMATCHES

   • 1. Cognitive mismatch
     • 2. Communicative mismatch
       • 3. Linguistic mismatch
         • 4. Pedagogic mismatch
           • 5. Strategic mismatch
   • 6. Cultura mismatch
     • 7. Evaluative mismatch
       • 8. Procedural mistmatch
         • 9. Instructional mismatch
           • 10. Attitudinal mismatch

3. PEDAGOGICAL INSIGHTS

   • Mismatches are unavoidable
     • They are a part of the practice of everyday teaching.
   • Mismatches are manageable
     • A mistmatch can be converted into a learning opportunity if it is addresed in time and addressed with care
   • Mismatches are identifiable
     • The importance of putting together learner, teacher, and observer perspectives in order to achieve a rich understanding of classroom aims and events

4. MICROSTRATEGIES FOR MINIMIZING PERCEPTUAL MISMATCHES

   • Learner training
   • Learner perception
     • They are designed to train learners themselves to identify and express their thoughts on potential mismatches.
   • Perceptions of classroom aims
     • It relates to how the learner look at the aims and activities of a particular course in general
   • Perceptions of attitudes
     • It relates specifically to the teacher and learner differences in the in the attitudes they bring to the class
       • Exploratory Projects