SUMMARY OF BSI METHOD
The main belief of this method is that if we can delicately
create the imaginary atmosphere in and also outside of the
language classroom, the students become more likely to adapt
themselves to use the language through the context without
even being aware of the learning process. Therefore at the
beginning of the first lesson, the teacher underlines the
basic rules to create the appropriate atmosphere according
to this method.
The first step is to specify the base camp for learning English
which might be Oxford, England.
(It is good to have a poster of Oxford in the classroom.)
Then students assume different identities:
name, job, country, personal history, character (likes, dislikes,
etc.). They all had a different foreign identity that they
used in place of their own Turkish names. So instead of hearing
them talking to Ayþe or Emre, they call each other by their
new identity; "Bryant" or "Claudia". Students
research their character and learn about the country of origin.
So part of their success have to do with the fact that they
wear these new identities like a mask or costume through which
they can comfortably communicate in English. They do not feel
like to switch into their mother tongue, though all the students
literally share the same tongue and culture. In addition,
they carry the responsibility of learning everything about
the culture they belong to in their dream world. They come
to the next lesson with their new identity
cards attached on their chests. This technique also
promotes acceptance of different cultures of our own. In a
way, they pace the ways towards world citizenship.
Each language classroom has a map which made by students.
They create a special map of
the world by scanning each student's picture and sticking
it onto the country he/she chooses to adopt along with their
flags. Throughout this process we eventually create a virtual
classroom consisted of international students from all over
Authentic materials are brought
into class to make this well prepared imaginary atmosphere
more realistic and even music
is used to help establish the atmosphere.
Students approach course content through their new identities
by turning reading/listening passages into role-plays with
assumed characters. Students' roles are incorporated into
the picture stories in course books.
Using a colourful and task based course book is strongly recommended
for this method. In any course book the topic of the unit
should be introduced with a warm-up activity which encourages
the students to make predictions about the subject, or to
say something about their background knowledge of it. This
stage is vital as it mentally prepares the students for the
unit, and gives the teacher an opportunity to generate interest
in the lesson and to find out how much the students already
know. The method contains teaching English through 'clumsy
pictures' , which the teacher draws on the board just
after the warm-up stage. Alternatively, the teacher can use
OHP or computer to reflect the prepared material to the board.
It allows for not only improving the quality of the material
but also reducing the time consuming.
1 2 3 >