This paper aims to provide detailed and replicable protocols for the Family Environment Mode Approach (FEMA) to language teaching, developed by the author. FEMA involves the conscious application of an emotional field by self-re-generating educational actors in order to promote key concepts that indirectly affect educational outcomes by reducing stress and increasing motivation. It supports the creation of a stress-free classroom environment and promotes a trusting family-like atmosphere. FEMA teachers react in a non-judgmental manner to language errors, even embracing failure and mistakes. Having pioneered this approach, the author sets out to develop more a robust relationship-centered theory of language learning. The current paper develops these ideas based on concerns that arose during experimental research. Features of classroom plant, tools, and equipment, communication of key concepts, relational and transactional factors are considered in detail. FEMA rejects the idea of a teacher as mere facilitator of classroom activity and likewise the expectation that the designation of the role of the teacher should be sufficient alone to warrant attention and respect. The term teacher may be inadequate to describe the multiple roles, such as storyteller, psychologist, or actress that his job often entails. Teachers, in a sense, are the architects of society because they have the ability to shape the course of their students’ future (Hiver & Dörnyei, 2017). In particular, the vital role of the instructors in the FEMA environment and the requirement that they develop and maintain intellectual, intercultural and emotional capabilities was revealed as being of tremendous importance.
Merissa Ocampo, Fukushima Gakuin College, Japan
Stream: Learning Environments
This paper is part of the ACLL2019 Conference Proceedings (View)
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