Table of Contents
Introduction
In English as a Foreign Language (EFL) and English as a Second Language (ESL) teaching, repetition and recycling are often overlooked despite their critical role in language retention and mastery.
Textbooks, while valuable resources, are frequently used in a linear fashion, moving from one unit to the next without revisiting previously taught material. This approach, though convenient, can hinder long-term learning.
In this post, I argue for a more circular approach to teaching—one that emphasizes repetition and recycling to enhance retention and deepen understanding.
The Problem with Linear Textbook Use
Textbooks are typically organized into units based on different topics, each introducing new vocabulary, grammar, and skills. While this structure provides variety, it often fails to reinforce previously taught material.
Teachers, constrained by time or a fear of being repetitive, tend to follow the textbook’s order rigidly, rarely circling back to earlier units. This linear progression can have detrimental effects on learning, as students may only retain information for a short period.
The consequences of this approach are clear: without repeated exposure, language elements fade from memory. To address this, I propose a shift from linear to circular textbook use—a method that intentionally revisits and recycles linguistic elements to move knowledge from short-term to permanent memory.
The Challenge of Retention
Retention is one of the most significant challenges in language teaching. Despite our best efforts, not all the language we teach becomes permanently ingrained in our students’ minds. Several factors contribute to this:
- Diverse Learning Styles: Each student has a unique way of processing and retaining information. Some are visual learners, while others prefer auditory or kinesthetic methods.
- Distractions: External factors, such as classroom noise or personal issues, can disrupt focus and hinder learning.
- Memory Mechanisms: As Earl Stevick noted, memory operates on different levels—short-term (lasting 20–30 seconds), long-term (lasting hours or days), and permanent. Without reinforcement, information rarely progresses to permanent memory.
To combat these challenges, teachers must adopt strategies that maximize retention. One such strategy is rethinking how we use textbooks.
Why Teachers Avoid Repetition and Recycling
Teachers often avoid repetition and recycling for several reasons:
- Time Constraints: There’s pressure to cover the entire syllabus before exams, leaving little room for revisiting material.
- Fear of Boredom: Teachers worry that repetition will bore students, so they prioritize variety to keep lessons engaging.
- Misconceptions About Learning: Many believe that moving forward quickly equates to progress, when in fact, revisiting material can solidify learning.
However, research shows that repetition and recycling are not only beneficial but essential for language acquisition. A circular approach, which involves revisiting and reinforcing previously taught material, can significantly enhance retention and mastery.
Practical Techniques for Repetition and Recycling
Here are some practical strategies to incorporate repetition and recycling into your teaching:
1. Revisiting Texts
After completing a reading comprehension activity in the traditional way (e.g., identifying the main idea, answering questions), revisit the text to explore additional linguistic elements. This could include:
- Vocabulary items: Highlight and review key words or phrases.
- Grammar points: Analyze sentence structures or verb tenses used in the text.
- Discourse elements: Examine how ideas are organized and connected.
By rereading the text with a new focus, students reinforce their understanding and retention of the material.
2. Narrow Reading
Textbooks often jump from topic to topic, limiting opportunities for vocabulary recycling. Narrow reading, on the other hand, involves focusing on a single topic and exploring it through multiple texts. This increases the likelihood of vocabulary repetition and reinforces topic-specific language. For example:
- Use a variety of text types (e.g., articles, poems, narratives) on the same topic.
- Encourage students to find related texts online, further expanding their exposure to the topic.
3. Repeating Text Types
Repetition can also be achieved by using texts with similar features:
- Organizational patterns: Texts with the same structure (e.g., cause-effect, problem-solution).
- Formulaic expressions: Texts that use common phrases or idioms.
- Grammatical features: Texts that emphasize specific grammar points (e.g., past tense, conditional sentences).
This approach helps students recognize patterns and internalize language structures.
4. Reviewing Through Tasks
Reviewing doesn’t have to mean repeating the same activity. Instead, slightly modify tasks or assign new ones that target the same linguistic points. For example:
- Ask students to retell a story from a different perspective.
- Have them write a summary or opinion piece based on a previously studied text.
- Create speaking activities where students use target vocabulary or grammar in new contexts.
These tasks not only reinforce learning but also develop critical thinking and creativity.
The Benefits of Repetition and Recycling
Repetition and recycling offer numerous benefits for language learners:
- Improved Retention: Repeated exposure helps move information from short-term to permanent memory.
- Deeper Understanding: Revisiting material allows students to see connections and patterns they may have missed initially.
- Enhanced Confidence: Familiarity with previously learned material boosts students’ confidence in using the language.
- Skill Development: Repetition strengthens all four language skills—reading, writing, listening, and speaking.
By incorporating these strategies, teachers can create a more effective and engaging learning environment.
Conclusion
Repetition and recycling are not signs of stagnation but essential tools for language mastery. By adopting a circular approach to teaching, we can help students retain and internalize what they learn. Strategies such as revisiting texts, narrow reading, repeating text types, and reviewing through tasks can transform the way students engage with language.
Ultimately, these methods empower learners to see the same material from different angles, fostering deeper understanding and long-term retention.
As teachers, it’s our responsibility to move beyond the linear confines of textbooks and embrace a more dynamic, circular approach. By doing so, we can ensure that our students not only learn but truly master the English language.