There are many articles about fossilized grammar errors, fossilization of errors, dealing with fossilized errors, overcoming fossilized errors, arresting fossilization, etc. But there aren’t many on the topic of fossilized teaching practices. In L2 learning, fossilization refers to the process in which incorrect language becomes a habit and cannot easily be corrected. Although language fossilization has a rather negative connotation, especially among us English teachers, by now we’ve accepted the inevitable; we know all too well that fossilization is unavoidable to a great extent. Still, we never cease to look for ways to help our learners deal with fossilized language.
One of the ways is prevention. For example, if you teach real beginners, you can focus on accuracy from the very start and nip each problem in the bud. However, you should still keep in mind that students follow a non-linear learning trajectory towards the aquisition of the L2 and sometimes they will keep making the same mistakes regardless of your efforts. So you need to be patient. One way or another, fossilization can only be fixed when attention is drawn to the issue. That is to say, learners need to become aware of the problem to have the capacity to correct it.
The same as fossilized language, fossilized teaching practices are difficult to fix. The main reason is that for the most part, they are invisible to the eye of the performer. Thus they first need to come under the spotlight to be confronted. But if it is us teachers who help our students to see and overcome fossilized errors (because they can’t do so themselves), who will help us to fix our fossilized teaching practices?
I would argue that we, teaching practitioners, also follow a specific, non-linear trajectory when developing professionally. At the beginning of our careers, we know nothing. They did tell us something in methodology courses but the truth is, the reality shock is overwhelming. Later on, throughout our professional lives, we’ll keep making the same mistakes over and over again until somebody points to them or until the circumstances (lessons that simply don’t work) force us to change some of the things we do. It is only then that we spiral up to the next level.
On a more practical note, here are some of the ways of putting ourselves in the limelight: we can record a lesson of ours and watch it, we can ask a colleague to come and observe us in action, or ask for feedback from our students. These methods may be really painful at first. It is indeed agonizing for our egos to hear that what we’ve been doing for years and years simply doesn’t work the way we thought it did. But they say that pain is inevitable but suffering is optional and recognition and acceptance of a problem is the first step towards solving it. Alternatively, to circumvent the pain but still learn and evolve, we can go to ELT conferences and read books and blogs about reflective practices. Or we can blog about our own teaching experience. Putting ourselves out there like this will help us shine a bright light on some of the areas of our teaching practices, which, in result, will become less ossified.
In conclusion, we must constantly question what we do in the classroom. Asking questions and looking for answers is the best way to potentially defossilize our undesirable teaching habits.