In the final post of his series on bridges as a metaphor for teaching, Unlock author Lewis Lansford talks about constructing a successful lesson – one that, like a successful bridge, is carefully planned and executed.
In my three most recent posts, I’ve considered cases of failed structures – bridges that didn’t successfully connect Point A with Point B – and used their stories as parables for English language teaching. I’d like to end the bridge series on a more positive note with the story of a span that succeeded beautifully where the others failed – so much so that after sixty years of use, an exact copy was installed next to the original bridge for reasons that will soon be revealed.
The original span of the 254-metre Navajo bridge, just upriver from the Grand Canyon in Arizona, USA, was completed in 1929. When it was built, it was the highest steel arch bridge in the country, and the only bridge crossing of the Colorado River for hundreds of miles. It served the area well for 66 years, but as road traffic increased and trucks became larger and heavier, it was deemed necessary to replace the bridge – which has a maximum load limit of 22.5 tons and a width of only about five-and-a-half metres – with a wider, stronger span. In addition, the road approach to the bridge at both ends was a sharp turn with poor visibility, which was the cause of tragically frequent accidents.
Rather than remove the old bridge at great expense, the decision was made to build a second span virtually identical in appearance to the first. The new structure, completed in 1995, has an improved, gently curving approach road and carries all of the road traffic. The original span, now with an adjacent car park, remains open for pedestrians.
So, if the twin spans of Navajo bridge were English teaching materials, what would we say about them?
- They definitely aren’t bridges to nowhere: they address the target context beautifully. The purpose and goal of the crossing is clearly defined, meets an obvious need, and safely and effectively gets users from A to B.
- The technology (the construction itself) not only meets the need, but also has changed and adapted as users’ requirements have changed. In terms of education, this would be like identifying the classroom technology (or perhaps methodology or approach) that best addresses our learners’ needs at a given time, but also keeping an eye on its ongoing effectiveness and replacing or modifying it as necessary.
- There were never any wobbles in this bridge. If it were an English lesson, its grammar would be led by function, used to enable communication and also be naturally integrated with lexis and context. Perfect balance.
- Unlike some bridges, the Navajo bridge was carefully planned and constructed. As an English lesson, it fully supports learning. It has been carefully adapted to meet users’ needs, and engages users by inviting them to stop, park and walk out on the old span on foot.
Good luck with your bridge building! And let me know if you have ideas about any other bridges that make good teaching metaphors.
[Image by Ian Daniel Brown. Image link: http://commons.wikimedia.org/wiki/File:Passing_Navajo_bridge.jpg]
