The Dilemma of Languaculture

For #TESL0100

In the discussion of the "Languaculture Principle" in Brown & Lee (2015, Ch. 4), the first guideline for incorporating languaculture into L2 classrooms encourages, "emphasizing that no culture is 'better' than another, but that cross-cultural understanding is an important factor of learning a language." Another guideline urges, "Screen your techniques for material that may be culturally offensive." To me there is a conflict between these two. This may be valid if one is teaching English in a country other than one's own. It is also appropriate if one is teaching children. And there is cause for being sensitive to people who have come to Canada as refugees and who may have experienced trauma - one should take care when discussing sensitive topics. However, if I am teaching adults who have come to Canada, either to become citizens or to learn the language and culture for the purpose of study, I don't think I should have to try to sanitize or avoid aspects of my culture because someone else might get offended.

Yes, be sensitive, let students know they can express their opinions and disagreements on an issue, and certainly be prepare to deal with some high feelings. The #ELTChat community refers to this as teaching the PARSNIPS.

I've come across the reference to PARSNIPS while participating in #LINCchat and #CdnEltchat a few times. At first I understood it to mean topics that nobody likes to talk about or that are sensitive or taboo in the classroom. When I looked it up, I found this Blog post by Brave Learning blogger Wiktor K where he defines PARSNIPS as an acronym for Politics, Alcohol, Religion, Sex, Narcotics, -isms and Pork. He discusses some of the ideas that came out of a #ELTchat session in 2010, as well as linking to a summary and the full transcript of the chat. He also links to another blog and an article in The Guardian on the subject, both worth a look. They are all skewed to a discussion of different stakeholders' attitudes towards these subjects on their exclusion in coursebooks and the resulting blandness of the books, but they touch on some ways that teachers are using to get around this problem when needed. 

Since many coursebooks for ELT are published in the US, the conflict between the "left-wing political correctness" and the "right-wing religious fundamentalism"  leave us with little to talk about beyond the weather. (Thornbury, 2010)

Refernces:

Brown, H.D. & Lee, H., (2015), Teaching by Principles: An Interactive Approach to Language Pedagogy, 4^th ed., Pearson Education Inc., White Plains, NY, pp. 82 - 83. 

Thornbury, S. (2010) T is for Taboo,  [blog], An A -Z of ELT retrieved fromhttps://scottthornbury.wordpress.com/2010/06/27/t-is-for-taboo/

Approach - Method - Technique

For TESL0100

Often, these terms are used as if they were interchangeable, but when it comes to language teaching, they really aren't. Based on the definitions given in Brown & Lee (2015, Ch. 2), I have come to understand that "approach" is akin to one's personal philosophy of teaching and learning language. From that, "methods" (note the plural) are the systematic ways that one plans the classroom environment, the relationship between teacher and students, and the interaction between students' L1s and the L2 that in being taught. Different methods may be used to teach different skills, or throughout the length of a course or even during one lesson. "Techniques" are the fine points of delivering information to students and eliciting language, and hopefully learning, from them.

So what is my approach to teaching ESL? Since I have very little experience yet, this is hard to pin down. However, I will paraphrase what I said in an earlier blog. I don't just teach (algebra/chemistry/ English), I teach people. So for now, I will define my approach as one of teaching the whole person. Sooner or later, all education coursebooks get around to referring to the psychology of education, and to the concept of affect, or emotion. The reason for this is that for someone to learn something, they need to have a personal stake in it, which boils down to emotion, be it positive or negative. (Although I think in general a positive emotional engagement is going to have a more successful outcome.) And so, this is what underlies my approach to teaching the whole person: I will use whatever methods and techniques that are both appropriate for the skills and content that are the focus of the lesson, and that will engage the emotions of my students.

In Brown & Lee (2105) I read about the various historical methods that have swung like a pendulum to address the various philosophies or approaches to language teaching through the history. At first glance, some of them seem counterproductive or at best a little absurd, but when they are examined more closely, and compared to the currently accepted approach of "Communicative Language Teaching", one begins to see that some elements of each of them can contribute positively to a successful experience for the students and the teacher.

Below is a drawing I made ('art" was never on my list) to illustrate my approach to using a variety of methods during the course of just one day's lesson. I hope you find it emotionally engaging (as in have yourself an LOL!)

Resources:

Brown, H.D. & Lee, H., (2015), Teaching by Principles: An Interactive Approach to Language Pedagogy, 4^th ed., Pearson Education Inc., White Plains, NY, pp.15. 

Adapt to Continuous Enrollment

For #TESL0100

When asked to think about what I would do in a class where students could be  beginning  the class on a weekly basis, here is what I thought I could do to help my students settle in  quickly and to minimize disruption to the class.

I would find this to be a very challenging environment, as I assume that this also means some students would be leaving a different times once they have accomplished their goals. Thus it would present an ever-changing dynamic in the classroom and continual re-evaluation of how students are working together. I would hope that I would have some idea of when students will be joining or leaving, so I can work out what to do and who to enlist before it happens. 

Here are the steps I would take:

• I would identify one or two students who are friendly and inclusive during group work so that a newcomer could be placed in a group or pair with one of them (ambassadors). I would let these students know that I will be pairing newcomers with them so that they can make them feel welcome and introduce them to others when appropriate. 
• If there is not a chance to meet with the new student before class, I would welcome them and get their name quickly and then seat them next to the ambassador. I would introduce only this person at first and reassure the new student that they will meet the rest of the class as we proceed.
• I would also let them know that they can just observe or participate if they are comfortable during the first class.
• During a break, I would speak to the new student and give them a needs assessment to complete, and ask them to stay after class for a few minutes.
• At this meeting after class, I would make sure they have the required materials and contact information, and also inform them of the class procedures, expectations and etiquette (this would either be on paper or posted in the room.)
• I would answer any questions they have and tell them to contact me or come to class a little early, or ask their ambassador or other students if they have any questions later.
• I would let them know that after the first day of observing, they will be expected to begin participating in class.  

Since some students will be leaving at various times, I would have to keep updating my list of "ambassadors", and make sure there are two or three willing to help on any day. 

I welcome suggestions or comments for this scenario.

“Do what I do. Hold tight and pretend it’s a plan!”

—The Doctor, Season 7, Christmas Special

For #TESL0100 

Ah, the Lesson Plan! It's the bane of teachers in training everywhere. We know we need them, but we long for the day when we have enough experience that we can dash them off in ten minutes or even "wing it" in the classroom without one. But it doesn't really work that way, does it?

I have discovered this week that there are many ways to represent a lesson plan. In past courses, I have made them very detailed to the point of over-doing it. I didn't write a two-hour word-by-word script, but in trying to give enough information so that a substitute teacher could follow, I probably included such an overwhelming amount of information that someone, including myself, could get tied up trying to follow it all. I left no room for variation or the "teachable moment". 

Sometimes the "plan" is simply a set of goals for the class. Sometimes it is objectives and a sequence of tasks with suggested (!) time frames. Sometimes, as when I was teaching algebra, it is a few notes and arrows in the margin of a textbook, or a series of headings prepared in advanced to be projected so the notes and examples could be filled in as I went along. And I would submit that even the most experienced teacher has their materials in a file, ready to go, and a plan in their mind of what will happen, in what sequence, throughout the day. After all, The Doctor always has a plan, even if much of the time it is simply to "Run!"

Resources:  Ruhlin, C. (2013), 20 Great Doctor Who Quotes, retrieved from https://www.pastemagazine.com/blogs/lists/2013/06/20-great-doctor-who-quotes.html

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What are You Listening To?

For #TESL0120

From the perspective of someone who has already completed most of the other courses in this TESL program, including doing my practicum in a speaking oriented class, I expected the Speaking and Listening skills course to be along the lines of a summary of what I had already learned. I have realized that it is not that straightforward. Of course there has been some overlap between courses, and I have been able to use and build upon some of the other skills and resources I have developed throughout the program. However, as I have found in my own study of a second language, speaking another language, and listening that produces understanding are the most difficult skills to learn and practice, and so are also the most challenging to teach.

This course has given me a clearer understanding of my own L2 journey, and has shown me that there are teachable skills for listening, both to one's L1 as well as in learning an L2. I have also learned that the best way to improve one's speaking skills is to speak the language as much as possible. I will also now have the courage to explain to friends who offer to help me practice speaking that I don't expect them to correct every mistake I make, but that I would be grateful if they would just listen.

When is an Accent a Pronunciation Challenge?

For #TESL0120

During the process of learning about Teaching English as a Second language, I have come to realize that there are many interconnected skills to be taught. One of the most challenging of these is speaking, and particularly pronunciation. Harmer (2001) states that "frequently, foreign language speakers want to retain their own accent...because it is part of their identity," and that "intelligibility is the prime goal of pronunciation teaching." However, this does not mean that we do not need to teach correct pronunciation.

While I don't disagree, I am finding this to be a particularly difficult task. In listening to L2 English speaking samples of  different L1 learners, for the purposes of identifying their pronunciation difficulties, I find it difficult to identify all but the most blatant of discrepancies. This may be a case where experience is not an asset, in that I have been exposed to so many different  L2 English speakers that I no longer hear the errors. I do hear and enjoy different accents, but I don't have much difficulty understanding them. I believe that with practice on my part, I can train my ear to hear more of what I need to in order to help my students improve their pronunciation, but if the goal is intelligibility and not to sound like a native speaker, where do we draw the line?

In this sample, the speaker is rated as a beginner (Band 3). While she has grammar and vocabulary limitations, I notice only a few pronunciation errors with dropped final consonants, which in context do not cause difficulty in understanding what she is saying.

Resources:
Harmer, J. (2001). Chapter 13: Teaching Pronunciation. In Harmer, J. (Ed.). The practice of English language teaching (pp. 34-51). Essex, England: Longman.