I can’t believe we are already half way through the conference. So far, in fact, it has lived up to its reputation of being a whirlwind of events, learning, meeting old friends, working and networking. Yesterday was the first day and there were various sessions that I attended, In fact they were all inspiring. I went to an extensive reading presentation by Marcos Benvenvenides, which I liked because I have long been a fan of reading and need to remind myself from time to time of how useful just ‘reading for fun’ at a non demanding level, can be for everyone, and particularly for learners.
I also went to a lovely session on ambiguity by Jonathan Marks, talking about punctuation in the tradition of ‘Eats, shoots and leaves’ but many other aspects of language that go to create ambiguity. In the end he concluded, however, that the context of use determines the meaning and that most of us deal with ambiguity n practice with no trouble at all, no matter how funny we may find such things in jokes.
Both of these talks were informative and fun, but I would like to write about two different sessions in more detail here. The first of these was a session by Sophia Mavridi who was speaking about ‘Portraying Yourself Online’. This was of particular interest to me, not as a teacher who portrays herself online, although that is true as well, but rather for my undergraduate and post-graduate students who are tying to enter the world of work. Her session provided me with several interesting points that I can pass on to my students to consider:
Your Digital Footprint
Sophia talked about the digital footprint each of us leaves behind us in our daily trek through social media, what we post, how permanent it may be and how unwary posts can come back to bite in the future, Examples of this were things like:
- posting yourself drinking alcohol
- posting yourself in a swimming costume
- posting unguarded thoughts and opinions
The point was also made, however, that at times others may post images of you in a swimming costume, for instance, and the nature of socila media means that this is largely beyond your immediate control.
On the other hand she also talked about the things you can do to make sure you leave a postivie digital footprint:
- posting comments to other people’s posts that go beyond the ‘great post’ level and actually say something more like ‘great post! I enjoyed it because….’ so that those who read can learn something from you as well.
- Drawing a fine line between showing off and showcasing your skills
- Creating an eportfolio on sites like ‘linkedin’ etc.
In any case, and Sophia did not prescribe her views of what was or was not apropriate but left it for us to decide, the talk provided food for reflection for both me and my university students.
The World of Elf
The second event that made me think, and is still making me think aday later, was the ELTJournal Debate about the motion:
“ELF is interesting for researchers but it is not important for teachers and learners.”
You can see the video of the event below:
Peter Medgyes spoke for this motion saying that ELF is something that has been created by what he called ‘elfies’ who have invented their own ‘elfiology, which bears little resemblance to the English that learners aim to learn in order to express themselves in the ‘real world’. Alessia Cogo, on the other hand said that “Applying ELF in the classroom is a challenge but it is a challenge worth taking up”. The members of the audience had several comments to make on the subject including my own. I said that I feel the subject to be a complex one and three issues that come to mind are:
- the language you teach depends on the audience you are teaching. If, for instance, you are teaching Academic English writing to PhD students who would like their work, perhaps, to be published, you would be doing them a disservice not to teach them a model of English that is accepted in that world. I could add, that whether or not it is fais, those preparing for external certification also need to conform largely to native speaker standards in the ‘Use of English’ sections of the exams they take. Jennifer Jenkins may claim that countable or uncountable nouns ar eon the way out, but if you use ‘informations’ instead of ‘insformation’ in an exam, you will prbably still be penalised. Of course, there are other factors to take into account. (I said it was complex) and most speakers, in actual practice. will willingly accommodate to each other if they want to communicate, this is not necessarily true of assessment criteria.
- I said, in fact, that I think a distinction needs to be made between teaching and assessment. Whereas, I truly believe that assessment in the C21 needs to take Elf into consideration and could easily, partularly in speaking tests, take elements such as negotiation r accommodation, into account, it is more difficult when it comes to teaching. There is a danger of an ‘anything goes’ approcah being adopted at one end of the spectrum, where accuracy is not taken into consideration at all. This is also a disservice to learners, because whereas it is true that I can understand you if you do not use the third person ‘s’ in the present simple, it may be helpful for you to know that it exists, and that you may well have to understand it when it is used by others.
- I also mentioned the issue of non native speakers, which I know is another subject, but which I thought was worth bringing in. Here I think that many excellent non native speaker teachers are pensalised around the world for their status, which I personally consider to be both unfair and unwarranted. Many of these teachers are in a unique position to help their learners precisely because they have gone through the process of learning the language themselves, so that they know where the pitfalls may be. These teachers, however, have also started from a native speaker model and this is the model that they teach to their learners.
Ultimately, I think it is unrealistice to expect our learners to aspire to native speaker standards when they use the language, but what we teach them has to at least start from a native speaker model. I may be wrong, and, in fact, at the end of the debate the voting was even on both sides. I voted against the motion, however, this was not because I believe that ELF should be taught but because I believe that English is being spoken as a global language and this does affect the way people use it so our assessment of use must evolve to reflect this, but not perhaps the initial models that we teach.
Well, the jury is still out so what do you think?