Happy Easter to one and all.
I hope you are having a good holiday wherever you are and however you are spending these days:
By the way, if you want to make your own image like this (and in lots of other fun ways) I used Photofunia to make it :-).
Happy Easter to one and all.
I hope you are having a good holiday wherever you are and however you are spending these days:
By the way, if you want to make your own image like this (and in lots of other fun ways) I used Photofunia to make it :-).
The conference finished yesterday and I was, like everyone else I met, “all conferenced out” so I went for a walk around the Kelvingrove area of Glasgow and the West End, partly to vlear my head and partly to be outside for a while. The area around the university was a lovely place to wander, look at the spring flowers and take in the greenness by the water, which was lovely. During this time I decided to write a blog about ten interesting points from my conference experience. There are thoughts that I wrote down during the sessions and which have made me think. So here are my ten pearls, (even though these are sctually only some of the pearls.)
Anyway, that’s it from me today. I have to get to the airport now and then… back home again. So, goodbye Iatefl2017 and Glasgow 🙂
The elf debate is still at the back of my mind, as it often is and the other day, here at Glasgow Iatefl, Peter Medgyes, in a very well presented speech which supported the importance of learning English as a language in its own right, rather than learning a not very well defined ‘elf version’, quoted this video as an example of one reason why in real life situations we need to be able to speak ‘proper’ English.
There is so much wrong with the stereotyping of this ad, which is actually a Berlitz advert, that I’m not sure where to start, both as far as language learning is concerned and as far as stereotying the Germans… However, my point here is not the stereotyping in itself but how relevant this is to the question of ELF. The point being made here seems to be very much in favour of traditional English models although who, in their right mind, in a context such as this, would react in this way??
I, personally, keep thinking that there is a distinction to be made between ELF as the traditional researchers such as Jennifer Jenkins or Barbara Seidelhofer, and others, see it and Global English as described by david Crystal as the usage of English as a lingua franca on a global scale. There is no denying that English is a global language, and this means that it is in rather a different position from other languages perhaps that are studied with the express purpose of contributing to or integrating into L1 communities. This means, in my view, and as I have said before, that when it comes to assessment we need to take into consideration the notion that our learners need to aim for clear expression rather than to adhere to unreachable native speaker norms, which has to be taken into account in assessment. When it comes to teaching, however, there still needs to be a clear model to present in the classroom, and this is the closest native speaker variety to those learners, so that in Europe this will probably still be British English to a great extent. After all, I may, in a test situation, decide that using ‘informations’ as a countable form rather than the traditional, uncountable ‘information’ does not impede the message particularly (although it will affect the grammar and text references that go with it when writing, which may well hamper reader comprehension). So, when testing this may be acceptable but when teaching we are sulely doing our learners a disservice if we do not point out that even though many now use this word in a countable way it is, actually, uncountable. The model that is presented, in fact, is often just that: a model, and then each individual will, as they do in their own language, develop their own voice and means of expression. As Peter Medgyes also said in his presentation, this is actually not ELF but simply the way we use language.
What do you think?
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:
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:
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:
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?
Whether you are still on your way, arrived yesterday or are planning to come later this week, I’m sure lots of you are thinking of Iatefl and Glasgow. I was told the weather would be cold and raining, and although there was some rain today it really was not very cold. Yesterday was a beautiful day with sunshine and blue skies. So, I think the key is probably to dress in layers. The weather reporter is actually promising better whether for the second half of the week. In any case, for those of us who were at the Pre Conference day today, it didn’t really matter what was happening outside as we spent the day in our SiG groups.
This year our TEASIG group joined up with ESPSIG to host a joint event. The day was characterised by various series of shorter (15 min) talks followed by the chance to ask questions to everyone in each group, like mini panels. This worked quite well although there were comments that it did not really give people to go into the issues in much detail, which they would have preferred. There were also those who said that having a joint session meant ‘having to be interested’ in something they actually weren’t. One person who was of this opinion said that she belongs to TEASIG and was not interested in ESP, so she was rather disappointed. However, the fact that the two groups were going to co host the event was well publicised in advance, and it is important to try out new formats for events, rather than always following the same one. In fact the group was split, quite a few people saying that they liked to have the two groups together and the others saying ‘No’.
I, personally, am interested in both assessment and EAP/EMI so I found the content to be relevant. I think the only advice I could give would be to look very carefully at what your SIG is planning and if you are not interested in that, go to something else. One example of this for me is the LTSIG, which I have been a member of for quite a few years. One year the focus was on young learners that I don’t teach, so obviously I chose to go to something else.
Anyway, I was wondering what other people thought about this? So here is a quick poll. Let me know what you think: it expires in one week.
It’s that time of year again when thoughts turn to travel towards the UK. Normally this is one of my favourite events in the year and this year, I am once more one of the official Iatefl bloggers.
These days, however, we are living in uncertain times what with borders being closed and EU citizens being treated as little more than pawns in UK negotiations with the EU, I feel that we are living in a dark world. Even so, Iatefl shines a light into my teaching world and each year I go home afterwards with a wealth of new ideas and renewed energy for the classroom so, despite fears that they might not let me back into Italy, once I’ve departed for Glasgow, I am bravely preparing to leave tomorrow.
Whether this is your first or tenth Iatefl conference you have to know that attending an enormous event like this takes a certain amount of planning so here are my ten tips for a successful conference.
Yesterday I talked about various elements that I want to emphasise this year in my teaching so I decided today to explore one of these in more detail and the first one was “joy”
A glance at the similar words, identified by SkeLL https://skell.sketchengine.co.uk/run.cgi/thesaurus?lpos=&query=joy in a search for joy as co-occurring with the noun the most frequently, show that the sensation of joy is more than happiness it is a sensation and is extreme, a synonym of delight, passion, enthusiasm, for instance. If we take a look at common collocations we can see:
tears of joy
fill with joy
sheer, pure or even unbridled joy
All this suggests that joy is a sensation that liberates us, it gives us a moment of release, where we feel such pleasure in something that it moves us to tears or laughter. The moment itself may be short but the memory of the emotion stays with us and perhaps brings a smile to our face when we think of it. How can all this translate to everyday life and the classroom in particular? Well I want to choose the elements of liberation and passion, which means going beyond the conventional, or received, breaking out into something innovative that you really believe in.
My learners are university students who are concerned with their exams and their grades, but to study just to pass your exams is missing the point. Sometimes it is important to remember what it is that drew you to this particular degree course, what it was that made you want to develop it further, and what your real motivation is. In short, where is the joy in the subject you are studying? What new heights can it take you to? These are very personal questions and the answers will differ for each one of us. I can only answer for myself.
As a student I was motivated to pass my exams initially because qualifications are a key that may unlock doors in the future, but if I am honest, on some level I also craved the approval and acceptance of those I looked up to. As I have grown older I have learned that the criteria people use to evaluate students in exams is not always objective and that sometimes the most important thing is to live up to your own expectations of yourself. Those who do best or get the most out of a university course are those who go far beyond the basic requirements of a course, and who are passionate about what they are studying, the curious, the motivated, the ones who are brimming over with questions. In English exams students are often asked to write and speak and some do this as if they are following a basic recipe. Dictionaries contain guidelines for “problem/solution” essays for instance and show learners how to structure their writing. Whilst know these things is a crucial first step, it is just that, a first step. I don’t mean to belittle this first step as to know how to structure your thoughts or writing is essential, to know how to put words together to be able to express yourself well is also important, but learning is rarely a linear thing so we don’t often progress in a straight line and the fictional, structural aspects can be combined with other aims. This is when simply doing an exercise becomes transformed into the joy of a ride on the merry-go-round.
Those who study languages supposedly want to use that language to communicate rather than simply going through the motions. Those who communicate best are the ones who speak or write because they have something to say, rather than just because they want to impress someone, or “do the exercise”. I find joy in language, for instance, when I express an idea well, or put together an utterance succinctly and clearly. I love language for the power of expression it gives me and the way it takes me to places and thoughts that I can explore like whole new worlds. I love reading other people’s thoughts too, and travelling for a while with them and then moving on, taking some of their wisdom with me on my journey and spreading it around for others as well.
To return to the ideas of liberation and passion, I think that liberation may well mean breaking through the confines of mechanical interpretation, particularly when it comes to classroom tasks. Passion means expressing something that is truly meaningful and relevant for you. I tell my learners, for instance, not to stop at the requirements for the exam but to set their own requirements that are even higher. So, for instance, if you are a B1 level student who is being asked to describe where you think you will be 5 years from now, close your eyes and visualise that situation with all your senses:
Where are you?
What is the situation?
Are you alone?
What can you see?
What can you hear, smell, feel etc.?
Are you talking, thinking, listening etc.?
Are you going somewhere or are you already at your destination?
By asking learners to really put themselves in the situation and to “time travel” the whole exercise goes beyond the requirements of the “exercise” and may create an experience where learners express their own “journey” in individual ways that tap into personal depths that they had not imagined possible. These learners may need help with the language they need to express these things but that is the beauty of the activity, and this is what brings an element of joy to learning. This is a classic visualisation process that may have different stages:
1) Visualise by listening to the questions and silently visualising the answers. (I don’t insist on people closing their eyes if they don’t want to.)
2) Preparation phase where learners write notes/ ask for vocabulary etc. rehearse their stories in their own minds.
3) Describe your experience to your partner(s) and ask each other questions about details.
4) Look at the exam question: in this case it was “tell your partner where you think you will be five years from now”.
I am constantly amazed by the experiences that emerge from exercises like this which are meaningful and relevant as well as taking my learners to exotic destinations in their own imaginations. Getting into the habit of wanting to express this in English is just part of the fun.
I was thinking that this is a new year and that I would like to start by blogging or writing in an attempt to get back into things, so I decided to look at the ingredients I would like to mix into my teaching recipe for 2017.
Whilst we would all like to be working in supportive environments where our efforts are recognised, encouraged and we can truly flourish, this is sadly not always the case, and quite a few of us are working long, underpaid hours in difficult environments. At times it can be hard to keep the enthusiasm, energy and positive thinking up, particularly in the political, socioeconomic climate of our world, where so much is based on fear and frustration: the idea, for instance, that you should consider yourself lucky to have a job at all! Each working environment will have its own twist on this and I don’t want to dwell on it too much as what I want to do is to reflect on the way in which incredible flowers can bloom in the middle of a desert, so incredible teaching and learning can take place in the middle of negativity as
My own environment has its ups and downs too but I do consider myself lucky to be able to do a job I love with students who mostly support what I am doing. I wanted to take a little time today though to consider the ingredients I’d like to emphasise this year to make a heady didactic brew.
My first one is joy, and by this I mean feeling happy when you get up in the morning to go to work and to be able to interact with groups of individuals who can enjoy the learning/teaching process with you. This is one that I have to remind myself about otherwise it can become a case of getting up in the morning and focusing on the six hours of straight teaching that I have to do, becfore I crawl home exhausted. It is a question of how you look at things. I find that if I think about the individuals in my groups and what we are going to be doing together, it often brings a smile to my face, and whilst six hours of teaching are still tiring it is a creative tiredness, that comes from investing energy into something worthwhile. The second aspect to joy is that it can be an indgredient in the teaching itself. If the things you are doing fill you with wonder and joy, this will probably be communicated to your learners as well. It is the difference, I think between giving feedback on an exercise by saying:
“What’s the right answer to qusetion ‘2’?”
“Yes, what’s the right answer to question ‘3’?” etc.
“What’s the right question to question ‘2’?”
“Hmm, do we all agree? Do you think this is the only answer? When would you say this? What else could you say?” etc.
Basically, by taking basic exercises, and making them meaningful and natural for your learners in their own contexts and lives, we can take the most meaningless feedback check and transform it into a classroom conversation on all kinds of levels. As soon as content is relevant then there is enjoyment or engagement and agency.
You may think this is similar to joy, but recently came up against strong prejudices against “fun” and “games”. I was in a meeting about Academic English, where someone scathingly complained that his students had been on an English course during the summer where they “never did anything” and “spent the whole time using songs”. I didn’t say anything at the time, because I neded to work through this one in my own mind. Whilst it is possible that if you are studying engineering and need certain types of language to do th
is, singing songs may not be appropriate, I still can’t see why there was such a strong reaction to “songs”, and even if you are studying engineering I think that songs could be used in all kinds of profitable ways. There are so many ways in which music, rhythm and rhyme can help the memory as well as being fun, or a springboard to discussion etc. that what I finally concluded is that the problem was the idea that having fun is often seen as being a waste of time or childish. It is not part of the “adult business” of studying engineering or whatever the subject is, so the accepted thinking goes, although many may disagree. Einstein comes to mind, for instance: “Creativity is intelligence
having fun”. The prejudice against “fun” runs deep in our grey world of adulthood, but those who dare to think outside the box and have fun doing so often achieve surprising results. Creativity is also looking at things in new ways and “playing with the accepted wisdom” questioning things and thinking critically. Our brains like to play rather than be subjected to crashing boredom, or even just the expected and routine. My lessons this year will be full of fun and laughter in a very serious way.
I rather unfairly linked ‘grey’ to bordom above, whereas, actually grey is one of my favourite colours, if it is combined with others. The problem is when everything is the same colour and this could be grey, black, red, yellow or whatever, monotony leads to boredom and ultimately disengagement. I want my lessons to include unexpected moments that dleight us all. iIwant my learners to be there on the edge of their seats waiting to see what will come next, and not just from me or from the materials we are using but from each other as well. One of the most successful activities we do is ‘presentations’ and this is initialy because they are seen to be useful but then somewhere along the way the magic is cast and they become more than just useful, they are the chance ofr learners in small groups to share their own worlds with each other and the quality of what is communicated is astonishing. Colour means variety in som many ways, but it all has to be blended in a tastelful way. Too much and it becomes disorientating, the steps in the process need to be clear, leading to destinations that we all want to reach.
We all need love in our lives and we can build this by listening to each other. We can listen to what our learners want or need, work on the topics they have chosen or the language that they want to work on as far as our syllabus allows, and we can ask them to help us build our programmes, where this is possible. This may simply be in small ways, by giving them choices, or, depending on what you can do in your context, by asking them to help build the programme itself. Love is also the love of the language you are teaching and your learners are studying, by asking them what they like about certain collocations or phrases, which words they love to pronounce etc. What new ideas English can give them and how introducing metaphors from their own languages can enrich their English, for instance. You don’t have to love English to be able to use it, but if you don’t it become a code you use and not a language you live. Love, it must be remembered is the opposite of hate, and in a world where hate seems to be so prolific, perhaps a return to kindness, tolerance and growth is no bad thing.
Looking at a beautiful landscape of image, listening to uplifting music or finding the best aspects to a difficult situation: these are all examples of what I mean by including beauty among my ingredients. We could spend a lot of time discussing problems, particularly when it comes to learner eror analysis, or university essay writing, but we can also celebrate the language that learners are proud of producing, the beautiful turn of phrase, that someone has notices when reading/ listening/viewing etc., or has used themselves. We can celebrate the best solutions to a given problem, and masters of this are the Zanders in “The Art of Possibilty”. Benjamin Zander talks a lot about these mindsets and how positive solutions are simply a question of the way we look at things. He begins the talk about the transformative power of music in the video below with the example of two shoe representatives sent to somewhere in Africa to explore the market and one writes back saying there is no hope here as they don’t wear shoes. The other wrote back saying that there is a wonderful opportunity here as they have not seen shoes yet! To see more about the magic of classical music and other things see below:
Beauty is about transformation, I think. If you look at a sunset over the sea and feel lifted that is beauty, and the same thing can happen in the classroom when the language lifts the learners to a new level, and the teaching lifts the teacher too.
And so we come to the magic of it all. In fact, magic is not really an ingredient in the mix, it is what happens when the ingredients work together and are transformed into something totally new. This is what I want to happen in my work this year. I want to work together with my learners to produce an ongoing process which is magical. Oh, and if their English improves along the way we’ll all be happy too!
Happy New Year from Verona:
If you look at the image on the left you may be forgiven for thinking that the Iatefl Teasig (Testing, Evaluation and Assessment Special Interest Group) is a bit of an informal affair, and actually you would be partly right. Testing, evaluation and assessment is often thought of as being rather dry or difficult to deal with, so why not bring a warm association of a “nice cup of tea” into the picture.? In our webinars Neil Bullock and Judith Mader, the coordinators of Teasig, with a little help from me, have tried to keep an informal but informative style, reaching out to members of the sig but also others who are interested in testing and who might, in the future, become members of our sig too. The aim of the webinars is to invite interesting speakers who have something to say about testing, evaluation or assessment, to discuss their topic in a one-hour webinar. These are held regularly every few months (For more information follow this link to the Teasig site) on Adobe Connect, and are generally well received. We have been fortunate so far in having had some excellent speakers who really reach out, embracing the medium of the webinar and include the audience in their discussions. The discussions, however, tend inevitably to be “top-down” in the traditional sense. The speaker presents his or her ideas and the audience listens, comments in the chat box and asks questions. Speakers then answer some of the questions at the end of the session, or if there is not much time they answer them in a feature in the Teasig newsletter.
This has been successful so far, but we have now decided to take the process one step further to allow for greater exploration, discussion and sharing of resources by the participants. How are we doing this?
In the C21 we actually have the chance to question things like discussions and use social media to do this in interesting new ways. In the past conferences and seminars have often been about listening to experts and asking questions, learning something new and then going home. Now we have the chance to take the discussion further to reflect and share our insights with each other drawing on the largely untapped resource of audience experience and insight. Instead of just “going home” or rather switching off the computer and heading towards a bar for a Prosecco (in my case) this week we extended the discussion of ‘Assessing and Marking Writing” by Clare Fielder to take things further on Facebook. Why use Facebook?
Well, Facebook is a space that many of us know and use all the time, which means that like a familiar room, we can meet there to discuss the ideas that have come up, just as we might do in a café, for instance. Being “somewhere” that we already know makes people feel comfortable and willing to post their own ideas and comments in a freer way than they might do in the actual webinar chat feed. An added adva
ntage of extending our event in this way, is that although the actually discussion itself was synchronous with me moderating it, the posts actually stay online so that all those interested in the event can go back to see them. In fact, some comments were added after the event itself, which means that a whole new asynchronous exchange starts to develop. One person, for example, Aimee Johansen, watched the recording (avaiable after the event itself) and then commented on the Facebook Events page, that whe had found it interested and it had reminded her of some things and introduced her to other feedback methods that she would not have thought of but would like to try out. I then asked her what she would like to try in particular, so the discussion continues even a few days after the actual event. Kent’s research about Facebook use in class discussions shows clearly that students, for instance, are happier to post on facebook than on official course discussion boards, and even though our discussions are professional and not part of a course I believe the same principle applies. As in real life there are those who like to post and others who like to follow the discussion “silently”. Whichever way you choose to use the discussion is up to you, and catering for different needs is all part of the show. For all these reasons, and particularly because Facebook is so well known, then, and many are happy using it, this was what we opted for. This was our first experience, it went well and I hope it will get even better in the future.
We used the Teasig Facebook Page, which has been set up and managed by Ceyda Mutlu. Ceyda had already set up an event to advertise the webinar, as she always does and Participants were directed to this page at the end of the webinar. Some people, in fact had already accepted the invitation to attend the webinar and had posted questions and comments in advance. This meant that the discussion was already underway, in fact, before the webinar had even started!
On the evening of the webinar particpants were directed to the “Facebook Event” at the end of the webinar, and I posted the questions that had come up during the event here. Clare had been speaking about using Correction Codes to provide feedback to learners on their writing and there was a whole range of questions. I myself had quite a few including a question about how to include this kind of feedback in courses where time constraints are already an issue. Clare had outlined some of the disadvantages such as learner participation, which often comes about because learners receive a piece of written work corrected with a code that they do not understand. Time, then, must be devoted to familiarising learners both with the process and the code. I’m a big believer in learner centred teaching and developing online dialgogues with my learners, possibly becuase I tend to have very large classes, so here is a post I wrote after the 2015 Iatefl Conference which touches on developing asynchronous dialgues with learners to provide feedback and growth, so I wanted to know what Clare thought about integrating all these things into a teaching system.
We all discussed these and other ideas and shared resources and screenshots to explain what we meant, etc. This was our first “live” discussion, but which I mean that there was a moderator and participants knew that we were all “there” at that particular time, and I’m sure that things will only get better with practice, but as a first attempt it went well, so if you’r einterested go along to the discussion and have a look :-).
A very useful post for any teacher wanting to start integrating corpora into classroom teaching by Jennie Wright.
Thanks to everyone who came to my IATEFL session on making trouble-free corpus tasks in less than ten minutes. Here are the free guides and resources from the session as requested. I’ll add more later.
The ultimate guide to freely available corpora: http://www.corpora4learning.net/resources/corpora.html
The most popular corpora:
The British National Corpus (BNC): http://www.natcorp.ox.ac.uk/
The Corpus of Contemporary American English (COCA): http://corpus.byu.edu/coca/
The British Academic Written English Corpus (BAWE): https://the.sketchengine.co.uk/open/
The British Academic Spoken English Corpus (BASE): https://the.sketchengine.co.uk/open/
Guides for using corpora:
Lamy, M-N., & Klarskov Mortensen, H. J. (2012). ICT4LT Module 2.4: Using concordance programs in the Modern Foreign Languages classroom. In Davies G. (Ed.), Information and Communications Technology for Language Teachers. Slough: Thames Valley University. Retrieved from http://www.ict4lt.org/en/en_mod2-4.htm
TheGrammarLab. (2012, July 12).
COCA 01: Introduction to Using the Corpus of Contemporary American English. [Webcast]. Retrieved from http://www.youtube.com/watch?v=sCLgRTlxG0Y
COCA Bites: https://www.youtube.com/watch?v=9bvpERRkEIQ