Ricky Gervais and Karl Pilkington are known mainly for their acting work. What many people don’t know is that these two gentlemen are also accomplished English teachers. This blog post highlights the methods, approaches, and assumptions about language learning used in their showcase lesson. I recommend that you watch the following video before reading my analysis.
At the beginning of the lesson, Gervais sets out his methodological stall:
It is clear that he is a proponent of the direct method, which is based on using only the target language so that the students learn how to think in it (Larsen-Freeman 2000). This method became popular as a result of ‘the increased numbers of monolingual native speakers who started, in the twentieth century, to travel the world teaching English’ (Harmer 2007:64). Its opponents say that the direct method is just an excuse for not bothering to learn the language of the country where you work, but Gervais has pretty good reasons for choosing it. He is aware of the fact that his lesson is aimed at a multilingual audience, so he simply has to rely on English.
Gervais then introduces his co-teacher and highlights one of his prominent physical features. Pilkington disagrees with that approach:
He is undoubtedly referring to the work of Michal Lewis. Pilkington is familiar with the lexical approach and the idea that ‘a principal role for the syllabus is to provide principled ways of including only maximally useful items’ (Lewis 1993:106). He correctly suggests teaching the learners how to ask for bread or milk.
Pilkington then gets distracted by thinking about the smell of milk and starts providing convoluted examples without paying attention to grammatical accuracy. Gervais needs to intervene:
This is something that needs to be emphasised. When we provide models of language that are too simplified, we run the risk of alienating the students. As Thornbury (2013:16) says, ‘it’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and finetune one’s communicative intentions’. Gervais’s solution is simple: Always speak proper English!
Pilkington responds by speaking proper English:
Those of you familiar with the Delta Module One exam (Paper 2, Task 2) know that material creators work with assumptions about language learning. Pilkington believes that it is valuable for learners to be exposed to idiomatic expressions, and that’s why he uses go up to instead of approach. He also skilfully explains how the word smell can be both positive and negative. Well done!
What is really impressive about the lesson is how it deals with emergent language:
The main idea behind this is to ‘show learners that you value their output’ (Meddings & Thornbury 2009:20). Gervais is great at spotting the right moment for focusing on linguistic items that have emerged during the course of the conversation. Of course, the Dogme approach isn’t for inexperienced teachers, and you need someone confident in their abilities. Pilkington is one of those people, so he is always happy to provide concise explanations. When someone thumps you is a great example of that.
Both teachers then act out a few real-life scenarios:
Gervais and Pilkington don’t believe in pre-teaching lexis. They prefer Nation’s (2013:348) premise that ‘incidental learning from context is the most important of all the sources of vocabulary learning’. They empower the learners to work out the meaning of the words from context. I have to say that Gervais and Pilkington are masters of using schemata, which are ‘a means of representing that background knowledge which we all use, when we produce and interpret discourse’ (Brown & Yule 1983:250).
The authors also recognise the importance of explicit teaching:
Pilkington uses /weə/ to highlight an issue that many English learners struggle with. Homophones certainly make the learning process complicated. Fortunately, his extraordinarily good examples I’m wearing a jumper and Where’ve you been? make the distinction between the two meanings perfectly clear. Great stuff!
As we known, it is very important to conduct a needs analysis at the beginning of the course. Let’s take a look at this crucial stage of the lesson:
According to Long (2015:88), ‘millions of adult learners around the world pay with their own time and money to acquire the very different functional language abilities they need, often urgently, to achieve their equally different educational or career goals or to meet immediate social survival needs in a new country, whether as tourists or newly arrived immigrants.’ Gervais and Pilkington show how a pedagogic task (a role play in a safe environment) can prepare learners for satisfying their needs (such as an urgent cosmetic procedure) in the real world. They also realistically point out that not all people involved in customer service are pleasant and helpful.
At the end of the lesson, Gervais reminds the learners of the main lesson goal:
Did they manage to achieve it? I believe they did. The lesson provides students with everything they need when visiting England. Co-teaching is never easy, but in this case both teachers complement each other and put their expertise to a good use. I believe that the lesson is a great example of principled eclecticism. Gervais and Pilkington do what Larsen-Freeman (2000:183) calls ‘creating their own method by blending aspects of others in a principled manner’. The research process must have been very long and thorough, which helped the authors reach the pinnacle of their teaching careers. I don’t think it’s possible to create a better lesson, so it is no wonder that both protagonists decided to retire from ELT after publishing this valuable material.
• Brown, G., & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University Press.
• Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson Education Limited.
• Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
• Lewis, M. (1993). The Lexical Approach. Hove: Language Teaching Publications.
• Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. Chichester: Wiley-Blackwell.
• Meddings, L., & Thornbury, S. (2009). Teaching Unplugged: Dogme in English Language Teaching. Peaslake: Delta Publishing.
• Nation, I. S. P. (2013). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
• Thornbury, S. (2013). Big Questions in ELT. Smashwords: the round.