Tag: teaching practice

Six ELT talks raising important questions

In my previous post on education-related talks, I selected six videos dealing with topics directly associated with teaching. Of course, there is much more to discuss when it comes to the ELT industry, so I would like to share more talks I found thought-provoking. When you work as an English teacher, it’s easy to say that you focus only on teaching the language and the rest is irrelevant. However, I believe that it’s important to be aware of some issues in our profession even if you aren’t directly affected by them.

Six ELT talks raising important questions

Nicola Prentis & Russ Mayne: Where are the women in ELT?
The speakers point out that while women represent the majority of English teachers around the world, most speakers at ELT conferences are male. In fact, I was guilty of overlooking women in my previous article because I focused on the most visible names in ELT, who happen to be men from English-speaking countries. Prentis and Mayne explore reasons for this phenomenon and provide some potential solutions. I recommend that you visit their blog Gender Equality ELT for more information on this issue.

Silvana Richardson: Professionalism in English Language Teaching
This talk deals with the fact that ELT isn’t always considered to be a serious profession. Richardson provides relevant examples of threats to professionalism in the industry and states that English is often taught by people who should be nowhere near the classroom. The main problem is that it’s extremely easy to get into TEFL because some employers feel that a £49 certificate from Groupon represents a sufficient qualification to become a teacher. As a consequence, they hire native speaker conversationalists without pedagogical skills or teachers whose own English is not good enough. The speaker emphasises the role of CPD in tackling this issue.

Charlotte Williams: Diversity and inclusion in an ever-changing world
Most published ELT materials are rather bland and don’t accurately depict what happens in the real world. Some topics are simply ignored by the majority of coursebooks. Charlotte Williams highlights the importance of making the classroom an inclusive space and suggests ways of promoting diversity in a workplace. She says that we can do much more than some standalone lessons on one narrative. The speaker also provides tips for handling prejudice and microaggression in the classroom.  

JPB Gerald: Decoding and decentering whiteness in the ELT classroom
This topic isn’t easy to discuss, but it’s something that needs to be done. At the beginning of this talk, Gerald defines relevant terms related to whiteness. The issues of race and language are inextricably linked, which leads to individuals’ ethnicity playing a bigger role than it should. The talk includes suggestions for dealing with the subject on both structural and individual level. In addition, the speaker addresses tokenism and the problem with images in published ELT materials in the Q&A part of the session.

Jo Krousso: Paperless teaching
According to the speaker, ELT is a backwards industry when it comes to using paper in the classroom. The pandemic forced teachers to digitalise their materials and teach without the use of paper, but the question is whether we can learn lessons from that when we start teaching in the physical classroom again. Krousso argues against going back to piles of worksheets and other paper-based materials. She provides a lot of useful tips for paperless teaching, which is beneficial not only for the environment, but it may also lead to more engaging lessons for the students.

Vijay Ramjattan: What does an anti-racist pronunciation teacher do?
This talk focuses on the topic of prejudice associated with speech accent. Listening isn’t just a passive activity, and we sometimes make stereotypical assumptions based on someone’s ethnicity. Ramjattan points out that even some native English speakers are perceived as foreign-sounding just because of their appearance, which affects their employability. Ramjattan also criticises accent reduction services and the way intelligibility is defined. He suggests that teachers make students aware of these issues when teaching pronunciation.

No Spanish in the classroom?

Being a reflective teacher is an important element of professional development because it makes you think about your teaching practice. It’s quite useful to ask yourself why you are teaching the way you are teaching. Reflecting on your work isn’t always a pleasant process because it can lead to opening a can of worms. However, I think that admitting that you got something wrong can help you improve as a teacher even if it means denting your ego.

I spent eighteen months after completing my CELTA oblivious of any real professional development. I just kept doing what I thought was correct at the time. Fortunately, deciding to study for Delta Module One and reading ELT literature made me question things for the first time in my teaching career. For example, when I was tasked with assessing students’ speaking skills, it involved asking them to draw a card with a random topic and giving them a minute to prepare a monologue. When I read Testing for Language Teachers by Arthur Hughes, I found out that this is not a recommended procedure because it makes learners unnecessarily stressed. The book helped me explore some more considerate and effective ways of assessing speaking.

No Spanish in the classroom?

All teachers make mistakes, particularly at the beginning of their careers. My biggest one was persisting with the No Spanish! policy for quite a long time. In my defence, I taught a multilingual group of students during my CELTA course, so it was necessary to rely only on English. It took me a while to realise that penalising Colombian students for using their native language wasn’t a good strategy. Everyone else seemed to be doing that as well, so I didn’t see any problem with enforcing the rule.

Again, I needed an intervention from the outside to show me that there are other perspectives on the topic of L1 use in the classroom. When I decided to focus on teaching monolingual classes in Colombia for my Delta Module Three assignment, I needed to research the area. The role of learners’ native language is a key issue, so I started reading more about it, and Vivian Cook’s article Using the First Language in the Classroom proved to be a game changer in this regard.

There are solid arguments for using only L2 in the classroom, and I completely understand how the direct method came about. However, it doesn’t seem to be the best option for monolingual environments such as Colombia. Cook says that the interaction between L1 and L2 is a fact of life and fighting against it doesn’t make much sense. He suggests treating learners’ mother tongue as a useful resource and taking advantage of it.

Of course, this doesn’t mean promoting unrestricted use of the native language in the classroom because that would be taking things to the other extreme. If possible, L1 should be used in a more principled way. For example, there are a lot of cognates between English and Spanish, and it’s pretty useful to expose students to them. In fact, that’s what I relied on when I moved to Colombia with limited knowledge of the Spanish language. This inevitably means exploring the area of false friends to avoid misunderstanding. I don’t see any harm in looking at similarities and differences in some grammar structures either. 

I also think that using L1 when it comes to lexical chunks can help you save valuable class time. Let’s use the expression it’s worth it as an example. When you encounter it in a text, you can spend a couple of minutes trying to clarify its meaning using some contrived examples, and there is still no guarantee that it will be fully understood by everyone in the classroom. Using its Spanish equivalent vale la pena will immediately resolve that issue. L1 can be very useful in terms of class management too, particularly with beginners. I see no point in torturing students who have just started learning the language with English-only instructions when you can help them out using their mother tongue in case they are struggling with a task.

In addition, I have no qualms about using translation activities in my lessons. I am not advocating for the return of the outdated grammar-translation method that doesn’t pay any attention to speaking. Asking my students to translate a hoax message I had received through WhatsApp can help kick-start a discussion about fake information on the internet, and I see no issue with including fun stuff like that in my lessons from time to time. I recommend watching Philip Kerr’s webinar The return of translation for more information on the topic.

When I look back at the beginning of my teaching career, there are a few memories that now make me say to myself That was a bit daft, wasn’t it? and banning the use of L1 in the classroom was undoubtedly one of them. Fortunately, there are a lot of resources that can help us address various misconceptions. I think it’s really important for us teachers to be open-minded and willing to change our stance in case we encounter evidence suggesting that our students may not benefit from our actions.

► If you enjoyed this blog post, I recommend that you read More Than a Gap Year Adventure, a collaborative book aimed at those who wish to have a long-term career in our profession.