ELT Golden Raspberry Awards

Well, it is that season again. You know the one – the one where everyone is tweeting and posting about all the “best” bloggers (their online buddies) and posting all their little badges on their blogs. Yes, that time of year – Award Time.

I won’t mention any awards going on or that are about to start. Don’t want to feed the beast, the moloch. You probably know all the usual suspects – the sites not genuinely interested in much of the hard working, “good” in ELT but rather their own traffic and “get everyone to visit my award site”.

Instead of crying and whining, I’m going to fight fire with fire – start my own awards. So I hereby announce the 1st annual ELT Golden Raspberry Awards. Since it is the first, the awards will cover all time – from the first days of cavemen teaching English with chalk and stone to present day post modernists.

I’ll announce the first winner tomorrow (so please return and make me popular!) and one every day thereafter until I run out of raspberrys. Here is the tentative lineup but I reserve the right to change any category at any time. If you have suggestions of winners for any category or another category altogether – please leave a comment and I’ll take it into consideration. Much appreciated.

1. Most dull powerpoint presentations of all time in ELT
2. Most prolific tweeter of what he or she has never read/viewed
3. Most behind the times website about ELT
4. Most expensive course of lowest quality in TESOL
5. Worst coursebook to ever become widely issued
6. Most ineffective methodology for teaching English
7. Least credible award contest in ELT
8. Most horrid marketeers in education
9. Worst attempt at blogging ever
10. The worst tool every to be used a lot by teachers

More categories forthcoming….

Issues in ELT / Issues in SLA

I haven’t written much about language recently but I’m definitely always thinking about it. It is itself a jailer, something I can’t get away from and like the adage goes “I am language”.

But been thinking about language as it relates to what we teachers do – teaching it.  I think teachers both need to be aware of the issues surrounding the teaching aspect of their profession but at the same time, the issues surrounding how students learn a language.  Lets call them the practical vs the theoretical ( the house (visible) and the foundation (invisible) ).

So here is a list with a few notes I made along the way, outlining off the top of my head, the main issues in English language teaching (the practical) and Second language acquisition (the theoretical).  Please comment and add your own but I think this list will be helpful to a lot of beginning teachers and help them see the breadth of our profession.

Issues in ELT

1.  Native speaking teachers vs Non-native speaking teachers  - pay / power / role?

2.  The backpacking teacher vs the certified teacher.  Is accreditation needed/useful?

3.  The role of technology.  Problems.  Eteaching boon or bane?.  Teacher training – how?.  Digital literacy.

4.  Textbooks.  Are they necessary?  Are any materials necessary (Dogme)?

5.  Edutainment.  Do students learn through games, being entertained? How much is too much?

6.  Edubusiness.  Does the profit motive hurt / hinder student learning? Are there low cost / no cost alternatives?

7.  Prof. Development.  Does it always mean conferences/workshops? Online PLNs, sharing.

8.   Education vs  Applied Linguistics.  Which orientation should drive the profession and be given importance?  Following good pedagogical practices or the research driven findings of linguists?

9. Proficiency.  What is a fluent speaker?  Can a learner attain native fluency? How do we know what a student knows?

10. Methods.  Is methodology important? Is there a magic bullet/pill? What works best?

Issues in SLA

1.  Poverty of stimulus.  How do we produce language in such unique ways (know and use grammar rules ) without very much input. What’s at work here?

2.  Order of Acquisition.  Does this apply to learning a second langauge?  What are the stages of learning a second language – grammar / words?  What are the differences between L1 and L2 learning?   Interlanguage – does it exist?

3.   Age. Critical period hypothesis.  Are young learners better language learners or just different?

4.  Cognitive Issues.  How does the brain store and process language? How are the brain and language linked. Do we think in words? Can we feel language? How is memory related to a second language.  Does the language we speak change the brain (Whorf)?  What mechanisms drive acquisition?  Innate vs learned behavior.

5. Identity and Culture.  Do we become different when we speak another language?  Culture.  Is language culture specific – how? Is it important to save languages and have many languages spoken in the world?

6. Form vs Function   /   Input vs  Output   /     Skills Focus  vs Immersion 

– do we learn a language best through an inductive nature or by deductive explanation and then application? Do we learn the rules informally or formally?  Can be break up language into discrete skills/units to study or is it too messy an affair?

7.  What is a word?  What is the basis of meaning and upon which communication is built? Semiology – how do things have meanings and what is the relationship? Why can’t a wink be as good as a nudge?

8.  Social factors.  The affective filter. How do factors like intelligence, affluence/poverty, peer grouping,  development, motivation affect learning? Are they critical? Personality – how does it effect learning a language (risk taking).

9.  Aptitude.  Why are some people better at learning languages? Why are females better? What factors drive this success – innate /  learned?

10.  Error correction.  How? Should it be done at all?  What makes a self correcting learner?

If you enjoyed this, you may enjoy “Insights Into SLA”

Disrupting ELT

Clayton Christensen, Harvard professor and proponent of how new technologies change traditional market structures and relationships, defines disruption as “the process of transforming something that was previously expensive and complicated into something affordable and simple that everyone can obtain.”

This is my own drum beat, as I look at my own dedicated road along ELT. But we need more, many more, pounding on this drum.

Open innovation and connecting what were “competitive” forces, is a feature of disruption that is very important. Many diverse groups can now join and achieve solutions to problems that once were beyond reach. This goes for ELT. Openess is key. Open innovation, open resources, open access, open collaboration. We are witnessing an age of transparency.

Disruption is also happening along the lines of the student-teacher relationship. Students can now learn online, can now get free access to knowledge. They no longer “need” the gate keeper, the teacher. So the teacher must now truly carve out a niche and show their worth/necessity.

For too long, students and teachers alike in ELT, have been captive to market forces that did little regarding the affordable dispersion of knowledge and access to resources/training. Too little. Technology is allowing disruption of this proprietary and I will say, “predatory” model. Here are just a few of my own involvements highlighting my own efforts at “disruption”.

1. Basic TESOL Certificate Course:

I offered it free and was overwhelmed by the response. Over 300 teachers signed up in under 24 hours! It has a small user fee now but I’m looking to return it to “free” status. This is an example of how the internet can offer freely, something once charging teachers hundreds of dollars. As is, as a standalone course, it is just as good as others that charge teachers 100s of dollars.

2. Ebooks. My ebooks are something I’m very proud of. They cut out the middle man and can be many times offered for free download. Even this blog is an ebook! My “techbook” Teach | Learn  has been directly purchased over 230 times and I’ll soon reach my goal and release it as a free download. No longer do teachers and students need to buy a textbook for their class. Just download this book. Print for students and in addition get support, get a book you can edit, get multimedia materials…. In a word, disruption.

3. Social Media / Online Community

EFL Classroom 2.0 has been a godsend. Born of spirit, it continues in spirit – the spirit of giving teachers resources/training/ideas that they need for FREE. The twitter and facebook age have made this a challenge, this creation of community but EFL 2.0 forges on because of the content it offers teachers. No fees, no ads, no agenda like so many traditional social networking communities. TEFList, my jobs site, offers all the ELT jobs on the web, at your fingertips, in one place. It disrupts the traditional model of protective “job banks”.

4. EnglishCentral

My work with EnglishCentral and my own joy in joining them – is precisely because of the disruptive nature of this new way to learn and teach the English language. It is truly radical and disruptive to the traditional model of a coursebook and one size fits all delivery of lessons to students. Students choose their own videos. Teachers can bring “real” language into the classroom, in a controlled and purposeful fashion which helps students learn English. No longer do students who really want to become fluent in English, have to pay thousands of dollars, have to fly overseas and spend, spend, spend …. Disruption.

There are more ways I’m disrupting and using technology to take what was once “expensive and complicated”, what was once the realm of “the expert” and making it open and available at low cost to many.

What other disruptive sources/efforts do you see in ELT?

#1 ebook in ELT (for my readers)

juiceJust a reminder to those who haven’t taken a look yet – my “Number 1 in ELT” ebook is a free download (click the little icon). Full of the best and not the rest – a synthesis of my experience both regarding technology and also plain old fashioned teaching.

Just click on any photo/link to go to the resources. Plenty for everyone. I’m working on a slick update of the rest of these “number 1s”. Get them all HERE.

The Number 1 in ELT

Age and ELTing

courtesy SteenDoessing

courtesy SteenDoessing

Let me start by asking this – do you love your teaching job?

Let me now ask, can you imagine teaching until you die?

I can. I really can. I don’t know what the future holds but right here, right now, I can imagine being old and teaching, loving teaching.

Now let me ask – do you think you’d be allowed to? Teach that is – when you’re say 68 years young or 72/73? Probably not and I think that unfortunate. And it happens to a helluvalot of teachers, day in and year out.

This post is to bring this issue into the light of day. Please tell me what you think by commenting….

I am raising this issue because this year, I’ve got contacted quite a few times by teachers who love teaching, with a lot of experience but who can’t get a job doing what they love. Why? They are “too old”.

And I’m at a loss as to what I can advise.

I tell them that they can find a job, if they truly love teaching. Just hang in there, I say. Some school will want them. Too often then not, that isn’t true. Too often then not, they have to go further afield, further out on the fringes of the ELT world. And I think that is wrong.

Now I know governments have to operate by rules. I know private schools prefer blonde and bouncy. Now I know that teaching is a demanding job. I know all this – what I don’t know is why someone in good health, with a vast amount of experience, can’t find a job teaching? Why the bias, why don’t we stop this and raise our voices in our staff rooms, lunch rooms and board rooms?

And it is even just as bad getting elderly people into our classrooms when they are NOT even teachers! As a public school teacher, I advocated bringing the elderly in our community, into our school’s classrooms. I got nowhere! It was an insurance issue. Parents would complain, yadda yadda yadda…. Our class had to be satisfied trekking to the old age home once a week. God forbid they’d show up in our classroom – though many could have worked me under the table!

What I’m asking is — why the societal and institutional bias against the elderly teaching our children, either formally for pay or informally, for the love of it?

What are your thoughts and experiences?

To those teachers I’ve emailed about this – keep looking. It’s worth it.

The “buying” of knowledge

signed_sealed_delivered_smallThis is a reply I posted to Pearson’s “new” social networking site. Hired guns drumming up business and time of hard working teachers. The post speaks for itself. I’m not against Jeremy Harmer or even Pearson. Just the notion that you can hire people to promote yourself without them explicitly noting they are paid and bought. End of story… Read on for more ….

Jeremy,

Can I be TRULY honest here?

Is your teacher talk time here, paid? And how much do you get paid exactly, to contribute your few paragraphs and enthusiasm? how many are others paid? Shares, dividends, what? What are the ethical boundaries to this “teacher talk time”.

I like your blog. I read it like the bible.  I buy all your books and tell thousands of students to buy your books. See a recent (one of dozens where I recommend) here.

However, this is over the top and definitely too much TTT.   A waste of time and I’m only participating to tell you that it is a waste of your own and anyone elses. Big publishers late in the game, buying their way into  “community” is disgusting. They should have been on it and at it years ago like I was – if they had any real interest other than profit. This is “pandering” and commercialism at its worst. Get the teachers here and sell. Is that what ELT has boiled down to?

I quit my job teaching grad school this week after a big conversation with the dean. She questioned me about my classes after never even having visited a class all year. There is more to it . But to get to the point – I suggested that my own views on curriculum development were supported by you. She shot that down and said Jeremy Harmer knows nothing about curriculum development. So I let into her politely (as I usually am). Then quit. I believe in that.

I’ll continue believing in you when you stop this souless garble. As someone said to me, “it is like watching my Dad chatting up my girlfriend”. Speak from the heart or not at all.   I have spoken (but held my tongue a lot).

I’ve been promoting, striving, instilling, inspiring teachers from my own heart for many years online. Why have you never dropped by to talk to the thousands that are in my community? Am I not paying?   Where does “teacher” and “teacher online talk time” begin and end?  I say all this with sincerity and the deepest respect.

David

PS. I’ve copied this and will publish on my own blog so teachers can decide for themselves. (even though “Pearson” won’t even let anyone copy from their page! – fortunately, I’m a technophile and this is not beyond me. But mein gott – isn’t that ridiculous, even making public comments uncopiable / unreproducible??????

ELT only “social” Search Engine

We have a new “Swicki”

- a custom made search engine.

Now, you can search and get really specific English Language Teaching results!  PLEASE spread the news and support this “new” and powerful idea.

WHY is the needed?

Technology is allowing us to harness the power of “many”. I’ve been waiting patiently for the day when we could use our English Language teaching community to powerfully share what is “best”.  That day is breaking.

The internet is now very “deep”. It is hard to find what is good for your specific teaching practice/class. Not only do old results come up first on google/yahoo – you get all sorts of spammed / tagged results from “tricksters” who know the SEO dos and don’ts across the web. Simply put – there is so much out there that is GREAT that you’ll never find or use to benefit your students.

Twitter is good, your PLN is good, bookmarking is good but they have their limitations.  The vast majority of teachers DON”T use twitter or blog etc… Teachers are used to this type of search and will use it.  With a shared search engine, we can create something so that the user will ALWAYS get what great teachers recommend. It is as simple as that. Further, if you have a great site/blog – this will drive teachers there and benefit your hard work! It is a win-win.

Please read the FAQs for some real specific info. as to why this is a “fast train coming around the bend”.

HOW does it work?

It is simple and that’s why I like it!

I’ve prioritized many of the most popular / best ELT specific sites. Items from these sites will appear high in the search. I’ve also filtered it for many other sites that won’t give great results (like wikipedia). Compare the results of our “Swicki” with other search engines, why don’t you? No comparison and it will get better.

1. You search. The most popular terms will go into the “Hot List”.Your search is given priority and remembered. The Swicki is learning.

2. You vote. See a site you like and recommend. Vote and it will be pushed up the search rankings for not just your search terms but anything related. Further, see a site you don’t recommend? Vote! Push it down.  Also, “comment” and this too will prioritize the site (but I will be able to edit this part and keep guard).

swicki

3.  Share! You can easily get the code for the search and use on your own webpage / blog.  See my embed on the right of this page. This is what it is all about……

swicki2

4.  Wait while our “Swicki” grows in intelligence. Yes, it will learn and I’ve also talked to the developers and learned that soon we will have shared settings. Meaning, even more people than myself will be able to add filtered sites, comment, manage.

I really think this “works” and it is very functional. A “smart” choice and a way to help thousands of teachers out there… I hope you will support this as I work to get it humming and purring.  Remember – there is power is many!

Your comments / suggestions much appreciated. Thanks,

David

The #1 ….. (faux pas / weakness) of ELT instruction

Number One** Not your ordinary, endless list – just what’s number 1.

Not Pausing while speaking

I’ve been in a lot of classrooms recently. One thing that becomes abundantly clear is that most instructors aren’t pausing enough while speaking. Students need time to process language, students need time to think about the answer to a question, students need time to “wrap their brain around things”.

This is under appreciated by English Language instructors for the most part. It is also a very effective skill for any presenter – giving your audience time to think! (see my fav. Bill Cosby speech for an example!).

Teachers need to “slow down” by pausing between sentences. Especially when asking questions, they need to count to 5 or more and then have a student respond. There is a lot of “heat” and cognitive demand on an ELLs brain – let’s give them time to chill!

This video I subtitled, addresses this question well – focused on general teaching skills and asking questions in the classroom.



In Praise of Backpacking English Teachers

I think backpacking English teachers get a bad rap. Truly they do. And especially from the more “senior” and “accomplished/established” members of our profession – ELT (English Language Teaching). Why so? I have only praise for this unseasoned, fertile, fecund and procreant soil of our profession. So I sing their praises and I’ll tell you why.

A few weeks ago, I attended a plenary given by David Nunan. Now, I have nothing but great respect for Dr. Nunan. His “The Learner Centered Curriculum” had a very deep effect on my own teaching. His textbooks are some of the few that truly take up the cause of good teaching and task based learning. Kudos to him – I even wrote a previous blog post all about him.

HOWEVER, at this plenary and also at a subsequent lecture – he brought up the topic of “the backpacking teacher”. He strongly suggested backpackers were the reason that ELT doesn’t have a stellar reputation. He decried their lack of formal training and called for “standards” to be put in place. Boldly, he stated that “we would never want our surgeon to be untrained, so why do we accept an untrained teacher?” Basically, he has come to believe in the Dick Cheney view of teaching – that the world will only be safe if everyone is a card carrying member, stamped and approved by some agency. That regulation will be the salvation of our profession and allow the gates of Valhalla to open and angels to sing. I say – POPPYCOCK.

I’m all for well developed certificate programs. I’m all for professional development and “serious” teachers. I’m all for teachers being trained. But please – don’t bring in the gestapo and the stamps and the “vested” interests to rule over and batten down the hatches closing the doors to any who don’t have the “magic qualification” to get in. There are many reasons to celebrate the deregulation of both language and language teaching! Let me sing them….

Teaching is something a person does. It is not per say, a “knowledge set”. You can know your ABCs to your ZPDs and still be a lousy teacher. I have hired, fired teachers and run language schools. I’ve seen too many who “know” but can’t do. I’ll take those with ability over knowledge any day! Studies of  teacher training programs have even shown that attending one can make you a “worse” teacher! I sing the praises of backpacking teachers!

Teaching is about character. I hear teachers talk endlessly about qualifications, criteria, programs, courses ad nauseam. But unfortunately, it won’t translate into the classroom unless you have “the right stuff”. Those personal qualities that allow you to relate to others and drive’s a person to “figure it out” and do a good job. And nobody is going to measure that – we are all an experiment of 1. We need people who enjoy people – not people who enjoy “being” a teacher. I sing the praises of backpacking teachers.

Learning English is about “the encounter”. Students all over the world benefit from meeting within a school setting, a foreign teacher. It builds bridges and builds peace and understanding. In a small way yes, but also a significant and human way. The diversity of the people they meet is important. Let’s keep sending out an army of English speakers across the globe – an unregulated army that is about “people meeting people” not students meeting a qualification. I sing the praises of backpacking teachers!

If language is anything, it is freedom. Language is our clay – we do not benefit students by creating any type of “filter”. ELT should not become some kind of “human trafficking” and means by which others who can transport, stamp and certify get rich. I’ll take the mistakes and errors that come with freedom any day. I sing the praises of the backpacking teacher!

Teaching is something that one becomes, not acquires. It is like language, organic. It is not about “pass Go and get $200″. It is about the relationship between student/teacher. Nothing else and nothing more. I reject any bureaucratic invasion that would cull and castrate the ELT profession. Less walls and tear down those that do exist. Let the students decide who is a good teacher – not Mr. Voller from IATTEFLACCTAA . We are strong because of the diversity and endless froth and mix of our talent pool. We need teachers from the minors and the C leagues. Why? Because they might just become someone like David Nunan! I sing my praises of the backpacking teacher!

Go and reign dominion over the English students of this earth, my backpacking teachers! Each should have his flock and let your staff be a piece of chalk. I sing your praises and give my blessing. There are none more deserving than those who venture out and befriend the needy English students around the globe.

*** The above does not mean that we shouldn’t have strict background screening of potential teachers.