Tag Archives: esol

Reorienting

September 15, 2013Uncategorizedefl, elt, esl, esol, mentor, mentoring, new teachers, tefl, tesl, tesolnathanghall

Image courtesy of Jonas Maaløe Jespersen

Shortly after my 11th birthday, my parents and I visited Disneyland for the first time with some of my cousins. It was a beautiful December morning in California and we spent most of day getting on as many rides as we could. It was late afternoon before my cousin Rick and myself decided we wanted to go on the Pirates of the Caribbean ride by ourselves. We got into the little ‘boat’ (a glorified rail car on a track sitting in water) and took off with an elderly couple joining us in our 4-seat ‘watercraft’. The ride was okay for the most part and we were reaching the end of our journey when the power flickered and then went off. Nothing. A complete blackout. Since we were sitting in a boat running on a track, we came to a complete stop and were surrounded by shallow water. The biggest problem was that there wasn’t a single light source in the entire room. There we sat for over an hour before a rescue canoe came to take us and our companions to the emergency tunnel where our parents waited for us anxiously. We thought it was fun and ended up getting a single-day pass to come back any time we wanted. It was the first time in Disneyland history that the park had to close due to a power failure. The one thing I remember quite clearly from that time in the dark was how disorienting it was. I remember feeling paralysed, unable to do much to fix our situation. We just had to sit there and wait for help to arrive. Continue reading Reorienting →

Stinging

September 12, 2013Uncategorizedcritique, efl, elt, esl, esol, reflection, teaching, tefl, tesl, tesolnathanghall

Image courtesy of Dawn Huczek

Today was one of those days. A day in which you thought things were going really well until the rug was pulled out from under you in the most unexpected way. The kind of day that stings and sits with you for a while. I’m not angry or even sorry that it happened. I’m sorry that something precipitated it, but not the actual event. Continue reading Stinging →

Connecting

September 11, 2013Uncategorizedefl, elt, eltchat, esl, esol, reflection, teaching, tefl, tesl, tesolnathanghall

Image courtesy of Trevor Leyenhorst

One of my favourite television shows when I was a kid was a program by James Burke called Connections. For those of you who don’t know the series, it was a documentary style show that showed how one item could lead to a completely different thing through a series of ‘connections’. The show attempted to show how one item relied on a series of things happening in order for it to occur.

During my MA TESOL program, I was required to read and interact with the book Language Teaching Awareness: A Guide to Exploring Beliefs and Practices by Jerry G. Gebhard and Robert Oprandy (1999). In this book, the authors explore various ways in which teachers can become more aware of the way they approach their teaching. The process of reading and journalling about what I was learning was quite eye-opening. I became a more reflective teacher as a result and that has continued through the use of this blog and through other means.

In chapter seven of this book, Oprandy talks about ways in which we can reflect on the connections we make between our personal life and our teaching. He does this through a series of connecting questions that he wrote for himself. He encourages teachers to take time to write their own questions based on what they are experiencing. For the sake of this post, I have decided to summarize the responses to his own questions and then attempt to answer those same questions for myself. Here are his results: Continue reading Connecting →

Marketing

September 2, 2013Uncategorizedefl, elt, esl, esol, marketing, promotion, social media, teaching, tefl, tesl, tesolnathanghall

Image courtesy of Diane Parkhouse

Let me start off this post with little caveat, I am not writing this in response to any one person or event. I am not attempting to insult or put down anyone. That is the last thing I want to happen. I apologize in advance if it comes across that way. If you feel I have crossed the line, feel free to let me know directly or through the comment section below. Thank you.

Before I became a teacher, I was involved in retail sales for a number of years. I sold many things including cameras, computers, computer classes, and so on. I will be the first to admit that I am not ‘sold’ on selling techniques. I feel they depersonalize things to the point of almost dehumanizing the purchaser. When you become focussed on the sale more than the person, you are reducing the person to their money. I believe the job of a sales person should be that of assistant. You need to assess what the person needs and then help them find what works best for THEM, not your pocketbook. You are the person who (should) know the product or service best and then connect what the person needs or wants to what matches them.

Being a teaching professional sometimes forces us to take on the role of salesperson. We need to market ourselves in order to get the position we need. Waiting around for the ‘right job’ to come along rarely works and often leads to disappointment. There is a place for ‘selling’ ourselves as professionals, but I fear that we often start to take on the characteristics of the salesperson that we hate the most. Here are some of the things to think about: Continue reading Marketing →

Supporting

August 31, 2013Uncategorizedassessing, efl, ell, elt, esl, esol, learning disabilities, supporting, teaching, tesl, tesolnathanghall

Image courtesy of Britt Reints

During the last visit with my cousin, her husband shared an amusing story about fixing their van. He is a mechanic by trade and certainly know what he is doing, but this recent event left him scratching his head. He had gone into a parts store and asked for an alternator for his vehicle. Upon giving them the year and model number, the person working at the parts department looked up the part number for the alternator and promptly found it for him. Taking it home, my cousin’s husband took the time to look up how to install it on that model, switched out the old alternator for the new one, and attempted to start the vehicle. Nothing. Completely dead. He pored over the schematics and checked everything over once again. Still nothing. So, he took the part back and told them it was defective. The man behind the counter, grabbed another one and exchanged it for him. Same thing. Nothing. Back he went to the shop. This time, they started to accuse him of not installing it properly. He insisted he knew what he was doing. They exchanged it one more time. Same result. So, after some investigation, it was determined that the part he had been sold the first time was for the vehicle one year newer and the car manufacturer had reversed the polarity of the alternator. Everything else was the same, but the direction of the current was reversed. The initial problem had led to a series of exchanges for the same part, never checking on whether he was sold the correct thing in the first place.

It makes me think about how we deal with learning disabilities in the language classroom. Continue reading Supporting →

Travelling

August 25, 2013Uncategorizedcoursebooks, curriculum, elt, esl, esol, guide, material development, metaphors, teaching, tesl, tesol, travellingnathanghall

Image courtesy of Jaymis Loveday

Yesterday, I stumbled upon this article by Ian McGrath on the use of metaphor to describe how teachers and students view coursebooks in the English language classroom. The article was interesting in itself and I may eventually get around to exploring it in depth in a future post, but the topic did cause me to think about which metaphor I would use to describe coursebooks. My metaphor came quickly enough and started to snowball after that. I will try my best to unravel it a bit for you. Continue reading Travelling →

Commencing

August 23, 2013ELT Research Blog Carnivalblog carnival, eap, efl, elt, elt research, eltresearch, esl, esol, listening, tefl, tesl, tesolnathanghall

 Image courtesy of Maegan Tintari

When I initially proposed the idea of having an ELT Research Blog Carnival to share what we as English language professionals had been learning through academic journal articles, I never really anticipated the response I would get. Deep down, I thought that this idea wouldn’t really catch on and it would die before it ever got started. I was pleasantly surprised, actually shocked would be more apt here, at the response I received from others. I thought I might be too optimistic to think that 2-3 people would join me in the first run, but instead there are a total of seven posts to share! I believe it shows how much ELT instructors care about learning and growing in their field. They are happy to question and reflect on what is happening in their classroom in order to help their students grow. I am proud to be a part of this community of teaching professionals, even if we don’t always feel like we are treated as such. All I can say is thank you.

To get things rolling here, I am going to summarize each of the posts that people have written for this edition of the blog carnival and provide you with links to each of them. Continue reading →

Presenting

August 23, 2013Uncategorizedassessment, efl, elt, eportfolio, esl, esol, presentations, tefl, tesl, tesolnathanghall

Image courtesy of TESL Canada Conference 2012

As I have mentioned before, my first ‘real’ job was working in a camera store. This was in the days when we had to use film and get it developed at the photo lab. I worked for a long time in that field before I went away to Lithuania for five months to teach English. Upon my return to Canada and my old job, something new had arrived, the digital camera. It was spectacular and horrendously expensive. We had two models: one with zoom and one without. Both took 0.3 megapixel photos and both went through batteries like water. But that didn’t persuade me away from showing them to customers. I KNEW this was the way of the future.

Fast forward a few years where I am now the manager of the smallest shop in the chain. A money losing store with hardly any customers. Being the youngest manager in the company, this was to be my training ground. I knew that there wasn’t a lot I could do to change the business in regards to location, advertising, and so forth, so I needed to do what I could within the shop. And then it hit me; sell digital cameras. Make it a destination shop for all things digital imaging. I had already become fascinated with them, so with the long hours of no customers, I read and learned all I could about how they worked, the models, and so on. One day, the general manager called and said the head of the digital department was supposed to give a presentation on digital cameras at our annual open house and he came down sick. He asked if I would I be able to do it on short notice. I jumped at the chance and the rest is history. From that moment on, I travelled around giving training sessions on digital imaging and my job changed to training specialist.

I enjoy giving presentation. After giving so many of them, it isn’t so scary anymore. That initial twinge of anxiety I have just before starting quickly disappears once I get going. I know that I am not the norm here. I wasn’t always that comfortable in front of people. I have tried to take some of what I have learned over the years and used it help my business English students with their presentations. Recently, I have started to wonder about how valuable presentations are in the language classroom. We have all used them, but do we really know how helpful they are to the students? I took some time think about the features of oral presentations in the language classroom and this is what I came up with. Continue reading Presenting →

Assessing

August 21, 2013Uncategorizedassessment, critical thinking, elt, esl, esol, tesl, tesol, testingnathanghall

Image courtesy of Cushing Memorial Library and Archives, Texas A&M

I admit it. I am one of those who actually likes writing tests. I hate marking them, but as a student, I actually looked forward to exams. Why? For the most part, I was able to coast through most of my high school classes and then cram at the end of the term for the final. I could remember most of the thing I needed to get a high enough mark to complete the class. Not the best way of working and that eventually changed in university, but it illustrates a few problems with testing as it is primarily implemented in schools.

I teach adults which is different than teaching children or young adults. For the most part, there is a motivational shift, so what I am about to propose probably wouldn’t transfer as well into the K-12 system. Also, I teach English language students which is different than teaching science or math. Lastly, most of my students were raised in cultures where education is approached differently than in Canada where I teach. Those are my caveats.

I was thinking today about the upcoming term and how I use assessment in my classroom. For the most part, I don’t have a lot of control of what happens since I work for a university and there are some things that need to be done to meet the institutional guidelines for the course. There is some flexibility in what I do beyond the two biggest tests (ie. midterm and final exams), but I can make changes in how I assess beyond that. To this point, I have tried and number of approaches with varying success. All of these assessment types have been set by me according to what I have felt is best for assessing how my students are progressing. Then today, I came across this tweet from the Cambridge University Press ELT department: Continue reading Assessing →

Learning

August 20, 2013Uncategorizedefl, elt, esl, esol, learner-centred, learning-centred, tesl, tesolnathanghall

Image courtesy of Alexander Staubo

In my first year of living in Lithuania, I had one of those embarrassing moments when you think you understand something, but you find out that you were completely wrong. One day, I was in my apartment getting ready for work when my phone rang. Not recognizing the number, I answered in Lithuanian even though I knew I wouldn’t be able to take the conversation much further without slipping into English. The lady on the end of the phone spoke very quickly making it difficult for me to determine if she was speaking in Lithuanian or Russian. I thought I heard the word for Russia, so I simply told her that I didn’t speak Russian. There was a pause, she repeated the same thing, only a little slower and louder. Again, I thought I heard the word for Russia, so I repeated what I had said, only slower and louder. This time there was a longer pause followed by three simple words in Lithuanian: DOOR, KEY, NOW! It was in that moment that I realized that I had misunderstood the word for ‘in the cellar’ to be ‘Russia’. The difference is only in the intonation, so I applaud myself for at least recognizing where I went wrong. The story ends with me slinking down the stairs to unlock the cellar door for the property manager and her three (now laughing) plumbers who had come to fix the water main. I, for some unknown reason, was one of only three people who had a key for that door.

Later that day, I told my English students about it and they had a good laugh. No harm done and my students felt that it was okay to make a fool of yourself from time to time when learning a language. This event demonstrates how semantics can be important and not just an academic exercise. Sure, there are times when we get caught up in ‘political correctness’ to the point that it becomes almost laughable, but for the most part, choosing the correct term for something can make a world of difference.

In preparation for my upcoming session at the TESL Ontario conference, I was re-reading one of my favourite books on the use of technology in the classroom, E-Learning in the 21st Century: A framework for research and practice by D. R. Garrison and Terry Anderson (2003). I read the book for my MA TESOL, but I consult it quite often when giving seminars or consulting on technology in the classroom. In the chapter Teaching Presence, Garrison and Anderson start with an explanation on what they call the differences between learner-centred and learning-centred education. Continue reading Learning →

ELT Reflections

Musings of a teacher always in training