Bringing the L1 into the EFL classroom does not need to be an overhaul of current practice in the classroom, nor does it need to be applied to each and every classroom activity. It is something that can be applied strategically and with intent at the teacher’s discretion. The point is not to create a new method, but to understand that cross-linguistic awareness is one of many useful teaching/learning techniques that are available to us as language teachers.
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The cherry blossoms are out! It’s spring and finally warm enough to ride my bike to work. I do my best thinking on that bike. With a new semester starting, I find myself reflecting on the semester gone by. Peddling on cold, rainy days tends to cause me to remember my failures, but on warm, sunny mornings, I recall my successes. For 16 years I have been teaching university prep writing, grammar, reading, speaking, and listening to students from around the world.
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Despite the wealth of research that purports the benefits of a cross-linguistic approach, many learners and teachers are operating in an environment where the L1 is used with trepidation and as a last resort if it is used at all. Why is it that teachers and learners are hesitant to take cross-linguistic and multilingual approaches on board, despite the value of these tools for language learning?
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The role of critical reflection is very important in action-based approaches to problem solving. Reflecting allows us, as researchers and educators, to think about what can be done after an observation of a particular method and how action can be taken to fix or alter the process of the method to make it more effective. “Being able to explain what you are doing and why you are doing it also enables you to be clear about its significance for your field, which is important when it comes to saying why your research should be believed and taken seriously by others, especially peers” (McNiff, 2011, p. 10).
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Boost your instruction with Free TESOL courses
Since 2001, the Electronic Village Online (EVO) has offered free, online courses starting in mid-January and finishing in mid-February. Facilitators and organizers volunteer their time and expertise to contribute to our profession. Participants learn through lecture, activities and peer discussions on relevant TESOL topics. Course facilitators and participants share fresh perspectives from their diverse experience and expertise. Continue reading
I imagine we’ve all had classes in which one or two students dominate the room. Maybe they ask questions at every turn or monopolize discussions, not leaving room for others to speak. Making room for everyone in the classroom without alienating these students can be a difficult task. Here are some methods that can be used to keep a balanced classroom: Continue reading
“You have to get your SBA’s, SUA’s, T’s and A’s in order to have an organized portfolio, Sridatt,” said the Lead Instructor of Portfolio Based Language Assessment (PBLA) implementation. “You also have to get,” continued the official, “peer evaluations [PE’s], learner reflections [LR’s], and inventory checklists [IC’s], all in order to have a good, organised portfolio.” The order and presentation of the portfolio, not the teaching of the language itself, seems paramount. I welcome myself to the new world of English as a second language teaching, even though my new teaching practices are not aligned with my educational philosophy.
By the time the individual was finished, I was beginning to see a sort of preoccupation over skill building activities (SBA’s), skill using activities (SUA’s) tasks (T’s) and assessments (A’s). When the individual was gone, it didn’t take much reflection to conclude that Portfolio Based Language Assessment (PBLA) seems to be a faulty assembly line approach to education. Continue reading
I was talking with a colleague, Lisa, during lunch break the other day. At our school, the students have a 1-hour class with a pronunciation instructor once per week. Lisa was suggesting the merits of having a similar intensive lesson every week on reading. After our discussion, I began to consider the importance of reading versus the other skills. I am beginning to wonder if reading is the key skill to developing English proficiency.
Don’t get me wrong – Teaching pronunciation is one of my favourite classes to teach. I guess I like the focus of language use and playing with the sounds, the stress, intonation and inflection. Many students have expressed that it is important for them, as well.
Anyway, back to reading. Continue reading
It is really complicated to explain in words the satisfaction I feel and the changes that have occurred during my studies for my Professional Master of Education both on a personal and professional level. The overall experience was enlightening for me. My sister has recently asked me what the most meaningful parts of this process were for me. This is a complex question, for there were so many aspects worth mentioning; for instance, Continue reading
Do you limit teacher talk time in favour of active learning? Good!
Do you limit teacher talk time because your students seem disengaged or don’t understand? Bad…
Let’s face it, teacher talk time (TTT) is valuable. Although it should not be the focus of any lesson, it can certainly be an opportunity to mediate learning, not just facilitate it or curate it. Hence, done purposefully, TTT can help students take better notes, recall valuable information, and differentiate between main ideas and extraneous detail. How can this be?
Let me explain . . . Continue reading