[Beverly feedback in blue.]
I’ve never been sure that I wanted to teach English as an additional language. I came to SIT because of my passionate interest in international culture, the personal stories that emerge from experience, and a desire to make a difference in the lives of people who may be educationally (and otherwise) disadvantaged. TESOL seemed a direct avenue into this world, in parallel to the professional work I left behind in documentary radio and journalism.
Ever since I took my first TESOL class at UC Berkeley last year, I’ve been intrigued by the field. My interest has steadily grown since I’ve been at SIT. The main challenge, aside from the academic demands of the program, has been in trying to navigate my way through the material to discover an intersection between my existing knowledge and the second-language-teaching field. It has been an elusive goal, but our unit on Content-Based Instruction gave me the first glimmer of possibility.
Subject Matter: Language
In writing lesson plans for my various classes, I’ve been drawn to the idea of choosing a topic of my students’ potential interest and then drilling into it for the teachable, underlying linguistic elements. It was never a conscious decision to work from subject to language; it’s just how my process unfurled. In fact, until our unit on Content-Based Instruction, I’d thought I’d been going about things backwards: that I should build from the grammar (etc.) up. And I was beginning to suspect that teaching ESL might not be my bailiwick. My own rigid and stifling education obscured the possibility of my adult self seeing the language-learning process as creative and constructive. Additionally, I remember little of my high school grammar; how can I teach something I don’t know? Certainly one can rely on references, but I’m not enough interested in English usage (in isolation from context) to want to page through grammar volumes at night in preparation for the next day’s work.
Beverly’s introduction to CBI showed me that a focus on language through content — language as a means to an end rather than an examination of its component structures — is a respected and frequently used approach to teaching. In preparing my peer-teaching lesson plan, I went overboard from sheer enthusiasm. I had many ideas, and I wanted to test new (to me) techniques, rather than simply to adapt Bev’s proven format.
The outcome was discouraging. My presentation baffled my peers — probably understandably so — and their feedback unintentionally diminished my newfound eagerness. “This isn’t really CBI,” one said. “This is advocacy.” I didn’t agree. Confused, I asked Beverly for a consultation. Her meeting with me the following day — on her day off — was a pivotal moment. I didn’t realize it then, but my interest in ESL had been in danger of being seriously derailed.
As a thinker, I see language as rich with utility and significance on many levels; as a learner — for example, of Kiswahili this semester — I perceive it as a dense thicket, despite the teacher’s noble efforts to lead me through. I have never learned a language by way of a theme, and I wonder if I would fare better if I did. As CBI proponents point out, learning language through content is similar to how we acquire our first language; it is (as Bev cited from Larsen-Freeman, 2003) “a medium through which one can learn other things.” In addition, I think topical subject matter — including that related to personal experience — may be far more enticing to a student than an analysis of the target language.
[I agree with this, even though I’m also fascinated by an analysis of language, but that is purely from an intellectual point of view and does not enable one to DO anything in or with the language.. Did I give you the Halliday quote about language: to learn language; to learn about language; to learn through language. Each of these categories involves a completely different completely different focus and approach.]
I am not, however, suggesting that specific language features and constructions be avoided. To the contrary, by definition in CBI, carefully defined linguistic underpinnings and goals underlie the content and context. These may or may not be taught explicitly, but they must be brought to the surface, in relevant and authentic settings.
Learners & Learning
I believe that many if not all learners are vulnerable: to pressure from their outside lives, from within themselves, from the teacher and from their peers. And I think that when these factors are not taken into consideration, we can lose a learner’s attention — for a moment, for a class session, or forever. I’d like to refer again to Beverly’s agreeing to meet with me at a critical time in my learning. I don’t know if or how she recognized it as such, but had I gone away for Thanksgiving weekend with the discouragement and misgiving that I was experiencing, I believe I would have lost part of my spirit.
With apologies for continuing to use myself as an example, I’ll present another anecdote. In one class, my teacher is sometimes dismissive of what I say. It is not personal or intentional; it’s just his/her manner. There have been times during which I’ve waited my turn to talk, but have been repeatedly overlooked. In the end, I’ve given up. I remember one day writing on my notepaper: “I will not try to speak in this class again!” And I didn’t. I knew perfectly well that there had been no insult remotely intended, yet my spirit withered. Some of us learners are simply fragile. I’ve noticed in other classes that professors observe carefully to see who has raised a hand, and make a concerted effort to acknowledge each. Being visible in that way goes a long way toward keeping down the affective filter and boosting a sense of belonging, without which people like me will (believe it or not) withdraw.
Ideally, learning can take place in a safe environment where each student is heard (if they choose to be) and respected, where his/her answers (no matter how off-topic) are at least allowed, and where original thinking and experimentation is encouraged. Part of that climate of acceptance comes directly from the teacher’s response, and part from the teacher’s ability to handle group dynamics and foster a sense of classroom community. This is not to say that other situations don’t work; I learned through fear in school. But I’m still suffering the consequences.
Teachers & Teaching
Teachers have to be many people: master of ceremonies, motivator, director, inventor, expert, actor, magician… the list is almost infinite. Likewise, their traits must include compassion, sensitivity, self-confidence, perceptiveness, mindfulness, open-mindedness, inspiration, focus and so much more. For this paper I’d like to zoom in on adaptability. It is a skill that I see as central, and possibly one of the most difficult.
In my paper for Four Skills I alluded to my fear of pedagogical failure. Often I imagine a situation like the following: I arrive in class with an exquisite lesson plan tailored from all I’ve learned about the students and their current abilities, goals, interests, experience and characteristics. It fulfills school and state curriculum requirements. It’s perfect. I don’t know exactly how the class will unfold, but engagement and learning are certain.
I’m wrong. No one speaks. They squirm in their seats and watch the clock. Everyone is confused. No one is interested. The clock says there are two hours left to go.
I turn my thoughts to my learning about approaches. My mind goes blank, unable to retrieve anything but white noise. But wait: there’s a flicker of recollection. “Hmm, maybe I need the Silent Way here.” So I observe without judgment and verify that I am not re-teaching them what they already know. I’m teaching to the gap. Alas, things are only getting worse.
Here’s where adaptability comes in. A teacher must be quick on his or her feet, ready to change gears or even toss out the lesson plan. Only then does the class have a chance at salvation. To succeed, one must have access to a host of other skills and traits: classroom experience, imagination, self-confidence, deep subject knowledge and willingness to experiment. This flexibility enables teachers to respond to the unknown, seamlessly and without the interference of ego. [Such an important point – not easy to do, but worth working on.]
Having a backup lesson plan is good insurance, but it’s not enough. The truly talented teacher knows by instinct (and training) how to paddle upstream (or float downstream) to transform a difficult situation into an opportunity. That is one of my primary definitions of a good teacher: one who not handles adversity with spontaneity and grace, putting the brakes on the speeding train with humor, acceptance and humility.
Context & Culture
Context
I have never had to contend with limitations established by administrative context (of an educational institution, government, etc.), so I don’t know what the Real World is like in TESOL: to what extent a new teacher has the option to select an environment that is philosophically close to his or her own. My nature makes it impossible for me to work within a setting whose values I oppose. But I imagine there is a strong likelihood of being affiliated with an institution with which I both agree and disagree, and I will have to amoeba myself into that environment.
I have always had the luxury of working on projects I have believed in. I may have disliked certain members of the team, or been disinterested in or disapproving of aspects of the project, been frustrated about the chaos of the process, had my hands tied by my role, been embarrassed by the outcome, and so on. On a higher, institutional level, funding may have been in jeopardy and “deliverables” unrealistically evaluated. But as long as I’ve seen the long-term goals as worthy and aligned with my perception of value, I’ve found ways to work within the system — and sometimes to discover opportunities to “push the envelope” once I have the standing and experience. I expect the same to be true in the field of TESOL.
Culture
Culture has many faces in the classroom. It is at the core of the students, the community, the teacher, the target language, the learning group, the institutional setting, and more. I believe these elements are put to their best use when integrated into a curriculum: acknowledged, explored and celebrated. It is not necessarily an easy task. It may raise questions and challenges, as students examine their thinking and confront prejudices. But it also leads to understanding and enrichment. And because it is fundamental to the identity of every human, I believe it has a place in the curriculum by virtue of its “reality” and relevance alone.
I am particularly interested in the work of scholars such as Diana Boxer (2002), who explore issues of intercultural and cross-cultural pragmatics that arise in the context of English as an international language. She advocates supporting students in learning not only about the target culture but about one another’s cultures; native speakers likewise learn about nonnative speakers. Instead of its being a one-way street —language-learners required to adapt to the majority norms — all students (and teachers) learn about aspects of culture from rules of discourse to systems of belief.
In my teaching I hope a central aspect will be the exchange of cultural and personal experiences of the students, as a conduit for learning underlying language issues. Not only does this area fascinate me personally, but it helps give students the motivation to engage in the exercises, and facilitates the beginning of a dialog between and understanding of one another. That in turn can foster a sense of community within the class.
My Mission as a Language Teacher
As I embark on my internship and get my proverbial feet wet in the experience of TESOL, my first mission is to achieve the following outcomes:
- Help students meet their educational goals in an…
- Emotionally supportive environment that…
- Inspires them,
- Opens their minds,
- Piques their curiosity about language, and about…
- Each other;
- Makes them proud of their accomplishments during our time together,
- Encourages their pride of heritage,
- Gives them a sense of accountability for and autonomy in their own education, and
- Helps them see their new knowledge as a springboard for future learning.
Further, I hope that students will see me as human and fallible, but also strong and knowledgeable. I hope they will be inspired by my enthusiasm and imagination, and that I can foster a climate in which they feel safe to express their ideas and opinions.
I want to learn the skills of observing and evaluating my students extemporaneously to discover their characteristics, tendencies, learning styles, levels and goals, so that I am able to maximize their learning experience. I want to learn to avert disaster, as described above. And finally, I seek to maintain students’ motivation and interest by providing rich, relevant and varied source materials, exercises and assignments that span a range of interests and learning strengths. [What a heartfelt and inspiring manifesto!]
How My Beliefs Become Manifest in My Classroom
I hope students’ ability and willingness to express their personal ideas and experiences creatively and to explore cultural issues critically will be a hallmark of my classroom.
I plan to draw on a diversity of approaches and ideas. I suspect it will be impossible to recognize a single driving force behind what I do, with the possible exception of theme-based instruction (if that is acceptable in my teaching situation). That, as I have mentioned, is the approach that, so far, is most interesting to me. The danger will be in taking on projects that are too time-consuming and ambitious, since I so enjoy developing materials from scratch using a variety of media.
Along the same lines, I am curious to learn more about the genre and functional approaches, which examine texts for their purpose (structure) and register, and find teachable linguistics within.
I confess I’m getting lost in related concepts — CBI, TBI, text-based approach, genre writing and so on. It is my suspicion that there are strong connections between them. “The primary method of teaching in a text-based approach is through the analysis and deconstruction of similar texts…” (McAndrew, 2007). That sounds like genre and content-based approaches to me. In any event, I want to learn how to auger into a spoken or written text to pull out a sampling of the core ingredients of grammar, syntax, discourse strategies and more. Derewianka (2004) writes about linguistic characteristics generally found within each of six text genres (e.g. narratives, explanations, instructions). This is an area I’d like to explore more.
In my teaching there may be traces of the Silent Way, as I attempt to allow students to formulate their own answers without my input. I am likely to “give the minimum to let students get the maximum” and “build their confidence through topics [that I] choose and their relevance to students’ lives” (Gattegno, 2009). And who knows: rods may even appear for storytelling.
Communicative Language Teaching will play a part, particularly since it contains the seeds of CBI. Most interesting to me are its focus on providing an opportunity for authentic conversation with real, hands-on materials, as teachers look for or create information gaps that students must fill.
And Community Language Learning, with its emphasis on spoken language in a low-stress environment and its balance between fluency and accuracy, is also likely to make cameo appearances in my classroom. In many ways these approaches are so intertwined that I doubt I myself will always be aware of when I’m tapping into one method or another.
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Boxer, Diana. “Discourse Issues in Cross-Cultural Pragmatics.” Annual Review of Applied Linguistics Volume 22, 2002: 150–167. Print.
Derewianka, Beverly (2004). Exploring How Texts Work. Victoria, Australia: Primary English Teaching Association.
Gattegno, Shakti (2009). Guest Lecture. SIT Graduate Institute, Brattleboro, VT. 2 Dec. 2009. MAT special presentation.
Larsen-Freeman, Diane (2003, as excerpted by Beverly Burkett). Teaching Language: From Grammar to Grammaring. Heinle ELT.
McAndrew, John (2007). Responding to learners’ language needs in an oral EFL class. In A. Burns and H. deSilva (Eds.), Planning and Teaching Creatively within a Required Curriculum for Adult Learners (pp 189–204). Alexandria, VA: TESOL.
Ginna, this is a rich, engaging and intellectually sound paper. In terms of the framework that is the core of our work on the MAT program – KASA. – there is evidence of all elements. What strikes me, as a reader, is your sincerity and a real sense of searching. This speaks of both awareness and attitude. Awareness of self and of other, of subject matter, of culture and of context, all of this will keep you alert, humble, and will nurture the lifelong learner in you. In terms of attitude there is a sense of professionalism, of openness and of respect.
That you have read widely, observed keenly and been aware of the filter of your own experience is also evident.
While I was somewhat surprised in that readings and experiences from SLA were not explicitly referred to in the section on learners and learning, perhaps it is because you have already internalized the knowledge and it has become manifest in the kind of learning environment you wish to set up.
I appreciate your honesty and non-defensiveness in exploring this territory and would urge you to hang on to this trait. It is hard to come by! Thank you for sharing this with me. I enjoyed accompanying you on a part of what is going to be an incredible journey.