Vietnam workshops Part 1: Story writing–a lost ELT art?

Vietnam was full of surprises, from the amazing food (see gratuitous food porn picture), to being attacked by swarms of motorised humans when attempting to cross the road!

dsc_0884-e1555055107357.jpg

It was actually thanks to a Twitter discussion that I’d found myself hopping onto a plane to Ho Chi Minh City a few months ago. I’d started said thread with the following tweet:

 ‘It is impossible for a (single) EFL teacher to survive financially without (e.g.) taking a second job or house sharing. Agree or disagree?’. 

I’m afraid I can’t embed the tweet here because when the replies started coming in I went on a rant about the injustices of the TEFL industry, then had an attack of what Lindsay Clandfield recently referred to as ‘techlash’ and deleted my account. But thankfully I’m over it now.

The discussion revealed some interesting stuff. On the whole, teachers or ex-teachers who responded agreed that in Europe, especially in the UK, it’s very difficult to make ends meet if you live alone. Several had given up teaching as a result. Those teaching in SE Asia, on the other hand, disagreed, claiming they had a rather comfortable life, actually. Of this part of the world apparently Vietnam is one of the best places in terms of remuneration v. cost of living. So I thought, why not check it out?

I wondered what ELT- like stuff I could do while I was there. I was going for six weeks- so not really long enough to volunteer as a teacher. I decided instead to get in contact with some schools to see if I could do some workshops, rather like the one Kyle and I did at the wonderful ETAS conference and IATEFL Glasgow.

I managed to arrange three workshops in the capital. Two would be with the teachers of Thang Long School, a vocational centre for teenagers, and one would be at the headquarters of ILA, a massive course provider in Vietnam and one which holds regular professional development sessions for local teachers. The former would consist of Vietnamese teachers with local teaching qualifications and some with Master’s degrees, whereas the latter would be an international crowd with CELTA/Delta. I would have about eight teachers at Thang Long, so a chance to do a nice personalised hands-on workshoppy- workshop. My contact at ILA, though, informed me that he had “…invited all the Academic Managers and Teacher Coordinators from HCMC”, about thirty of them apparently.

Yikes. So no pressure, then.

In my next few posts I’ll share a commentary of the workshops, outlining the discussions that arose. Comments are very welcome! 

Thang Long School Workshop 1: Teaching writing

Thang Long English Language and Vocational Training School is an NGO-sponsored centre for disadvantaged 16-23 year olds. Many of their students have parents or caregivers without a stable income or with disabilities. The school provides them with free, high quality education thus giving them a better chance for the future.

DSC_0570.JPG

The teachers had requested that the first workshop be on teaching writing. Since I’m one of those weirdos who actually likes teaching writing, I was full of ideas. 

But I had to guess what reasons the teachers had for this request.  I came up with these:

  1. Students lack motivation. They find it difficult to come up with ideas and get started. Writing isn’t cool!
  2. Marking creates a lot of extra work for the teachers.
  3. Students don’t necessarily learn from or understand the teacher’s feedback (see Kyle’s post on this)

The Short Story

8ixKo5Bip

Out of all the writing genres the short story is my favourite. My interest originates in the years I spent preparing Italian teens for the PET and FCE exams. It had also been the topic of one of my Delta module 2 lessons, actually the one that I failed. I was so distraught afterwards that I told Kyle I just couldn’t face those awful post-lesson critical friend questions – or ‘THE THING’ as we named it – so we just had a few proseccos instead. But despite this, or perhaps because of it, I still love using student-generated stories in the classroom.

If you’ve read other posts on here then you may already know that Kyle and I are great advocates of students creating their own materials. This is because it results in:

  • less reliance on the course book (more potential interaction with other Ss)
  • personalised content (more cognitive engagement with language)
  • individual grading of language according to Ss’ knowledge (suitable for heterogenous classes)

And of course these points all apply to story-writing too, in fact any type of writing, but unlike other genres you have an almost endless range of possibilities to write a story about.

Some may argue that it’s not a common ‘real life’ task, perhaps the reason behind Cambridge removing it as an option in FCE writing part 2. But what about telling anecdotes? Aren’t they just stories in oral form? And learning to write a story before telling it allows more thinking and planning time, which has to be a good thing for our students.

Task 1: Collaborative writing

At the workshop the teachers agreed with my predicted problems (yay!). I managed to glean more information from them too- that most of their learners were CEFR A1- B1, and were young teenagers. Story writing thus seemed appropriate to their age, although Mario Rinvolucri recently said that he teaches even business learners through fairytales. I went ahead with the plan. I started by eliciting the following story components by drawing them on the board:

a flying carpet,  a toad, a unicorn, a wishing well, a wizard, a magic mountain

Teachers were put in pairs, chose two of these and wrote a story to include them.

Why? Supplying elements for the story provides scaffolding, as does the brainstorming involved by writing in pairs or team writing. And as I said before, the possibilities for story writing can be endless, so we need to narrow it down a little.

Why a fairytale? Bearing in mind the context, if students were asked to tell a narrative about something personal, they may feel uncomfortable.  On top of that, younger learners may be lacking in life experience and not have much to share.

After the pairs had written their stories they swapped, then gave feedback on what they liked about the other story  – only positive feedback for the moment.

Task 2: Genre focus: What makes a good story? 

Using excerpts from the teachers’ stories we discussed this question and the following three points emerged.

1. The climax

Short stories tend to follow a narrative ‘arc’ of which there are said to be five key points: exposition, conflict, rising action and denouement (see Hale, n.d.). For the very short stories written in the classroom this can be simplified of course.  Basically, some problem has to occur, which is resolved at the end in some way. Many students don’t realise this and write stories that go a little bit like: 

I got up and went to school. Then it was lunch break and I talked to my friend. After that I had two more lessons and I went home.”

The teachers’ stories were, of course, much more entertaining. I think one was about Cinderella* not having enough money to buy her groceries and having to ask for help from a talking toad! 

2. Flashback

This section of a narrative presents actions occurring before the main events and thus non-chronologically. The following silly examples are mine:

“Cinderella couldn’t buy her groceries because she’d spent all her money on beer the previous night. She’d got so drunk that she fell down the stairs and twisted her ankle. When she woke up in the morning it looked like a tree trunk. Now she was limping pathetically to the corner shop with only 5p in her pocket, hoping that someone would help her.”

This technique of course adds variety to the narrative structure and allows the introduction of information only when it is relevant to the main events.

The start of the flashback is indicated by the past perfect. The writer uses a time expression like ‘now’ to indicate going forward to the ‘present’ time of the story.

3. Dialogue

Dialogue adds depth to the characters and drama to the story. It can be represented by direct speech:

“Please help me, I have a stinking hangover,” Cinderella pleaded. 

“Serves you right,” said the toad.  

Reporting speech verbs can be used to summarise what was said:

He accused her of being an alcoholic, which she denied. 

Or the character’s words can be reported.

She asked him to buy her some more beer. He said he wouldn’t.

It has been suggested that the long and complicated ‘rules’ of transferring direct to reported speech need not be actively taught (see Lewis, 2002). But how many of you know from experience that even (especially?) the most common reporting verbs ‘said’ and ‘told’ cause problems for our students. What other way to practice them in written contextualised form but in a story?

Discussion:

The teachers asked a couple of questions.

  1. In a flashback scene why is the past perfect only used at the beginning? 

Using the past perfect for the whole of the scene, especially if it’s a long one, would be awkward (see Kress, 2008). Compare:

“Cinderella couldn’t buy her groceries because she’d spent all her money on beer the previous night. She’d got so drunk that she’d fallen down the stairs and had twisted her ankle. When she had woken up in the morning it had looked like a tree trunk. Now she was limping pathetically to the corner shop with only 5p in her pocket, hoping that someone would help her.”

Which one sounds better?

2. Can you use the present perfect in a story?

Hmmm. Not in the narrative, since it’s not a narrative verb form. But you can use it in direct speech, or as the ending phrase or coda, e.g.

“I’ve never been so embarrassed in my life!”

Focus on the writing process 

All writing, indeed like this blog post, needs to be revised, edited and proof-read, before being submitted/published. In the classroom, however, this is often overlooked. Learners submit work which is actually a first draft. In my experience, teenagers in particular will expect the improvement of the text to be done by the teacher. But is it useful? They seem to pay very little attention to their written work once it’s been corrected. Time elapsed between the input session, the writing of the text, handing it in, the teacher marking it, and the student reading the corrections, can also make teacher correction ineffectual, since the writing process is no longer fresh in the student’s mind. (see Hedge,2000).

The process approach to teaching writing is a potential solution. Keeping it very simple, it goes something like this (apologies for low-tech image and free advertising).

DSC_0934

There could be more arrows here. For example, the final version might be given back to the student for revising. After revising, you may need to go back to brainstorming new ideas etc. etc. Some of the teachers at Thang Long were already familiar with these processes, so I was able to elicit the stages. However, they admitted that they did not use it in class and that the writing task was usually set as homework and handed in for marking the next lesson. They also feel pressure to correct all of the student’s mistakes. Assignments were handwritten on paper since their students don’t have access to laptops.

Elements of process writing could therefore be used to resolve the three teacher issues with teaching writing. Its collaborative nature scaffolds the task (problem 1) while also putting the onus on the students to correct their own work (problem 2).

With the advent of technology, process writing could be criticised as outdated since now there is a plethora of apps that could do the job of proofreading for you, and even correct your grammar mistakes. But as my experience at Thang Long school shows, there are still countless contexts around the world in which technology is an unattainable luxury.

Pure process writing, of course, does not take into account the genre-specific elements of task 1, since it focuses on how the learner is writing, rather than the product, or what the learner is writing. This is why I use a combination of approaches which takes into consideration the function of the text, what Badger and White (2000) call ‘Process-Genre’. 

Task 3: Collaborative correction

To deal with teacher-problem 3 my suggestion was to use a marking code. I have a Google Doc link  to my code that I share with my students which explains how it works. I had the teachers practise using it with some samples of students’ stories. 

A marking code is nothing revolutionary of course, but teachers may fear that stakeholder expectations won’t be met if students are asked to correct their own work. My aim was therefore to give the teachers confidence and tell them what I wish someone had told me when I started teaching: “It’s OK!”. That is, actually, it’s BETTER for the students to work harder to understand where they went wrong. It’s also OK for the teacher to find a way to make their workload lighter. I remember it took me years to realise that my energy would be much better spent on teaching a lesson, rather than spending hours preparing it and being exhausted before it started! 

Discussion:

About the correction code and the revision process. Doesn’t it create more marking? 

Actually this a good point. If a class of 20 re-submit their work, then it would appear that there is more marking to do not less. My advice is to give fewer writing tasks, spending much more time revising the same piece and do so in the lesson.

What if they don’t understand what the mistake is?

You should only use the marking code for language points that you know your student should know. These are mistakes rather than errors – features of the learners current level or stage of interlanguage. 

Should we correct everything?

No. This would be demotivating and creates more work for you. Correct the most important things such as what they’ve already studied or something that makes the text difficult to understand. You should give some positive feedback too. 

Should the students use it to correct each other’s work?

Yes, why not. But they would need training in this, and a simplified version could be used. The good thing about this of course is the language discussion that would come up. Careful though because their corrections might not be right! So you would need to monitor closely and use reference materials.

Round up – Solutions to the teachers’ problems: 

1. Scaffold the task by process stages of brainstorming ideas. Personalise the tasks. Team/pair-writing.

2. Use a correction code. Have students peer and self correct.

3. Do writing correction in the lesson. Use peer correction. Keep working at the same piece for longer.

My last thought was this: 

Remember…it is the students who should be doing most of the work to improve their writing NOT THE TEACHER! 🙂

 

(*Note: I did not use a picture of Cinderella since I object to the fact that she is always portrayed as white, blond, skinny, not to mention pathetic, seeing as she has to be ‘saved’ by a guy. I much prefer the idea of her going out partying and meeting talking toads in the forest.)

References:

Badger, R., White, G. (2000). A process genre approach to teaching writing. ELT Journal, Volume 54, Issue 2, April 2000, Pages 153–160,

Hale, A. (n.d.). How to Structure a Story: The Eight Point Arc. Retrieved from: http://www.dailywritingtips.com/how-to-structure-a-story-the-eight-point-arc/

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: OUP

Kress, N. (March 11, 2008) 3 tips for writing successful flashbacks. Retrieved from: http://www.writersdigest.com/qp7-migration-all-articles/qp7-migration-fiction/3_tips_for_writing_successful_flashbacks

Lewis, M. (2002). The English Verb. Boston MA:Thomson Heinle

 

 

 

dsc_0878-e1555059467219.jpg

Advertisements

Dynamite at ETAS 2018. Zofingen, Switzerland

Kyle and I have just returned, full of inspiration, from the excellent ETAS Conference (English Teachers Association) in Switzerland. Compared to our last gig at IATEFL, we both agreed that the smaller venue was much friendlier and we felt totally relaxed and very welcome. So thank you ETAS!

We were lucky enough to do a workshop demonstrating our ideas for teaching exam prep, some of which we have written about previously here on the blog.  I thought it would be a good idea to summarise the activities for anyone who wasn’t able to attend, and also to share the slides from the presentation (here: Long live exam prep!)

For the purposes of the workshop we took the Cambridge English: First (CEFR B2) as an example for how our activities can be linked to the sub-skills and language points required for success in the exam. However, the activities can easily be adapted and graded for pretty much any mainstream EFL exam.

The ‘Dynamite’ philosophy is that exam oriented teaching should be…

  • Scaffolded: individual skills or language points required for exam success are first practised in isolation
  • Student-generated
  • Student-centred
  • Low-prep
  • Personalised
  • Learner focused not book focused

 

Activity 1- First lesson- FCE Speaking part 1

The activity aims to generate questions similar to those in FCE part 1, and also doubles as a get-to-know you activity in the first lesson with a new class.

Students guess information about the teacher, which gets boarded whether it’s right or not. Then students are asked to write questions for the teacher to find out if the information is true or false.  In order to make this more challenging they are asked to use specific structures such as a hypothetical conditional, or the present perfect. The students ask the teacher their questions, and then use them in a mingle activity with each other. See here for a more detailed description.

Activity 2- Photos- FCE Speaking part 2

Students find a photo on their phones of their friends doing something interesting or funny. In pairs they look at each other’s pictures and find the similarities and differences.

Using personal photos means that students are more likely to be engaged and motivated, and can focus their attention on the comparative aspect of the task rather than falling into the trap of simply describing the pictures.

Activity 3- Agreeing and disagreeing- FCE Speaking parts 3 and 4

Students come up with some topics they’d like to talk about, such as music or sport. They work in pairs and give an opinion on each of the topics, giving a reason for their opinion. These cards with exponents for agreeing and disagreeing are then distributed:

dsc_0895.jpg

Students mingle, giving their opinion on each topic and agreeing or disagreeing with their partner by reading the expression on the card. They then swap cards and change partners and repeat.

Activity 4- Expressing concession- FCE parts 3 and 4

Students repeat the activity above, but extend their answers, using the expression ‘having said that‘ . For example:

SA- I think Prince was the best musician own the world because his music is sexy and raw.

SB- You’ve got a point. Having said that, I didn’t like Purple Rain much.

In this way the exam task is scaffolded step by step: first the students generate ideas, then they learn and use target expressions for agreeing and disagreeing (thus, we hope, avoiding the dreaded “I agree”). Once they are comfortable with this (it may take a few lessons), difficulty can be added by asking them to extend their answers by adding contrasting information.

For a more detailed description of these activities see here.

Activity 5- Bus stop conversation- FCE parts 3 and 4

The bus stop conversation can be used to practice pretty much any structure you want your students to practice. To make them focus on the target language you can use cards (as above) or write the information they need to include in their conversation on the board. For a more detailed description of this activity see here.

Activity 6- Gimme Five- FCE part 3

If you’ve talked about any topic in class you can swiftly and easily turn it into a FCE part 3 speaking task. Just tell your students “Gimme 5!” That is, 5 items related to the topic. Then board them and pose a question about them. If you’ve just read an article on e.g. why New Year’s Resolutions seldom work (an old post-New Year favourite of Kyle’s) just ask them for 5 reasons why they don’t and board the question “Why don’t New Year’s Resolutions usually work?” Once this becomes routine students will be better at thinking of input and questions. And you can use it to input the kind of conversational language discussed above. You could run this routine for months before you tell the students it’s actually “on the test”.

Further reading

For more opinions on exam-prep, see also: this article in HLT Mag by Alex Case, Professor Costas Gabrielatos’s critique of exam-oriented teaching in Greece, and Marisa Constantinides’s discussion in ELT Chat.

On a different topic, keep an eye out for the article coming up in the summer edition of the ETAS journal  about my workshops with teachers of refugees in Athens, adapted from a previous blog post.

Thanks again to everyone at ETAS for giving us the opportunity to share our ideas. It was wonderful to meet you all!

 

Stories from Greece

If you’ve been following my summer musings you’ll know that I’m on a tiny island in Greece doing research for my MA. This involves interviewing Greek nationals about how and why they’ve learned English, and to comment on the situation in Greece in general as regards the influence of the English language.

They are asked to describe what Benson (1) calls their ‘language learning career’. I’d read in other research papers that some people can be a bit reticent about telling their life stories, but (at the risk of essentialising again) not the Greeks, it seems. In fact I’ve had quite the opposite problem : disgruntled people saying ‘So when are you going to interview ME?!’

So I’ve ended up with more data than I actually need for the assignment. But all of it valuable and in Holliday’s (2) words ‘rich’.

Some people stay on the island all year round, and others come only for some months, usually in the summer. They are from all over the country, and are of all ages and from all walks of life. As a result I’ve been privileged enough to hear lots of different and fascinating stories.

Participants had to be minimum CEFR B2. Although they were not selected on this basis, all of the people I interviewed had had private English lessons, either at a language school (frontistirio) or one to one. All of them had taken and passed the Cambridge First Certificate exam when they were teenagers.

Below is a random taster of some of the quotes from the interviews:

This slideshow requires JavaScript.

How were your English lessons different in the private school (frontistirio) from the state school?

– “Like night and day.” (Fay, baker)

What were lessons like in the state school?

– “In Greece, if you don’t do your reading or homework…it’s OK!” (Cassiopeia, student)

– “We did nothing. It was a play hour.” (Dimitris, unemployed)

– “I remember my friend…he used to come out of the desk and start doing push ups in the middle of the class.” (Panagiotis, economist)

– “When I was a girl…there wasn’t an option. They didn’t have English lessons…Nothing.” (Hannah, artisan)

What were lessons like in the frontistirio?

– “There it was very serious.” (Dimitris)

– “We were doing more interesting stuff like music and movies” (Costas, student)

– “I remember the first book we had. There was a character called ‘Tricky Dicky’ haha!- but we didn’t know what that meant then!. It was a nice book…nice pictures.” (Babis, student)

– “I had a very good teacher…He was good at teaching the pronunciation, how to speak with the nose and stuff like this…” (Hannah)

Why do Greek parents send their children to frontistiria?

– “Greek society. You do what your neighbour is doing.” (Babis)

– “The (state) education system in general is problematic.” (Costas)

What else helped you to learn English?

– “Music! Music!” (Eleni, psychologist)

– “Songs! songs!” (Hannah)

– “English girls! English girls!” (George, shopkeeper)

– “Oh yes I had an English girlfriend. I forgot that!” (Panagiotis)

When you speak English do you feel you behave in a different way?

– “Yes of course. It’s not me. I’m Hellenic.” (Vasilis, businessman)

– “I cannot make jokes or be that clever in English…I don’t have that sort of connection as I have in Greek.” (Costas)

– “Yes! My flatmate told me that and for me it was like a shock because I didn’t realise!” (Anna, nursery school teacher)

Who do you use English with now?

– “Just YOU! The interviewer!” (George)

What is ‘Greeklish’?

– “It’s like poison” (Fay)

– “I LOVE Greeklish!” (Costas)

————

Much much more to come. Watch this space…

A big thanks and a big kiss to all my new friends from the island who participated. You are the best!

 

References:

  1. Benson, P. (2011). Language Learning Careers as an Object of Narrative Research in TESOL. TESOL Quarterly Vol 45. No. 3 pp545-553
  2. Holliday, A. (2016). Doing and Writing Qualitative Research. London: Sage

Friendship and Filoxenia: ‘Otherings’ or Facts?

DSC_0465

My Greek is actually coming on. Not thanks to my ‘friendship’ (long story – I should write a book.. or better, a soap opera) but the friendship (no scare quotes), hospitality and general loveliness of Greek people. I have a bagful of scribbled notes of things that people have taught me. I don’t have a teacher, I have hundreds of them. It’s as if the island itself is willing me to learn Greek. It’s actually an incredibly effective way to learn, because I attach new vocabulary to the person or situation where I heard it, which helps me to remember.

Since my MA research is about the influencing factors on English language learning, it got me wondering about whether students of English in the UK ever meet anyone who has the patience to help them in this way. I seriously doubt it. I don’t imagine many of my respondents will say ‘I studied in England and everyone I spoke to wanted to help’. Picture a grumpy pub  landlord saying ‘Yes of course I can explain the use of the present perfect. Oh and have some free food and wine too!’

I may be wrong though. Adrian Holliday would say that I’m ‘othering’ or ‘essentialising’ (1) about my own culture. That is, I’m making assumptions based on the stereotypical attributes of people from a particular country. People in the UK are: individualistic, capitalist and hence less likely to be hospitable and give time to someone without the expectation of financial gain.

Greece, however, is a different story.

There’s even a word for this phenomenon from Greek mythology: ‘filoxenia’, which can be said to be the opposite of xenophobia. Basically, (I’m ‘othering’ again) Greek people are hospitable to foreigners.

Where do these differences come from? Is it to do with the climate? In the summer in Greece everything slows down.  And what do people do? They chill out. They chat. The other day, after shamefacedly admitting to one Greek friend that I’d just walked to the beach then done nothing all afternoon, she said ‘It’s normal to do nothing when it’s hot. And it’s a 5km walk there and back- that’s not nothing!’. Thus my busy-Britishness revealed itself. (I have henceforth decided to make an effort to do absolutely nothing for at least four hours a day in attempt to liberate myself from such embarrassing capitalist tendencies. This is actually way more difficult than it sounds, hence why I’m currently lying in a hammock… writing a blog post).

Seemingly, Adrian Holliday would do away with cultural generalisations altogether. Benjamin Whorf (2), on the other hand, famously emphasised the importance of culture on language. And from my own experience, I know there is no word in Italian for ‘hangover’ and there is no word in English for the Italian ‘dislivello’ (the difference in altitude between the start and end point of a climb in the mountains) presumably because the British drink a lot, and Italy is mountainous. There seems to be a hundred different ways to say ‘no problem’ in Greek, suggesting Greeks are chilled out people. Are these otherings or facts? And I’ve heard that in Swedish there is a word for the inside of your elbow. Goodness knows what that means…

I agree with Holliday insofar as stereotypes are dangerous…But surely some differences are to be celebrated and enjoyed?

—————-

References

1. Holliday, A. (2016). Doing and Writing Qualitative Research. LA:Sage Publishing

2. Whorf, B. (1940). Science and Linguistics. Retrieved 21.01.17 from:http://web.mit.edu/allanmc/www/whorf.scienceandlinguistics.pdf

 

 

 

‘Friendships’ and L3 acquisition on the beach

At the risk of sounding narcissistic, for my MA dissertation I’d planned to study myself. That is, my L3 acquisition experience here in Greece. Unfortunately the proposal looked more like a PhD thesis: too much stuff. So instead I’m going to research language identity by interviewing Greeks about their English language learning experiences.

But the L3 thing is always present in my mind for obvious reasons. After having learned Italian, it’s exciting to be at the bottom of the acquisition ladder again and slowly feel how the pieces are starting to fit together. It’s all too easy to feel complacent here with learning Greek, though, because so many people are proficient in English. I found that Athens was the worst place to learn. It’s almost as if English is an unofficial second language in the capital. Most people switch effortlessly from Greek to English as soon as they hear you’re struggling.

So now I’m on a tiny island and have finally found a few people whose English is marginally less amazing, so it’s giving me more opportunities to learn. I’m trying to follow my own teachery advice: trying out new language without worrying about making a fool of myself, immersing myself in Greek conversation, make notes of new vocabulary. But I have to say that I’m not being very systematic and it’s much more fun to.. erm…let’s say… form a ‘friendship’ with a native speaker.

In my reading about second language identity I came across an article by Kinginger (1) which says that sex can be seen as a valid learning strategy and should be researched more thoroughly.

I feel exonerated.

And in fact many of the competent speakers of English that I’ve met here have told me that they reached proficiency through having a relationship with a native speaker. When I do the interviews it will be interesting to note what sort of effect this experience, what Benson et. al. (2) might call a ‘critical incident’, has on feelings of language identity.

Integrative motivation

Apart from my ‘friendship’ as motivation, my desire to integrate and understand conversations is pushing me forward. I’ve gone back to being that dumb person sitting at dinner not saying anything, but when there are occasional recognisable snippets it feels pretty amazing. I’d actually missed being the dumb person! I remember experiencing something like disappointment when I felt could understand everything in Italian, like there was nothing fascinating about it any more. I guess it works both ways: once you think you’ve integrated you feel demotivated. I’m sure there is plenty of Italian lexis that I don’t know but I’m not particularly driven to learn it any more. Maybe because I don’t have an Italian ‘friend’ any more…

Reading and writing are of course tricky in Greek. Apart from the different alphabet, there are (for example) four ways to write /i/. So my reading speed is pretty poor. SMS messages help with writing thanks to suggestive text, as does my dictionary app, which provides me with essential lexis for my… ‘critical incidents’.

Multicompetence

Cook (3) said that multicompetent language users have different sorts of brains. And in fact I can feel that my neurons are firing in two directions. I’ve noticed that: both of my languages activate when I’m listening and speaking. I code-switch between English, Italian and Greek. Some words are similar in Greek and Italian: portafoglio (wallet), cappello (hat) have Greek cognates, and Greek has lots of loanwords from English: ‘hangover’, ‘party’. Not that I’m partying much, obviously (just in case my dissertation tutor is reading this …). But it can be as much of a hindrance as a help. Having been used to communicating freely in Italian for the last few years, it’s frustrating not to be able to say what I need to say, especially in those…erm…important moments.

Identity

About my own language identity, I don’t feel ‘just’ English. I feel European. It’s as if my experience of living in Italy gives validity to this idea, and my knowledge of Greek will strengthen it. Dornyei (4) writes about how integrative motivation for learners of English now refers to the international community (as ownership of English is global) and thus also implies an international identity. Perhaps by my attempts to learn European languages I’m trying to psychologically ‘remain’ despite the decision of my fellow countrymen? Maybe my new friend will help me with that. 🙂

 

References

  1. Kinginger, C. (2015). Student mobility and identity-related language learning. Intercultural Education 26:1, 6-15
  2. Benson, P., Barkhuizen, G.; Bodycott, P.;Brown, J. (2013). Second Language Identity in Narratives of Study Abroad. Palgrave macMillan
  3. Cook, V. (1999). Going Beyond the Native Speaker in Language Teaching. TESOL Quarterly  33(2): 185-209.
  4. Dornyei, Z., Ushioda, E. (2009). Motivation, Language, Identity and the L2 Self. Bristol:Multilingual Matters

My week in Athens

My week in Athens is almost over, and I’ll be sorry to leave the amazing people I’ve met here, who have made me feel so welcome. I’m off to finish my MA and collaborate at distance, but I’ll be back at NBS as soon as I possibly can. So much has happened this week. I’ll try to put it in some comprehensible order…

Scale

The scale of the refugee crisis is truly immense. It’s estimated that there are 60,000 displaced people in Greece, most of whom are in the Athens area. I only started to get a real idea of what that means when I visited a camp. One camp alone houses 1,500 people.

Volunteers

There is an incredible community of volunteers here, some of these are refugees themselves. Everyone uses whatever skill-set they have to contribute. They live very simply, give as much of their time as they can, and are constantly working together to get stuff done. I’ve seen people responding to calls at midnight to go to pick someone up or do some other job. They achieve so much: for example Khora community centre feeds 1,000 people a day. These people are practically moving mountains.

One of the problems volunteers have is that if they’re non-EU citizens (as, actually, I will be in the not-so-far-off future thanks to Brexit) they can only stay here for three months after which they have to return to their own country for a certain period before they can come back. I met one teacher who is from the US and has to fly back there (obviously at her own expense) every time her visa runs out, after which she comes right back. As I said, the level of commitment and humanity I’ve seen here is simply mind blowing.

The students

The motivation level of the students is generally high. English is the lingua franca in the camps and outside in Athens. There’s a mix of L1s, mostly Arabic, Farsi and Kurdish speakers, so English is used as a lingua franca between the residents too. English is absolutely essential for them to be able to do anything, which makes them want to learn.

That said, students can get depressed, which can stop them from coming to class. Some people are trapped in their housing as going out would mean running the risk of getting stopped by police, (which because of racial profiling they often are) and being deported back to their country. Thankfully, if they are able to explain themselves in English the police tend to be more lenient.

Many students are multilingual. I met one man from Afghanistan who could speak six languages and subsequently teased me mercilessly about my paltry knowledge of only two! And yesterday an Afghani 8 year-old taught me how to write my name in Greek (see pic).

What’s needed…

What they need most is long term teaching volunteers. A lack of continuity is a clearly a big problem for both the school and the students. It makes assessment of learning progression very difficult. And, as displaced and often vulnerable people, the students need to feel secure and form a trusting relationship with their teacher, which is impossible if someone new is arriving every two weeks.

Most of the teachers that come have had little or no teaching experience and have no teaching qualifications, but lots and lots of generosity and enthusiasm. They need and want support and training. No Border School offers teachers’ workshops open to all teachers in the Athens area. I was fortunate enough to run a couple of these this week on using technology in the classroom. The students here usually have mobile phones and most buildings (apart from the camps) have WiFi, so using apps and Google searches can be a good way to personalise lessons and can make up for a lack of materials. The teachers were very enthusiastic and they’ve asked me to do more sessions.

But my lack of experience in this context means that I’m not able to help them with everything. What they need most of all is ideas on how to teach adult literacy. They find that it’s difficult to keep students engaged while they’re learning to write in our alphabet, as adults aren’t exactly enthusiastic about copying text from the board. They find that the materials available are either aimed at children, or at people who aren’t literate in their own language, which is rarely the case here. I’m afraid I came up blank when they asked me about these issues.

If you can help with any of these things please do get in contact. Thanks for reading. Please share.

The Flipped Language Classroom: a case study

I’ve been pretty busy with my MA over the last few months, but have taken a sneaky couple of hours off essay writing to share this. 

In the not-so-distant past I was DoS in a private language school. I was asked to write a new set of syllabi, and the management team decided that these should follow the principles of the flipped classroom.

The students and the course package

Our students were mainly adult working people who were attending lessons in the evening. Courses were comprised of three elements: a group lesson for two hours once a week (60 hours an academic year); unlimited access to free group conversation with a fluent English speaker; and an online platform provided with the coursebook used in class.

Why change your syllabus?

These were our reasons, some of them will sound familiar:

  1. Our students expected to complete a whole CEFR level during in the short academic year which ran from October to May, while only coming to class once a week.
  2. EAQUALS accreditation requires that syllabi are mapped to the CEFR, our old syllabus was not.
  3. We had no scheme of work. If students missed lessons, it was difficult for the admin team to tell them what they needed to catch up on, ditto for late starters.
  4. Our old syllabi were heavily grammar or function focused. Skills were largely absent.
  5. End of module tests often assessed students on discrete language points that hadn’t been taught (because there was no scheme of work).
  6. Often the teachers didn’t have time to get to the practice part of the (usually PPP) lesson in the course book, or to use the teacher’s book activities. Being (in my opinion) the most useful and fun part of the lesson, and the only part that the students couldn’t do on their own, it was a mistake for them to be neglected.
  7. Students had commented that the group conversation element was not relevant to what they studied in class.

 

How we did it: getting rid of the grammar

As we were already offering a blended course, we decided to ‘flip’ the online platform content i.e. learners would use this to study and practise grammar points before coming to class.

I designed a scheme of work detailing the content of each lesson for each level. Explicit grammar presentation was removed completely. We instructed the teachers to refer students to the grammar reference part of their books and study it at home.

The productive practice (speaking) exercises for language systems in the course book became the main focus of each lesson, thus our syllabus became predominantly skills based. Teachers were encouraged to have students repeat tasks, and were given training on how to personalise and extend activities in different ways.

Although a scheme of work may sound prescriptive, we allowed for some flexibility to avoid the dreaded ‘teaching from the book’ syndrome and adapt lessons to students’ interests. In each module there was a Dogme-style lesson, when learners brought in their own texts. Another was simply ‘a YouTube video’. Teachers were given freedom in terms of content, but support with lesson planning and staging.

The group conversation element of their package was integrated with the syllabus, and used as practice for specific skills or language points, using the teacher’s book materials. Extensive reading was also encouraged by asking learners to borrow graded readers and discussing their reactions to the text.

 

Resistance- Teachers’ comments:

“It’s a lot. I think they’ll feel overwhelmed. I don’t think all of them will do their homework.”

 

“It’s very different from the education system they’re used to.”

 

“They might get used to it by module.”

 

“It’ll be a bumpy beginning.”

 

We had a pretty good idea that the teachers wouldn’t be happy about the changes. The biggest adjustment for them would be giving up their trusty PPP framework.  The students, too, would no doubt feel that a complete absence of grammar from the programme was too radical and destabilising. To counter this, the scheme of work included a ‘Grammar SOS’ session every 5 weeks. This was a 20 minute slot of lesson time dedicated to extra practice or clarification of grammar points. Students were asked to prepare questions for the teacher in advance of the lesson.

Flipping the grammar input also meant that things got tricky for the teachers if the students hadn’t studied at home. We encouraged them to soldier on with their lesson in this case, thus forcing the students (we hoped) to become more independent learners.

Assessment

The fact that the syllabus was (in part) a-posteriori, and not structural, meant that we could assess our students purely through skills. Unfortunately, this made marking (of the productive skills) more time consuming, and also more subjective. We had to produce our own set of assessment criteria and carry out standardisation, since the teachers would eventually be marking their students’ work.  

Outcomes

Implementing a flipped syllabus meant that there was much more onus on the learners to study independently. Some protested about this of course, but as we explained to them, this was the only way they would get the results they wanted in the time they had available (i.e by attending school only once a week).

After the predicted bumpy beginning, when we asked for student feedback it was 90% positive. Most students said that they didn’t mind studying the grammar at home, and that they understood and appreciated the methodology we were trying to deliver.

What do you think?

How would your students react if they had a flipped syllabus thrust upon them like this?

How would you react if you were told not to teach grammar?