Student A had an intense weekend, traveled, returned home late Sunday night and Monday morning he has to be ready for his class first thing in the morning. The teacher walks in and starts talking in English … the student who’s been speaking Portuguese all week hears the sounds but can’t make heads or tails of what’s being said past “how are you?”
Next, while correcting homework the teacher sees the student still having trouble expressing basic sentences – and can’t remember basic vocabulary he’s already seen before.
He can’t remember how to say in English:
Classe média (middle class)
Saudade (to be missing someone)
Poucas casas (a few houses)
Move on to the following student B – she is shown a 10 minute Ted Talk video on global population growth – and then says she’d fallen asleep half way through the clip.
Then student C waltz in. He has just had lunch and didn’t sleep very well last night… guess what happened?
So lessons to be learned:
1. Review, review, review! Grammar points and vocabulary.
2. Break video sessions into smaller chunks. Ask comprehension questions to help student remain focused.
“As teachers, we are bombarded with the urge to use the latest, shiny technology, we must keep our fingers on the pulse of technology.” Steve Taylor-Knowles
In other words, we must know how to use technology – not a choice anymore, but we need to know how to apply the necessary criteria to choose what to adopt or discard.
Teachers are a very complex sort of animal. On the one hand, we are open-minded and willing to learn. On the other hand, we’re afraid of change, including new technologies, feeling burdened by having to learn a new tool, which might result in more work, more time requirements, more tasks and chores.
Our real challenge is to go digital.
1. Digital course management –
Teachers have to get familiar with different learning management systems (LSM).
We can build data on students. What’s been done? What scores? What new plans or strategies?
2. Course Content Delivery
Resources: digital content allows for more material than what would be possible in a physical context. Both teacher and students can and should use their mobile phones as great learning tools.
3. Digital Competence –
Literacy – today (August 06, 2018), the Brazilian Newspaper O Estado de São Paulo published a poll informing that 3 out of 10 Brazilians are functionally illiterate. Now, how many teachers are functionally digitally illiterate today?
So… dear teachers, embrace technology and start learning.
Many people complain that they’ve been stuck in the same language level for ages. What to do? Resign and move on?
How about losing weight without dieting and exercise? How about getting hydrated without having to drink any liquids? Or tv zapping using your brainwaves? No remote control necessary. Far fetched? The same goes to learning another language without taking time and effort into the calculation. So here are 5 fail-proof steps that will actually help you learn another language and move up to the next level.
WARNING – these steps may actually help you learn 🤪
Expose yourself to the language – videos, listen to radio programs, leaf through magazines and newspapers in the target language, being in that country or not.
Have language classes – get feedback – some learn by themselves but there is always room for improvement and a teacher or friend fluent in that language may be able to help you.
Use Duolingo or Lingq apps for practice
Extensive reading – read a lot for fun and understanding. Yes books are still in. Don’t stop to look up every single word you don’t know. Choose a book that might have a vocabulary level a little higher than yours but not too difficult. Even the Bible. Choose a translation that is going to be easier for you. Allow yourself to read every night/ morning for 15-20 minutes.
a notebook – write down any key words meaningful to you.
Set yourself a goal: 5 words a day, for example – set a page per day – make flashcards – make the new vocabulary relevant and present to you – go over them 15 minutes every day – write the translation and the word in context – choose sentences or examples taken from what you heard, read or looked up on Linguee or any other source.
Since the late 1980s language drilling has been looked down upon as being bad. They’d say its mechanical, boring and irrelevant for the students. Students aren’t automatons to be repeating meaningless sentences or vocabulary.
And it’s true that too much of a thing (even if a good thing) can be its own death. But as the old saying goes “don’t throw the baby with the bathwater”. Language drills have their very good value: by repetition they can help students identify their questions and problem areas while leading them towards specific language goals and targets, therefore, drilling can help students focus.
In the not so distant past, language labs were the rage. All the “respectable” language schools had their laboratories with those sessions inserted in their lesson grid where students would be sent to a stuffy room (no air conditioning then) and they’d spend 40-50 minutes listening and repeating to an outdated audio recording, while a teacher dozed off (sorry, listened in and monitored the students).
With the ubiquitous presence of smartphones now students have a language school and lab in their hands but their needs are still the same, including the need to practice.
Spaced repetition – reviewing words over a sequence of days will work wonders on vocabulary retention, concentration, and patience.
Practice makes perfect, but only if you practice in the right way.
“How you practice and what you do matters more than how long you practice”, Jeremy Harmer has said more than once.
If you get your heart involved you will get better chances of learning.
Drilling should be genuinely communicative, psychologically authentic, focused, and follow a regular pattern.
Quite often teachers of English as a Foreign Language find themselves between a rock and a hard place concerning teaching pronunciation. If they’re native speakers they hesitate in constantly correcting their students fearing they’ll pass an overbearing image and many times thinking … “well… I can understand them … whatever”. If the teacher is a nonnative speaker of English they might feel insecure about their own pronunciation or even worse… they might not be aware of the proper pronunciation of specific sounds in English which are different from their mother tongue.
So… why bother teaching pronunciation?
Students want and need to speak clearly.
Their phonological awareness has an impact on all areas of their language learning besides speaking: reading, writing, vocabulary, etc
But what’s the right pronunciation? What’s a standard accent? British RP? Only 3% of Brits actually speak it. American Midwestern? What about Mississippi or Alabama? How about global English?
That’s why it’s important to know why your students are learning English.
The teacher must then focus on speech comprehension rather on the student’s accent being good, bad or proper.
How to do it? Teaching pronunciation works best a little during every lesson instead of once a week or whatever frequency students have.
“The teacher must”, as Richard Cauldwell wrote, ‘focus on:
the greenhouse: isolated words.
the garden: mixing and growing words together, linking words.
The jungle: where everything is mixed”
The best way will be to integrate pronunciation with other skills and lots of repetition (practice).
In conclusion, our insecurity about the way we speak can be managed by raising our awareness and practicing to the student’s heart’s content.
N.B – Many thanks to Laura Patsko with her great YouTube videos on the subject of pronunciation – https://youtu.be/yyga6vIAroE
The role of the teacher in the classroom must not be underestimated. So whether you’re still wet behind your ears or have grown prematurely grey due to the many years of teaching, here are some good reminders
Be keen and approachable. Make sure your students know your name. You have an identity. Apologise when necessary.
Avoid too much TTT (Teacher Talking Time).No matter your students’ level they want to be able to speak. A lot of a teacher’s talking time is just lost on the students. It feels very teacher-oriented when one is explaining a lot and spending a lot of time setting up activities, but students still don’t know what’s going on.
Teach the students, not the plan.The teacher must be adaptable and flexible.
Find a balance between allowing students to communicate freely and proper pronunciation correction.
Avoid a deluge of photocopies.It’s very easy to get disorganised. From the very beginning encourage students to create their own book with the copies and a binder.
Don’t expect perfection, and give encouragement. Sometimes the teacher is so eager on perfection that they won’t let students utter anything without it being perfect.
Seek a balance between the grammar, vocab and pronunciation.
The par excellence teaching approach philosophy today is “student-centered” which is all right and good, but then again, perhaps the classroom provides a space in which learners can basically get all the answers that they wouldn’t get if they were just out in the wild west of the real world, where nobody is there to lend a hand and it’s all just a question of survival. That’s where the teacher fits in.
This does require a particularly nimble teacher – one who is able to adapt on the spot and come up with feedback, drills, little practice exercises and questions that identify the specific problem the student has, how to remedy it and how to let the students practise it correctly. It also requires that the learners are able to go with the flow too.
Source: Thanks to the notes on teacher observation provided by Luke Thompson. Teacher Luke’s English Podcast https://teacherluke.co.uk/2018/02/16/512-my-experiences-of-not-learning-french-part-2-learning-language-in-a-classroom-vs-learning-on-your-own/
According to the Brazilian Association of Franchising (ABF) between 2% and 4% of Brazilians (in a total population of around 220 million) speak English at some level.
At any given time, it is estimated that roughly 1 million people are studying English in Brazil concentrated in the State of São Paulo, followed by the Southeast Region and South Region.
CNA, a traditional franchiser of language schools claims to have around 420,000 students a year in Brazil. But 40% of English language students drop out of their courses within 6 months.
It is a promising market. But … :
Why is there such a high evasion rate? Why are there so many people who don’t study English?
The leading answer is that “English is not for me”. Followed by “Spanish is easier.”
We have a culture of immediacy. Combined with poor performance.
Why do students quit? Most common reasons:
1. No money
2. No time
(However, it may be argued that there is a “save face” attitude. What the students might be actually saying is: what you’re offering actually isn’t worth what I thought it was)
How do students prefer to study languages?
The overwhelming majority of language students (72%) prefer having classes in groups, attending the lessons in a school.
Again, statistics may vary but, it is estimated that 6% within a universe of 40 million Brazilians (200,000) prefer to have private lessons with a private tutor.
5% are enrolled in language teaching programs sponsored by NGOs or religious organisations, such as the English Sabbath School class which teaches the bible in English. You may check their work on Facebook – www.facebook.com/BelievesUnasp
Distance learning, also known as e-learning or online learning (EAD in Portuguese) is a promising segment (still in its infancy at 9%) but there are no reliable figures on the number of students studying English via Skype, FaceTime or using international language platforms or apps such as Global English, Duolingo and iTalki.
Worth remembering that the industrial /digital logic does not yield great results in the Education segment (even if called Industry) – we’re still human beings who learn at different paces and manners.
What does the future of Education look like?
The trend is to use an adaptive learning process with a hybrid use of different resources and technologies, combining both physical and digital presences.
The Education professionals, aka teachers, must seek the continuous development of their soft skills: interpersonal (people) skills. These are much harder to define and evaluate. While hard skills are job-specific, most prospective clients and students are looking for soft skills in their teachers, coaches or tutors. Soft skills include communication skills, listening skills, and empathy, among others.
Also we as language professionals must continue to work towards the development of solid knowledge, posture of dialogue and authority set by example.