Podcasts for Teachers of English as a Second or Foreign Language

A few weeks ago I blogged about my favorite podcasts for EFL/ ESL learners (you may check the list here https://americanoidblog.com/2015/12/30/could-you-say-that-again-please-podcasts/ ) and some teachers have been pestering me, I mean, begging me, did I say that aloud?…  Some teachers have asked me about podcasts for their “continuing education”. As a self-employed educator and teacher trainer I know the need we all have to recycle, review and learn something useful for the development of our professional careers. When we work for a school or some other sort of organization, there will be times, if we’re lucky, that a course, tutorial, etc will be paid for and we will enjoy the fruits of working for a wise employer. But if you work on your own, any freebie, such as a cool podcast, is really welcome.

As far as I know, there are not many podcasts directed to teachers of English as a Foreign podcasts.jpgor Second Language (EFL / ESL) but still they are in a larger number than those for teachers of other languages. Still looking for a podcast directed to teachers of Spanish (Profesores de Español como Lengua Extranjera o Segunda Lengua).

From my experience as a long time podcast listener (since I got my first iPod in 2005) podcasts are catchier, more entertaining and informative when there are 2 or 3 people participating and they don’t go on and on for over 30 minutes (Exceptions may apply when necessary). The podcasts listed here combine knowledge and some informality with some sense of humor and not taking themselves too seriously (with the exception maybe of podcast number 4, which can be quite funny while not trying to be).

So here they are in alphabetical order (in their own words):

  1. TEFL Commute – it’s a podcast for language teachers. It is not only about language teaching.  Lindsay (yes it’s a He), Shaun and James try to present a light-hearted listen aimed at brightening the teacher’s daily commute to class. Each episode is built around a topic that could be used in teaching http://www.teflcommute.com/
  2. The TEFL Show – In these podcasts Marek Kiczkowiak and Robert McCaul explore different issues related to teaching and learning English, as well as other languages. http://theteflshow.com/
  3. The TEFLology Podcast – it’s a podcast about teaching English as a foreign language (TEFL) and related matters, presented by three self-certified TEFLologists. http://teflology.libsyn.com
  4. Vaughan Live – Although this podcast is geared towards Spanish speakers trying to learn English, Richard Vaughan many times presents some comments as an EFL teacher with more than 40 years of experience and some points are quite insightful and useful. As many teachers do, Richard loves listening to his own voice so beware. http://www.ivoox.com/podcast-richard-vaughan-live_sq_f180769_1.html
  5.  Masters of TESOL: https://mastersoftesol.wordpress.com/ Great interviews with some great minds of ELT and SLA. (Thanks Marek for the suggestion)
  6. TEFL Training Institutehttp://www.tefltraininginstitute.com/podcast – with great talks and interviews on all TEFL matters ranging from discrimination against teachers, teacher talking time and much more.
  7. ELT: WTF https://elt.wtf – no, no, no cursing allowed, I think. What Tim feels about ELT – as the name implies, Tim presents his insightful observations and ideas from Delta and other teacher certification, backpacking teachers, and much more.

Hope these podcasts will help you on this rewarding journey (not financially though) of teaching. If you happen to know of a cool podcast for EFL/ESL teachers please let me know and I’ll be happy to add it to my list above.

Cheers,

Mo

 

The Teaching of English as a Foreign Language in Brazilian Public Schools

As you know I’ve been teaching private students, mostly one on one for over 25 years so I can’t say I’ve been in touch with what goes on in classrooms all over Brazil. Last time I taught English as a regular subject at school was back in 1986, so do your math, because I can’t. I’m an English teacher after all.

So I decided to talk (via Twitter) to a dear friend and fellow teacher, Iara Will, who teaches at state public schools in São Paulo. Here’s what she had to say:

Do you use technology in your classes?

Iara Will
Iara Will

“Well…at my school in Sorocaba (Humberto de Campos) we have an IT room with 12 computers working.

But my classes have around 30 students… a tight room with broken air conditioning…, so I use computers in class only when a few students show up. The São Paulo state government has an online English Course program open to public school students who even receive a conclusion certificate. The online course presents everyday situations, videos and exercises even allowing for some interactivity. The course goes up to the Intermediate Level.

In class I allow them to use their cellphones, although it’s forbidden by law.

Reason: we have no dictionaries at the school’s library.  So.. they look up words online.
I try to give them activities that don’t have an easily found answer online, I encourage memorization and I make up many activities.

From the textbooks I only use some texts for reading comprehension.

I also use songs some old and some brand new ones.

I’ve learned that English is more of a decorative subject than really Language Arts. It’s just a complement not a real subject.

I cannot hold back any student. Don’t tell it to my dear students (it’s state secret. LOL)

By the way no one fails any subject nowadays at our schools. But even so, I make my opinion heard at school board and council,  especially in disciplinary matters, because I’m one of the few who listens to the students.

My workload is low so I have some free time. Most teachers survive teaching at least 32 classes a week. It would be writing 18 class reports for English alone.  Many teachers teach 54 classes a week. I don’t know how???!!!!

What sort of activities do you use with students?

Reading Activities with current issues from texts I find online or from the textbook.

I use songs and films subtitled in English when I know they’ve seen it 20 times, like Finding Nemo. I give them a handout to fill in the blanks and other activities varying according to their grade.

They love it, if I may say so.

I take my own tv, speakers,  I have to make my own copies.

The school says they have everything I need, until I really need something.

So…

Some students ask if they may go to the restroom in English, even during other classes, just to be funny, or to be the first to go.

We have more writing activities than conversation. It’s only 2 classes a week, I try hard to follow a program.

2 classes of 45 minutes each?

40 minutes.

Wow! Such a short time. How do you divide the time in class? Roll call? Homework? Do you have any warm up activities?

They answer Roll Call in English –  Hi, hello, present, I’m here or here. I use up to 10 minutes just for roll call.

When they return from the restroom they have to say “excuse me”

For warm-up I can use an object, a quiz or a previous activity.

They don’t have homework 😦

Interesting!!!

Sometimes we talk about special holidays, such as Thanksgiving – we have a little party – they bring some foodstuff, name it in English.

Occasionally we even pray in English taking advantage of some special celebrations.

There are cameras in the classrooms. I cannot induce them to anything.

And do the cameras work?

Yes, vice-principals, mediators and school inspectors constantly monitor them

What do your students think of studying English?

It’s hard, cool, boring, Now that I can understand it I like it… things I’ve heard this year.

What’s their social-economic status?

Many of them live in slums. I earn a little more because the school is located in areas of risk.

 

Thank you so much, Iara for sharing with us this wonderful experience as a caring teacher. chamada-publica-escolar-no-es-comeca-com-rematricula-e-transferencia_620_

First word of 2016: Empathy

This time of the year comes loaded with written or spoken lists of resolutions, best quotes, funniest videos, etc. The dictionary publishers love posting word of the year, decade, or century.

Well, for 2016, I’d like to post my first word of the year, which also consists of my resolution: EMPATHY – to learn to be more empathetic along the year.

The Merriam-Webster dictionary presents the following definition:

Simple Definition of empathy

  • : the feeling that you understand and share another person’s experiences and emotions : the ability to share someone else’s feelings

I remember the first time I heard the adjective for this word in Portuguese: empático. I must have been 8 or 9 visiting my aunt in Sorocaba and a friend of hers had popped in for an afternoon cup of tea. I don’t recall the context but we were all sitting in the living room, I was listening to the grown-ups talking and I must have said something during the conversation that the lady said to me: “você é muito empático, menino” (you’re very empathetic, boy). I had never heard that word before and unsure of its meaning I just mumbled a “thank you”. I knew the words “sympathetic”, “apathetic” and “pathetic”. Later I asked my parents the meaning of “empathetic” and hearing their explanation I could see myself as being called “pathetic” or even “sympathetic”. But empathy didn’t seem to be something to aim for.empathy 2

Later I came to realize the importance of understanding (at least trying to understand) the reasons why people behaved the way they did and also to try to understand the difficulties that my students had in learning something that seemed as clear as day to me.

 

A few years ago I started learning French in an attempt to understand and remember how my students feel when learning English. And I found out that when learning a language motivation and commitment are key. You can’t expect to learn another language by studying 30 minutes once a week (in the best of times).

As a teacher I must cultivate empathy towards my students thus getting less frustrated and trying to find new ways of teaching by motivating and sharing with them different learning strategies. But the law of cause and effect will still be valid: Little time practicing, little learning. More time practicing, more learning.

So this year I’ll try to wear comfortable shoes but not forget what it means to go barefoot.empathy

Cheers,

Happy New Year

 

Mo

If I knew then: A letter to me on my first day of teaching

Hi Moacir,

I know you’re shy and sometimes feel out of place and time. But listen to me: your choice of a teaching career was not by chance. Your Secondary School English teacher saw in you a great potential for languages, in his case – English – and dear old Mr. Santiago – the green cab driver at church, saw your potential as a teacher; and God led the way.

Yes, you will be scared sometimes. At times some students will seem to know more than you. And more mature as well (Chuckles). But you will inspire them to keep on learning and you will learn to get them to contribute to your lessons with what they already know.

Yes, teaching 8th graders will not be easy and due to your lack of experience and support you will feel as if you’ve failed and want to quit.  But years later you will come across some of your former students who will thank you for the lessons and for the inspiration.

You will have to wake up really early in the morning (5:30am) in order to get to your in-company classes in time and your last class will finish at 10:30pm. Hard work will not make you sick, though, just keep focused and do your best. Those crazy hours will also pass.

Mo in his first year as a teacher - July 1988
Mo in his first year as a teacher – July 1988

Remember to stay professional at all times with your students. Yes, you may socialize with them – but remember your job is to teach them not to simply be their friends.

Don’t let anyone look down on you because you are “simply” a teacher, or because you are a language teacher who has never been able to travel abroad and who lacks international exposure.

In a few more years you will have had the privilege to visit and even teach in different countries. You will preach in English at a church in Cape Town, South Africa. You will be a teacher of English in the US, Canada and Ireland. You will speak English and Spanish in China. Hard to believe? Yes, but God has amazing things in store for us all. Just wait and see.

In 27 years you will have reached the top of your career as a self-employed teacher but there will not be time to rest in your laurels, you will have to be continuously reinventing yourself and selling your services, training new teachers, presenting conferences on ELT – yes, I know it’s hard to believe me since you don’t even own a landline phone  at home or a car but some day you will be teaching via FaceTime video (better than via satellite) across the globe. Don’t ask me for details, not even I know how it works today.

Keep on learning, growing, doing your best and you will reap the rewards. I know.

Cheers and great teaching,

Mo

The NEST v NNEST Conundrum

Lately I’ve come across lots of discussions on the NEST (Native English Speaking Teacher) versus NNEST (Non-Native English Speaking Teacher). Even this quarter’s issue of the Braz-Tesol Newsletter dedicates most of its pages to articles written by Brazilian teachers (notorious NNESTS) in defense of language teaching not being limited to the place one was born.

Non-Native English Speaking Teachers
Non-Native English Speaking Teachers

I even found this site defending TEFL equality http://teflequityadvocates.com

Being Brazilian I couldn’t agree more: A good language teacher will have learned the structure of the language and is aware of steps and techniques that will allow learners to overcome hurdles along the way in their language acquisition process.

However, it must be pointed out that many NNESTs also lack enough language skills to teach highly advanced levels, Ilá Coimbra a NNEST wrote  that “In the Brazilian context, the general level of our English language teachers is B2 (or intermediate – high intermediate English)  far from being enough”; which would justify a language learner’s desire to have lessons with a NEST.

In the English teaching world prejudice against NNESTs or those who look like NNESTs is rampant. Many people would object to hiring a Japanese-American teacher simply because he or she looks “Japanese” no matter the language background they have. In China, Korea, and I’m sure other countries, an African-American teacher will find it hard to overcome prejudice no matter how big their NEST egg is (please, forgive me my pun).

Because of my light skin complexion and light brown eyes, I haven’t suffered – as far as I know – much discrimination as a NNEST. But a case that comes to mind was when I was a Program Director at Literacy Volunteers of America in Danbury, CT. To become a tutor I had to take their Certification Course (a 4-week program and was the only NNEST in a group of about 15 people). After my certification, I was hired as a part-time Program Director/Teacher Trainer/Tutor and I had to interview many prospective students – many of whom had come from Brazil. I knew that they wouldn’t discredit me for being Brazilian but they would immediately start talking to me in Portuguese. In order to encourage them to speak English I’d just say that my name was Mo and proceed with the testing. I taught many of them and always with the condition that they should use English in the classroom. It came to a point when out of a class of 6 students, 4 were from Brazil and sometimes they would talk among themselves in Portuguese. I’d ask them – “what are you talking about?” and they’d say “It’s not for you to understand“. At their graduation – I  finally came out – I told them I could understand everything they had said and I actually WAS from Brazil.

They were mortified, but that taught them a lesson about the possibilities in learning a language really well.

Literacy Volunteers of America
Literacy Volunteers of America

So NEST or NNEST? it will depend on the students’ needs and teachers’ skills and qualifications.

Good Lessons,

Cheers,

Mo

http://teflequityadvocates.com

When enough is enough or not

How long should a student stay with the same teacher? That’s a question quite often asked.

Answers may vary – some schools rotate teachers at the end of a stage/level. Others change teachers month. There are schools which rotate teachers every class (which is a strategy to keep students attached to the school not to a particular teacher, given the high turnover in the industry).

My wife started learning English at a language school years ago, which rotated teachers at the end of every stage, but she had a teacher – Wallace* – who had noticed that students were not reaching higher levels at the expected pace. So Wallace tried an experiment staying with the same group of students from beginner to advanced in order to identify where the weakest link was. When reaching the Advanced level -C1 – students were more confident in language production and more fluent. But the experiment  was inconclusive whether the positive outcome was due to the same teacher or whether Wallace was a better teacher than average, or the rotation made students fluctuate and slide back in their progress.

A few weeks ago, my Student Rosie* told me of a dream she’d had that I was in her bedroom answering phone calls on her landline and had asked her not to disturb me. What would have triggered such a bizarre dream?

Well, the night before she’d been talking to her mother saying she’d have to get up a little earlier the next day because she had English class. Her mother asked her if she was still having lessons with that teacher who wore glasses and had a captivating smile (author’s imagination) and Rosie* nodded. Her mother asked how long she’d been having classes with me and she said “nearly 10 years maybe”.

Then I told her that it would be around 19-20 years – on and off of course. I moved to the US for a period and then to Ireland. But it made me wonder what would make someone pay a teacher almost long enough for the latter’s retirement.

For many years she was what we would call a regular student – using textbooks, doing or trying to do homework, etc. But in recent years, we’ve been basically having “communication-based” lessons, sometimes throwing in some work-related material or presentation she would have to go through.

She has achieved a fluent advanced English level – which does not eliminate mistakes. She still confuses he/she  and his/her/your. Sometimes, tenses are a nightmare, but she feels perfectly capable of carrying on a meeting or phone conference, or making a presentation.

Now, am I taking advantage of a situation and should tell her to terminate her classes? or is she still benefiting from those classes?

After a serious and hard analysis, I came to the latter conclusion. Both psychologically and linguistically she still can improve and she does, although slowly and haphazardly.

Sure, most people will benefit from a 3-5 year language program, but the same way that some professionals seek continuous improvement so some language learners require and can afford long-term language assistance.

Cheers,

Moknowingwilling

* all names have been changed to prevent any legal issues.

Present not so Perfect

A feature of the English language that many Brazilian students find hard to use is the Present Perfect Tense – students usually grasp the concept: it uses the auxiliary HAVE or HAS and the main verb in the PAST PARTICIPLE. In Brazilian Portuguese, this tense can be used but most of the time we use  either the simple past or the simple present to refer to a situation. Examples: Faz tempo que ele mora aqui. “He’s lived here for a long time”. Ele saiu agorinha mesmo. “He’s just left.” So, in order to get them used to the new tense I have them practice it in Affirmative, Interrogative and Negative Sentences Example: I have been a teacher since 1986. Have I been a teacher since 1971? I haven’t been a teacher since 1971. Usually the students grasp the idea of duration – since 1989 / for 26 years, etc. Something that started in the past and comes to the present. Something that’s not over yet,present-perfect or that’s been finished recently. Let’s say that’s the basic usage of the Present Perfect. So we explain that usually with key words like since, for, yet, Present Perfect will be used. Is it a prescription? Yes. Does it work? Theoretically, yes. The students do the exercises fine. But when they’re in open conversation they drop these pearls: “I didn’t have a vacation, yet” or “I didn’t went to Poland, yet”. Bear in mind I’m talking about Advanced Students. Despite the bad rep grammar drills have nowadays, until someone comes up with a US$ 30,000 language pill, there will always be the necessity to practice until your Present is Perfect.