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EFL Geek 3.0 - ESL & EFL in Korea |
| EFL Geek 3.0 - ESL & EFL in Korea Updated : Swimming as Metaphor for Studying English “The 400m individual swimming medley has been an Olympic competition since the 1964 Summer Olympics, Tokyo, Japan.” (Wikipedia online) A new metaphor There have been many metaphors describing the difficulties of studying English in Japan over the years: studying English is like learning to ride a bicycle; like learning to play a musical instrument; or like learning how to cook. In various ways, these metaphors all highlighted the need for practice, perseverance and patience. One old adage went, “Imagine being taught, in explicit details, how to play the flute but never actually touching it” or “Imagine being allowed to touch the flute and practice the fingering, but never actually blowing into it.” This picture was painted to argue that learners must use English in order to improve at English. Now, a new swimming metaphor offers an almost perfect parallel analogy of what it is like for Japanese to try to learn English in the Japanese context: a context where the educational system handicaps learners way beyond anything that would be advocated or even tolerated in sports, but is completely accepted as the norm in our junior and senior high school English classes. Can you imagine an individual medley swimmer who has to swim the four different strokes in a competition, but never practices one or two of those strokes prior to the event? Imagine that they worked very hard on the breaststroke and the backstroke but never practiced the butterfly stroke, the crawl, or even making turns at the end of each length. It defies common sense and almost totally handicaps the swimmer’s chance of success when the time comes for them to perform. It goes without saying that if one wishes to compete in the individual swimming medley, and not feel like a complete failure, then you must practice all four strokes, the start, the turns and some overall mental “image” training tied to confidence and success. Obviously, the same can be said for studying English, and the large number of students who feel like failures at English, those who are not prepared when the time comes to perform, are simply victims of a national self-imposed handicap that is both unnecessary and without reason. KOTESOL Int’l conference 2009 pre-registration The KOTESOL International conference 2009 is just around the corner and pre-registration has been open for awhile now. If you’re going you’ll want to pre-register before October 5 in order to avoid line-ups and also save a little money. Invited speakers included David Nunan, Rod Ellis, Kathleen Bailey and Scott Thornbury among others. I’m not sure why the conference site doesn’t have bios and pics like it has in previous years. This year you get to try and read a conference poster that is only available in low res – good luck with that. Anyhow I’ll be there and pre-registering shortly. delete me This video made me bust my gut laughing. The The Impotence of Proofreading. This video made me bust my gut laughing. KOTESOL 2009 - going? Next weekend is the annual KOTESOL international conference. As usual I will be attending and have arranged a dinner out with several people that I only get to see once a year at this conference on Saturday evening. Are you going? vote in the poll and leave a comment. 6 Things About Multiple Intelligences Yesterday on twitter I saw a tweet by @cotterhue that directed me to this post titled Six Things About Multiple Intelligences You Might Not Know. This is definitely worth reading especially if you haven’t thought critically about the theory of multiple intelligences. In a nutshell here are the six Gardner’s Multiple Intelligences Theory is not a theory in the scientific sense. The Intelligences do not exist in any measurable way. Gardner has substantially more supporters in the world of education than in the world of psychology. Gardner is horrified by some of the practical applications of his ideas that he has witnessed in classrooms. In a conversation about MI if you hear certain expressions, such as Rinvolucri (and others), run away ‘Multiple Intelligences theory’, ‘neuro-linguistic programming’, ‘brain gym’, ‘shamanism’, ‘psychodrama’ and ‘life coaching’ are not related in any way. Presentations Textbooks The past couple of semesters my university has switched our program focus from 4 skills to presentation skills. In this time I’ve used a couple of textbooks aimed at teaching presentation skills to non-native speakers. While no textbook is perfect I’ve noticed that none of the books I’ve looked at teach anything about using note cards when presenting. This seems to me to be a glaring omission. Using note cards (or the notes field in PowerPoint) is essential to giving an effective presentation especially for non-native speakers. When they don’t do this one of two things happens. First they will bring a script and just read from it, despite being told not to read. Second they’ll memorize the entire speech, but then forget it and spend their time looking at the ceiling while trying to remember. I have prepared a couple of lessons around the principles including a sample presentation and note cards for students too look at and will be testing them out this coming week. But really I fail to see why this is not included in commercial textbooks. Students can have the best organization, transitions and visuals, but if do not use note cards they will end up having no body language or eye contact due to the negative effects of reading and memorization. The result is a boring, forgetful and wasted presentation. I don’t teach, nor allow, PowerPoint with my lower level students but with intermediate and above I do teach it. It’s more about teaching them what not to do – i.e. flashy transitions, multiple fonts, multiple styles, poor contrast etcetera. One thing that every presenter should be using is presenter view. This allows you to see the current slide, upcoming slides and the notes field all on one space – on your laptop screen while on the projector the audience sees the regular presentation view. here is a screenshot (click for full size): Sitting Down About 10 days ago I hurt my leg exercising and now it’s really painful to walk. I went to see a doctor twice and got some pills and an injection each time. the injection did wonders, but only lasted one day. Basically I was told to do nothing for one week and everything will be fine. However, it’s pretty much impossible for me to do that unless I take a week off of work – good luck on me doing that. Anyhow the subway ride to school involved a lot of stairs and a long transfer which is stressing my leg enough. On top of that there is a really large hill on campus. My office and classes are of course on the very top. The hill is the real killer for the leg. Anyhow last week I did my regular stuff, took the subway, walked the hill and taught my classes. The thing is when I teach my classes I never sit down. I’m standing the whole time – I move around, talk to students, gesture wildly and essentially ensure that the class is awake and paying attention. End of class and even more so end of day, I could barely move. It felt like I had a knife twisting in my hip joint. What does this have to do with teaching you ask? I’m coming to that – this is not a plea for sympathy – really. Anyhow yesterday I had one class and the pain was really bothering me so I decided to sit down and teach the class. I was really uncomfortable with that (though my leg was feeling much better). It didn’t feel natural to teach sitting down. Again today my leg was really bothering me. I actually took a taxi up the hill to ease the pain. I also decided to try teaching sitting down again figuring maybe I would get used to it. Additionally today I have 6 hours of classes in a row and if there is any day I need to sit down it’s Tuesdays. I couldn’t do it. I just couldn’t sit down and teach. I have no idea how people can sit and teach. I know some teachers at my university do this as I see them in the classroom when I walk by sitting and teaching. But even with a fairly debilitating injury I still couldn’t teach sitting down. I see no advantage to it and it makes me feel lazy, passive and like I’m not doing my job correctly. I’m sure that if I had a class with only a few students, maybe less than 6, I would sit down to encourage familiarity and build up a good atmosphere. However my classes all have 18-25 students and that’s just not possible. What’s your stance on sitting in the classroom? Saying Good Bye If there are any readers left of this blog, I’m sure you’ve noticed the incredibly slow trickle of entries over the last year or two compared to the frequent posts of yesteryear. I’ve kept this blog alive for a couple of reasons. One, I still get a lot of hits on the older articles and I’ve met several people over the years (and recently as well) who told me they’ve come across the blog while googling for something and found their answer. Second I was hoping to get reinspired to write like I did in the past. However that has not happened and I don’t see anything changing in the future. I do have things to write, but most of it is negative and I am not interested in putting the effort necessary to write it – especially in light of the Korean laws on libel and slander (even if it’s true, if it damages someones reputation you can be sued and will lose). I’ve also been planning my move back to Canada in Summer 2011 and once there I will not be teaching English but doing web development. Once I made that decision last year, a switch inside my mind flipped and I 100% lost the drive to blog about language teaching. This is my final post on the EFL Geek. The domain here will expire in 1 year and 2 months (April 2011) and when it does this blog will disappear. I am willing to sell the domain if anyone is interested in purchasing it – make me an offer and it’s yours. I will not however sell the content. I would like to thank all my commenters and readers for dropping by and visiting. Life English This semester I’m teaching a course titled “Life English”. No course goals, guidelines or information was given only the title and that it’s two hours once a week. A couple of weeks ago on facebook I posted a status update something along the lines of “Life English, whose life? my life, your life, a transgender lesbian sadomasochists life, a preachers life, a billionaire retirees life? throw a dog a bone” To some extent I still feel that way, but I did a level assessment this past week and also got a couple of ideas from the students of what they want from the course. Hopefully it goes a little better. In any case I’m going to focus on language skills that get used in real life, rather than on textbook produced stuff. This weeks lesson is based on a Breaking News English lesson Facial Expressions are not Universal I’m not using only the BNE handout, but rather using it as a springboard to focus on non-verbal communication. I’ve created additional handouts that focus on interpreting facial expressions, smilies, and internet acronyms. The greater focus of the lesson is on the last two as I feel that these are potentially the most useful for students living in Korea who wish to use the internet to exercise their language skills. Joining, or lurking in, English internet communities it is very useful to know what the various smilies mean especially since English smilies and Korean smilies are different – I’m referring to text based smilies and not graphical. For those interested in chatting via twitter, msn, or other chat rooms it’s also important to understand what all the internet acronyms mean. I did some reasearch and found a great list that is actually to help parents know what their kids are typing on the computer. I took about 20 of these and turned it into an exercise. I’m sure students will like to know what b4n or iwkwm means when they start chatting with native speakers. |
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TESOL Certification for teaching english abroad in non-native English speaking countries.
