Tuesday, 17 November 2009

Why Do I Have To Write This, Teacher?

Probably one of the most obvious difficulties when we ask our students to write something in English is to give them a valid reason for doing so. As a teacher who decided to promote a communicative classroom, I would say that the best way of overcoming such a problem is by means of encouraging our students to write for real audiences. If languages exit so as to help us communicate with others, it is only logical that whenever our students use the target language it should be for the sake of sending and receiving messages. In the particular case of writing, it is sometimes more difficult to find authentic readers than to find authentic listeners (we can carry out lots of speaking activities in the classroom). Depending both on the aims of the course we are teaching and our students' needs it is certainly difficult to find instances of actual communication through writing. Since writing is the only skill that cannot be acquired but must be taught (we all need some kind of help to learn how to write) it is essential for us to find the time and the means to teach our students writing skills. We cannot expect them to magically acquire writing skills by means of just exposing them to model texts and directly asking them to write independently.
There are lots of aspects to take into account if we are to teach writing as a skill to communicate effectively with others.
First, we should bear in mind that writing and, therefore, learning how to write are both a process. We cannot ask our students to become proficient communicative writers overnight. It necessary for us to show them that there are several skills that need to be developed so as to enhance their writing. Students should be given opportunities to plan (i.e. to brainstorm, to create mindmaps, to make summaries of main points to be included in the text or to simply jot down words or ideas that they think are connected with the text's main idea). To develop planning, students can be simply asked to carry out "planning" activities without actually thinking of writing anything but just to practise the skill. Students should also be given opportunities to develop and improve their editing skills. Either as a step of a writing process or as an activity in itself, editing should be devoted enough time for students to become aware of how important drafting is when writing (it is true, however, that editing may not be an essential skill nowadays because most of the writing students do in real life is informal and needs no focus on accuracy: chatting, blog, photoblog, facebook and twitter posting and so on). Once students have planned, outlined and edited their text it is time for them to "make it public." It is essential for us to make it clear from the very beginning that what they are writing is for someone in particular, as Tricia Hedge very well wrote in her book 'Teaching and Learning in the Language Classroom', "helping student writers to develop a sense of audience is another important task." Our students need to know that writing in English holds no difference with writing in their mother tongue: when we write we always have in mind the target reader because we always write to someone (even to ourselves but there is always a reader). Consequently, it become essential for teachers to be able to provide students with authentic audiences for them to be able to actually send a message while writing. There are several ways and places in which we can find authentic audiences: with the Internet so accessible nowadays we can help our students find lots of readers and writers with whom they can exchange realistic messages (e.g.: blogs, photoblogs, wikis, forums, social networks...). If access to the Internet were not possible, we could still find audiences within school (students from the same or other classrooms) or outside school (parents, students or teachers from other schools).

Since developing a sense of audience is so important, I would like to share with you a presentation created by Gladys Baya, who is an English teacher and teacher trainer. In this presentation, she provides us with several examples of authentic audiences to enhance both speaking and writing skills.

So when your students come and ask you "teacher, why do I have to write this?" you can very well answer: "the why can only be answered once you have decided who you are writing to..."

Post based on "Teaching and Learning in the Language Classroom," Chapter IX, Tricia Hedge, Oxford University Press.

Are you interested in TBL (Task Based Learning)?

Do you want to know more about this excellent approach? Have you read Jane Willis's book and thought of asking her questions? Well, this is the website you have been looking for! I was browsing the Internet the other day looking for information and guidelines to support my writing of a TBL lesson plan and I came across this useful site. It is really interesting and helpful because of many reasons. Not only can you get free access to different types of TBL activities and lesson plans but you can also find posts and discussions led by Jane Willis herself as regards many different aspects of the TBL approach. In these thought-provoking posts you can find, for instance, surveys carried out among Language Teachers, information about the advantages and disadvantages of using TBL in large classes and a very interesting interview with Jane Willis carried out by Martin Peacock from the British Council.
The bad news is that it is not an interactive blog anymore because, for some reason, it has been closed. Therefore, we are no longer allowed to leave comments and ask questions. All the same, I decided to let you know about it because I believe that, even though we cannot get in touch with her anymore, what was written and discussed is still useful and worth reading.

I really hope you find it as interesting as I did and please let me know what you think about it!

Thursday, 5 November 2009

What is the role of questions in the EFL classroom?

Here I am introducing you once again to one of my classroom observation reports. I have to say that this must be one of the most interesting topics I wrote a report on! In this case, I focused on questions. As teachers, we know that we are most of the time asking questions but are we aware of what we are asking? What I did was to analyse not only the types of questions we may ask our students but also their implications. What are the different types of questions we ask? What do our learners get from them? What is it that we are asking from our students when we ask them a certain type of question? What is the connection between a certain question and the cognitive challenge (or the lack of it) that they present our students with? I invite you to take a look at this report to see how much we can learn from analysing the language of questions! Enjoy it!

7th Report / Alejandra de Antoni / Classroom Observation / Methods 2 2009

Tuesday, 3 November 2009

“Two monologues do not make a dialogue.” Jeff Daly

After having fostered a Communicative Classroom throughout the year, we’ve decided to try out a new approach to the discussion of Tricia Hedge’s “Teaching and Learning in the Language Classroom.” Considering that it takes two to Tango, we’ve decided to discuss speaking respecting its main characteristic: having, at least, two participants.
We will formulate possible aims for a Speaking component of a coursebook following Hedge’s categorization of successful oral communication; and then, we will compare them with the New English File – Intermediate ones.
Our book will have as an ultimate objective to foster the use of language for communication. Upon completion of this course, students will have an intermediate degree of fluency that will allow them to keep up a conversation in the target language including listening skills, taking turn skills and the proper management of interaction. Students should also be able to present information/instructions about defined topics to others in a clear, organized way and to participate in discussion groups.
In order to attain those goals, students should be able to demonstrate understandable pronunciation and an acceptable level of mastery of stress, rhythm and intonation patterns. They should be familiar with conversational skills, register and syntax. Students should have developed awareness in structure and strategies used in meaningful true-to-life conversations.
After establishing the objectives for the Speaking component of our ideal coursebook, we invite you to take a look at the actual ones in the above mentioned book:

Now, let’s have a look at a randomly chosen set of activities taken from the same book, do they actually match either their or our objectives?

Speaking Activities - NEF Intermediate - Methods2 - 2009

As far as you can see in the activities, the book is coherent with its objectives. It provides students with a wide variety of speaking, listening and pronunciation exercises that pay the way for successful completion of set goals!
What this well-known coursebook proposes is to give students the necessary tools for them to be able to speak fluently, accurately but, most importantly, confidently. Considering the variety of activities that we selected from the coursebook, it can be said that students are provided with interesting topics that will motivate them to speak (mobile phones and money) as well as useful phrases and to-the-point guidelines for them to have a starting point from which they can start to speak more freely. Each speaking activity (as well as the listening and pronunciation ones) is organized in several steps which, in turn, give students enough time for them to organize what they are going to say.
Another useful tool provided by this book is that students are given opportunities to practice and improve their pronunciation in terms not only of sounds but also stress and intonation, which are two of the most essential aspects for a student of English to learn so as to become an effective communicator.
All in all, it is important for us, as English teachers, to keep in mind that speaking cannot be taught as if it were an isolated skill that can be improved only by means of working on grammar, vocabulary or pronunciation. We must show our students that speaking is an essential tool for us to be in contact with others. Speaking, as a tool for communication and social interaction, must be dealt with in class following its most important characteristic: interacting with others. There must always be a coming and going of messages in speaking and, therefore, we should give our students as many tools as possible to help them face that thrilling challenge of interacting with others in a foreign language. Our students need to be able to speak both fluently and intelligibly and for them to achieve such an objective we must provide them with a balance of grammar, pronunciation, vocabulary and listening activities as well as a wide range of opportunities to develop communication and negotiation skills.
Our students must be taught pronunciation, grammar and vocabulary not because we want to form language experts but simply because they are the tools they need so as to become efficient communicators.

Discussion Topic taken from "Teaching and Learning in the Language Classroom," Chapter VIII, Tricia Hedge, Oxford University Press.