Vielen vielen Dank an Barbara Kurth-Weimer für alle Informationen und dafür, dass ich diese auf meinem Blog zu veröffentlichen, für all jene Menschen, die durch eine unfair Sparpaket betroffen sein könnten! Vielen Dank an Marco Knobel für den Text.
Liebe Unterstützerinnen und Unterstützer
Unsere Kampagne geht los. Wir stellen nicht politische Interessen in den Mittelpunkt, sondern jene, die direkt Betroffen sind. Deine Unterstützung ist enorm wichtig für den Abtimmungserfolg. Mobilisieren wir gemeinsam – für ein lebenswertes Zug! So kannst du mitmachen:
Aktionen, Stände, Materialverteilung
I am very honoured to have Dr François Grosjean on my blog today, interviewing Eva Hoffman, author of Lost in Translation, originally for Psychology Today. A huge thank you to Dr Grosjean for sharing his interview!
About Dr Grosjean:
Professor Grosjean received his degrees up to the Doctorat d’État from the University of Paris, France. He started his academic career at the University of Paris 8 and then left for the United States in 1974 where he taught and did research in psycholinguistics at Northeastern University, Boston. While at Northeastern he was also a Research Affiliate at the Speech Communication Laboratory at MIT. In 1987, he was appointed professor at Neuchâtel University, Switzerland, where he founded the Language and Speech Processing Laboratory. He has lectured occasionally at the Universities of Basel, Zurich and Oxford. In 1998, he cofounded Bilingualism: Language and Cognition (Cambridge University Press).
His domains of interest are the perception, comprehension and production of speech, bilingualism and biculturalism, sign language and the bilingualism of the deaf, the evaluation of speech comprehension in aphasic patients, as well as the modeling of language processing.
Here is the interview:
Back in 1989, Eva Hoffman published her first book, Lost in Translation, a memoir about immigration, language loss, second language acquisition, and discovering a new land and a different culture. Her autobiography was to have a worldwide success – the Nobel prize winner Czeslaw Milosz called it “graceful and profound” – and it helped launch a new genre, the language memoir. To celebrate this blog’s fifth anniversary, it was only fitting that we should ask Eva Hoffman if she would answer a few questions. She very kindly accepted to do so and we wish to thank her wholeheartedly.
More than a quarter of a century has gone by since you published Lost in Translation. How do you consider it now after all these years and the success it has had?
Occasionally, I’ve had to go back to it and reread parts of it – and I find that I have a double reaction: One is to wonder who wrote it; and the other is to think, “This is pretty good.” The success of the book was initially entirely amazing to me. When I was writing it, I didn’t know if it would be published, or whether anyone would understand, or care about, the experience I was trying to describe – the internal journey involved in emigration, and the process of translating yourself into another language and culture. But since then, of course, emigration and other cross-national movements have become one of the central phenomena of our time; and it seems that I identified something about that experience which many others understand — perhaps in part, because I was writing about it innocently, so to speak; that is, by trying to capture my own perceptions as directly as possible, without thinking about previous literary models, or worrying about the book’s reception. What can I say, I was lucky.
You can read the rest of the interview here.
I first heard Steve Wheeler in an online plenary for RSCON in 2011 and was very impressed. I then followed him initially on Twitter and then on other social media too. I learn so much from him and read his blog, which is one of the richest ones in education – both in quantity and absolutely quality.
I was honoured to interview him earlier tonight for my blog and I thank him very much for his time and valuable insights!
Enjoy the interview, where he talks about so many amazing things – and how much he learns from his students!
I would like to introduce you to a group of 9 talented young ladies : )
Some Saturdays a month I teach them at our local college, the KBZ. They attend a seven-hour course in English (and other subjects, such as Finance, Correspondence in German, Computing and others), in order to be qualified PAs (Personal Assistants) in companies, to CEOs, chairpeople and directors. I truly admire them because apart from three days a week of courses, homework and studying, they also work, do a lot of activities, have families, personal lives, hobbies and even so, they are always full of energy! Our course starts at 07:35 am and finishes at 13:45 pm.
This course will go on for two years, and they will sit an exam. Their English exam includes a lot of parts, such as reading comprehension, translation (German into English and vice versa) and they will also be asked to make a presentation. Today, we prepared our first presentation! I chose a very broad, general, simple topic, as their first. I wanted to give them almost no directions apart from the topic, which was: Who is the ideal employee? They gave me so many ideas for other classes as well. I love when the students take ownership of the learning process! This is all theirs, and I would love to share their work with you all (having obtained permission first).
The only other thing apart from the topic that I did was provide them with materials, so they could present any way they liked.
I split them in pairs and a small group (unfortunately two were absent today and hope they feel better soon!) and gave them about 25-30 minutes to prepare for an 8-minute presentation. As they were preparing, I went around with a notepad writing down all the amazing language they were using, making small corrections and helping out if needed. I cannot even begin to describe their enthusiasm as they came up with ideas, what materials to use and who would say what. So in the end, we had three amazing and varied presentations. Let’s have a look in the order that they were presented:
These ladies took blank sheets of A4 paper and made a flow chart, which they attached to the wall with magnets. I loved how they followed their own way of presentation – via the use of questions. They tried to find the ideal employee by asking us questions, and made it clear that the answers would come from us – which I thought was a great way of approaching such a broad subject.
Here is their flowchart:
The Board Display
This group of three ladies chose the chalkboard to write down bullet points, which they then analysed (each one took a bullet point in order, explained why they had chosen it and also gave us examples!). I loved this way of presenting as well.
Here is their presentation:
The Poster Presentation
These two ladies used the poster paper. They brainstormed any words or phrases they could think of when taking the ideal employee into consideration, and wrote them in different colours, which made the points stand out. It was colourful and a great visual aid for their presentation! Then they stuck the poster to the wall with magnets and explained each point, which they also illustrated with examples.
I can’t wait to explore many more topics with them and other types of presentations as well. I am so grateful because they are so motivated and willing to learn, that is absolutely contagious for me too! I will be sharing more on the blog.
A little message for them – and for all my students:
Péter Medgyes is Professor of Applied Linguistics at the Eötvös Loránd University of Budapest. Previously, he was a school teacher, teacher trainer, vice rector of his university, deputy state secretary at the Hungarian Ministry of Education and the ambassador of Hungary posted in Damascus. Professor Medgyes is the author of numerous books and articles, including The Non-Native Teacher (1994, winner of the Duke of Edinburgh Book Competition), Changing Perspectives in Teacher Education (1996, co-edited with Angi Malderez), The Language Teacher (1997), Laughing Matters (2002), and Golden Age: Twenty Years of Foreign Language Education in Hungary (2011). His main professional interests lie in curriculum studies, language policy, and teacher education.
A huge thank you to Péter for this honour!
Vicky: Professor Medgyes, first of all I would like to thank you for this interview – I have admired your work since I was in university!
Professor Medgyes: Thank you very much, Vicky. But frankly I’d much prefer if you called me Péter. It’s far more informal. My students call me Péter too.
Vicky: Thank you so much, Péter! Let us start from the beginning of your career. You started your career as a school teacher. How did you enter the field of education?
Péter: My mother was dismayed when she learnt that I’d decided to become a teacher. “Oh no! You don’t want to become a slave, do you?” she cried. What she hinted at was the low status of teachers in Hungary at that time. Trouble is that teachers are still not given the credit they deserve. Teachers of English were a little better off though, because English was considered a trendy language. The Beatles, jeans, American movies – you know what I mean.
Vicky: What has changed since then? What challenges, if any, remain?
Péter: Well, if English was trendy 30 years ago, it’s since become the unparallelled lingua franca. We can’t breathe without English in our wired-up world. It’s no longer a foreign language, but some kind of a second mother tongue for billions of people. It should become part of basic education all over the world. Kids start to learn English at an ever younger age. CLIL is introduced in more and more schools.
Vicky: How did you move on to the field of academia?
Péter: I taught in a comprehensive school for some 15 years before I became a teacher trainer at university in Budapest. Truth be told, vanity played a part in my decision to move on. But then I’ve never lost touch with school-life. My research has always been rooted in the classroom. In the early 2000s I went back to teach in the same school where I’d started out. I thought, well, with all the experience that I’d accumulated over the years, I’d be a much better school teacher than I was. Sadly I didn’t – I forgot how to teach teenagers, so I quit after a couple of years.
Vicky: You have been very much involved in the topic of native and non-native teachers. Do you believe the distinction is still necessary today?
Péter: The native/non-native issue is a tricky one. Dividing English teachers into natives and non-native is pretty arbitrary. Yet the fact remains that I’m a native speaker of Hungarian and a non-native speaker of English. Having said that, it’s true that the demarcation line is getting more and more elusive these days, due to the fact that the English language competence of non-native teachers is rapidly improving. Thanks to a number of things in the contemporary world.
Vicky: I agree. Now let us move on to your writing and other activities. Have you got any projects in the works? Could you tell us a bit more about them?
Péter: Together with Marianne Nikolov I’ve just finished a longish report on language pedagogy research done in Hungary in recent years. It’s due to be published in ‘Language Teaching’ in the autumn. At present I’m busy working on compiling an anthology of papers and conference presentations I’ve produced in the past 30 years. Each essay is introduced with an imaginary interview between me and a reporter in which I speak about how those pieces came about and lots of other things. Some kind of retrospection.
Vicky: Very interesting projects! I am looking forward to reading more of your work. Now what would you like to advise new teachers, who are reading this interview?
Péter: Huh, this is a difficult question! As a teacher trainer all I can teach my students are visible and tangible things. However, whatever really matters in education is hidden and intangible and so it can’t be taught.
Vicky: What exactly is hidden and intangible?
Péter: The spark in the students’ eyes. Once I notice that spark I know that I’ve done a good job. I’ve managed to pass on the ultimate secret of teaching – love. Love of your job. Love of your students. No more – no less.
Vicky: This has been a great interview. Thank you ever so much for this, Péter! I wish you the very best.
Marjorie and I met two years ago, at the IATEFL BESIG Summer Symposium in Paris. What impressed me about her was her enthusiasm about her work and her willingness to help out and run what was a great conference. She is extremely supportive to our teaching community and we are all very fortuntate to be connected with her. It is a huge honour to have her here on my blog. Enjoy our interview!
Vicky: Marjorie, thanks so much for this interview. It is an honour to have you on the blog!
Marjorie: It is an honour to be here!
Vicky: Let’s talk about your journey into education. It has been a really interesting one. Could you tell us more about it?
Marjorie: I actually studied music in Buffalo, New York and wanted to be an opera singer. While finishing my Master’s I took teaching qualifications as well and taught music in public schools for several years, before moving to New York City, where I continued with music by running a small opera company with a friend and working in advertising as my so-called ‘day job’. I then took a chance and moved to Europe to audition for the opera houses and, as I needed a job, I began teaching English in an adult education institution. Bit by bit, this became my new vocation and I continued my training in the field of ELT by taking numerous courses and going to conferences. Ideas I learned in those early days have proved to be the staples I still use in the classroom.
Vicky: What a great story! Can you tell us a few things about your teaching currently? Where do you teach and what levels are your students?
Marjorie: I now teach English at the language institute of the University of Graz. This institute offers language courses for all students at the university, meaning the students come from a variety of fields, and in some groups, from a variety of countries. This makes class discussions fascinating as students are experts in many different areas and can contribute new perspectives to the conversation. As a balance to university life I very much enjoy teaching adults and have corporate clients in our local bank. I have been teaching there as well some 25 years and work with people in different departments such as Human Resources or Project Management. The levels of the two groups are fairly similar, at the university I have students ranging from B1 to C1 as I teach both general English and a CAE preparation course and at the bank my students are mostly B1-B2.
Vicky: So university teaching, and Business English! Speaking of Business English, I first met you at the IATEFL BESIG Summer Symposium in 2012, in Paris. How did you become so involved with IATEFL? You are now the co-ordinator of BESIG.
Marjorie: I have been involved with teaching associations since the early 1990s when I first joined TEA (Teachers of English in Austria). I was quite active in the group and was Chair in the early 2000s. I attended my first IATEFL BESIG conference in Graz in 1995 and joined IATEFL at that conference. As IATEFL BESIG runs an annual conference every year, I found myself becoming a regular attendee and in 2008 joined the committee as one of the events organisers. I had organised events with TEA and this seemed like a great opportunity to get more involved with BESIG. In 2009 I was elected as one of the joint-coordinators and in 2011 as sole coordinator. Through the SIG-coordinators’ meetings I became more and more interested in the workings of IATEFL and when an opening became available on the Membership Committee I applied and began in that position in 2013. This has been a lot of fun as my job has been to organize the IATEFL webinar series which meant contacting people in the ELT field and setting up a program. What I am also proud of is that we have made the program quite diverse and at the end of last year, I officially applied for a Fair List Award for gender diversity in events in the UK. This was for the for the IATEFL webinar series. IATEFL BESIG had won one for our Pre-Conference Event in Glasgow in 2012. The other aspect of IATEFL I find so important is the chance to meet people around the world, like yourself, who are active and interested in setting up sharing communities of practice. In addition to supporting initiatives like the Fair List, I have also contributed to the lesson plan bank of the Disabled Access Friendly website, a non-profit organization which promotes awareness of those with disabilities through ELT.
Vicky: What especially have you been able to do as BESIG coordinator?
Marjorie: I am very glad that we have continued and expanded our online events. Carl Dowse, our last web coordinator, began the idea of our weekend workshops. These are online webinars run every month and are open to all. We then post the recordings for a week and afterwards they are moved into members’ area for them to view at any time. We have been able to reach a number of members around the world with this. And what is so fascinating is seeing how people connect in the chat box on the web conferencing platform and exchange ideas with each other. This helps as well to build a global community. We also began a scholarship for a ‘BESIG Facilitator’. This scholarship is set up to allow a BESIG member to travel to the annual IATEFL conference in the UK and the idea behind it is that the recipient will continue to work with BESIG when they get home. Our first award, for example, was to Mercedes Viola who has been a valuable member of the BESIG Online Team, was appointed to ElCom team of IATEFL last year and was just co-opted to be joint web coordinator with Claire Hart. Another idea to enable more teachers from other places to attend conferences was to offer highly reduced rates to teachers from specific areas to our annual conference rather than awarding full scholarships to only a few. This has been very successful and we were able to have a large number of teachers from former Yugoslavian countries at our conference in Dubrovnik, Czech and Slovak teachers in Stuttgart and now teachers from Hungary and Poland in Prague. We also worked together with the local teaching associations and they put people up in their homes as well. And the last initiative that we began in the last few years is our business English writing competition. This is open to all those who have not yet been published commercially. Winners then have their work published on the Cambridge University Press website, Professional English Online, and have the chance to win prizes. This extends our reach around the world and offers opportunities to budding writers of business English materials.
Vicky: What do you enjoy about being a SIG coordinator?
Marjorie: This has been (and continues to be) a very interesting experience. I discovered for myself how important it was to be able to delegate to the right people while trying to keep an overview of what is going on in the SIG. Another exciting aspect has been the creation of our ‘sub-committees’, the BOT which was started by Carl Dowse to help out with the online events and the BET, which was actually my idea. Although we have been holding annual conferences for over 25 years, we hadn’t published conferences selections recently and and it was thrilling to see the first BET publication, the Stuttgart Conference Selections in eBook format on both the BESIG and IATEFL websites. And the Prague Conference Selections will be coming out in a few months conference selections. But what is so interesting about getting these sub-committees together is that we have the chance as a SIG to involve more people in the running of the SIG and also develop talent. Committees often tend to consist of people who have been in ELT or IATEFL for quite some time whereas these sub-committees brought new people into the fold. They get an idea of how the SIG works and when it is time to find people for the committee we have some who have already been involved in helping out. The other part of the job that I like a lot is working with other SIG coordinators. It isn’t always easy coming in as a new coordinator as the job can be quite overwhelming and as I have been doing it now for a while it has been a pleasure to mentor some of the newer coordinators. There are so many little things that don’t need to be done from scratch and passing on the information can ease the transition from just being a committee member to actually being responsible for the SIG. In addition, it has been quite interesting working on a revision of the SIG handbook, looking at how the committees work and setting up guidelines for committee elections.
Vicky: You engage a lot and successfully in social media. How did you start using them, and how do you think they help educators?
Marjorie: I have to admit that I am a digital immigrant and have been learning how to use technology since I began teaching. But my first foray into active use of social media was when I finally took the plunge and got a smart phone. I was lucky in that two friends on holiday in Greece who were smart phone experts gave me lessons at the taverna every day at lunch so that by the end of the holiday I could use the apps on my phone. Through this I discovered the wonderful opportunities offered by groups like ELTChat which I take part in when my schedule allows. I also got on Twitter during that holiday and find it extremely useful for announcing events such as our upcoming PCE in Harrogate, our writing competition or the IATEFL BESIG conference I am organizing here in Graz. When I joined MemCom I began posting on Facebook pages to let people know about the webinars and in the meantime belong to a number of groups, mostly teaching organisations and associates of IATEFL. LinkedIn is another of the social media sites I belong to and I find that the conversation threads in the groups are very useful for professional development. But perhaps one of the most important parts of using social media is the chance to develop a PLN (personal learning network). Although I have been attending IATEFL conferences for a number of years, I have to say that last year in Liverpool was a truly new experience for me. I got to meet people from my PLN, went to their presentations and expanded my knowledge of what is going on the in the ELT world in a way I hadn’t been able to do before. And through social media and the PLN, we can stay in touch throughout the year.
Vicky: You write a lot of class materials. What kind and what level are your preferred ones to write?
Marjorie: I think at this point I have written for everything except for primary school although years ago I recorded a cassette with children’s songs in English. Here in Austria where I live, I wrote a series of books for lower secondary and am just finishing a series for upper secondary technical high schools. I have been writing for Cambridge University Press for almost ten years, starting with a book of photocopiable activities for business English. A few years ago I wrote two of the personal study books for the new Business Advantage Series, write regularly for the website, Professional English Online and just finished two projects for CD-ROMs to be used with coursebooks for the revised FCE and CAE exams. I have also written a book on banking for Pearson and revised a BEC Vantage book for Cengage-National Geographic. Last year at IATEFL I was thrilled to launch ‘Spotlight on Learning Styles’, my first methodology book published by Delta Publishing in the Teacher Development series. This had long been a dream of mine to do and working on it was an incredible experience.
Vicky: Do you have any other projects in the pipeline you would like to share with us?
Marjorie: There are several projects in the pipeline at the moment, although some are at very early stages. However, at the university I have just finished the second semester of a project with some sixty students on their learning styles by making use of learning styles questionnaires, self-reflection sheets and a final survey. I just brought the stack of papers home yesterday and am very curious about the data. This will be published as a chapter in a book put out by the university and I hope to be able to present on it at an upcoming conference. The other project which is going on at the moment is a module for ‘From Teacher 2 Writer’ on how to write activities for different learner types.
Vicky: How would you like to close our interview?
Marjorie: I would like to say that it is really wonderful to have the chance to be interviewed by someone I so admire in the field of ELT. Vicky, you were one of the winners of our ‘best first presentation’ award at the IATEFL BESIG conference in Paris and what I love about the field of ELT is the support we give to each other. This has been an important part of my reasons for becoming involved in an organisation like IATEFL. The very first webinar we organized was with Professor David Crystal and it was truly inspiring seeing that we were reaching people across the globe who would normally not have the opportunity to take part in such an event. This inclusive atmosphere and sense of community is essential to me and one of the main drivers for working within the IATEFL organization.
Vicky: Thank you so much for your kind words – they give me a lot of strength! And a huge thank you for this wonderful interview.
In Business (2005). Cambridge University Press
Business Advantage Intermediate Personal Study Book (2012). Cambridge University Press
Business Advantage Advanced Personal Study Book (2012). Cambridge University Press
English for Banking and Finance 2 (2012). Pearson
Revised Pass Cambridge BEC Vantage (2013). Summertown Publishing
Spotlight on Learning Styles (2013). Delta Publishing
Friends 1 – 4 (on authoring team) (2002-2005) textbook, workbook and teacher’s book for Austrian lower secondary schools
TechCon 1 – 4 (on authoring team) (2011 – 2014) textbook, teacher’s book and teachers resource pack for Austrian upper secondary technical schools
She has also written articles for English Teaching Professional and The Teacher Trainer and TA journals and newsletters.
She writes regularly for the Cambridge University Press website, Professional English Online (2011 – present).
Another super plenary speaker will be with us in Bratislava, on June 7-8, 2014! Gabriela Lojová will be focusing on the learner. Will you miss this amazing plenary? Join us at the Ekonomická univerzita v Bratislave!
We are excited and happy to announce our third plenary speaker for ELTForum.sk 2014: Gabriela Lojová, who you might just know if you attended last year.
Gabi is an associate professor at the Department of the English Language and Literature of the Faculty of Education, Comenius University in Bratislava. Apart from teaching courses on English grammar, her research interests and educational activities are focused primarily on applied psycholinguistics, psychology of foreign language learning and teaching, and FL teacher training. The aim of her work is the humanization of foreign language teaching and looking for more effective ways of teaching English.
Her written work
Gabi’s books include ‘Foreign language grammar teaching: theory and practice’, ‘Individual differences in foreign language learning’, ‘Learning styles and strategies in foreign language teaching’ (with Kateřina Vlčková – Faculty of Education, Masaryk University, Brno, CZ) and ‘Theoretical foundations of teaching English in primary education (with…
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