And after two fantastic days of learning and connecting, the third day arrived which was equally super! There was only one difference though…we were all feeling sad at the end of it, because we would have to end a great conference and say goodbye to very good friends.
The third day started off with a session by Willy Cardoso, Classroom Management – Who’s (Really) in Charge? It was the first time I had attended a talk by Willy. I am a big fan of his blog, Authentic Teaching– if you have not read his posts, I would highly recommend them!
I absolutely loved Willy’s talk. He shared his personal experiences in class with his students in London – Willy told us of how he gave his students ownership of the lessons. They felt comfortable enough to ask him to do something particular they liked in the next lesson and it worked – Willy had the greatest of lessons with them! They were still learning. He also spoke of seating arrangements that he changes all the time according to what he wants to do with students in class. I wish I could have seen one of Willy’s lessons!
After that, I had the privilege of attending the talk of a person I have admired for years for his work, and have had the good luck of meeting personally – and is a fantastic person as well – Simon Greenall! Simon talked about a subject very close to my heart, that of culture and diversity, which I have mentioned many times in the past as an integral part of my teaching. In his talk Mind the Gap: Designing Materials and Activities for Intercultural Training, Simon spoke to us about how he has integrated culture in his books and materials – the sensitivity we should have towards people of various cultures in our teaching, in order to pass this on to our students and show them that these cultural differences are important, in order to bring tolerance in our classes.
Another one of my favourite people on Twitter was up next – Arjana Blazič and her workshop Testing, testing, 1 , 2, 3! Arjana is a multi-awarded educator from Croatia with two blogs: her ownand one she has organised with her IT specialist at school to help students in their Matura exams.
Arjana, who integrates technology extensively in her classes, introduced us to a multitude of web tools in order to help our students with quizzes and online testing. The great thing was that on these websites teachers and students can be very flexible and create quizzes of their own. Arjana did a great job of pointing out the advantages and disadvantages of these web tools, which ones we could use free of charge and which we have paid versions of. You can see her presentation and all the slides including all the web tools on her blog.
The conference closed with a fantastic plenary by Geoff Tranter, called That’s a Funny way to Learn a Language! Geoff has an amazing sense of humour (which he also showed us during the Open Mic night the evening before) and demonstrated how we can use it in class effectively – he showed us funny acronyms, riddles, funny signs and newspaper headlines we can use in our classes! I liked what Geoff said at one point: If your students are making humorous remarks in a foreign language, you have come a long way with them. I really enjoyed this closing plenary, as it was full of tips and also quite different.
After the conference, the BESIG weekly workshop, with Helen Strong this time, was broadcast in the amphitheatre – some watched it, some of us had to leave Paris unfortunately, and a great conference and very good friends behind.
As a closing treat to these three posts about the respective days of the TESOL France conference, I have some photos for you! I hope you enjoy them.
What a great honour for me to have Naomi Ganin-Epstein, a wonderful educator from Israel, write a guest post for the blog. Ever since I connected with Naomi on Twitter, I am always happy to see her online and exchange ideas and links – she is so enthusiastic and passionate about what she does and she does a fascinating job as well. Thank you so much, Naomi!
Naomi introduces herself:
For the past twenty-six years I have specialized in teaching English as a foreign language to deaf and hard of hearing pupils in Israel. I began my carreer as an elementary school teacher but have taught high-school for the last 22 years. I have a B.A. in Deaf Education, a B.E.D. in EFL and an M.A. in Curriculum Development. I’m the author of two textbooks for these pupils. I am both a teacher and a teacher’s counselor. I blog at: Visualising Ideas and on twitter: @naomishema. I live in Kiryat-Ono, Israel, with my husband and two sons.
“Google Translate” has been around for quite a while. Before that there were online bilingual dictionaries, which were, in turn, preceded by electronic dictionaries. Students have been using these to do their homework assignments for years. Therefore, I assume you are wondering why I am bringing up the impact of “Google Translate” on homework assignments at this time and whether or not I’ve been asleep till now!
In order to explain, let’s backtrack a bit.
When electronic bilingual dictionaries were first introduced many teachers were concerned that giving a student an electronic dictionary is akin to giving him /her all the answers! That is simply not true. The English language is complex, many words have multiple meanings, use of idioms is common and the grammatical structure of the language is very different from that of Semitic languages, such as Hebrew and Arabic (Israel’s official languages). A student needs a command of syntax and grammar in order to choose the right dictionary entry for a given context. In addition, he/she must be able to think in a flexible manner when translating and reorganizing words translated into meaningful chunks. Consider the following sentence: When Dan arrived he found out that there was no room in the car left for him.
If a student chooses the first meaning appearing in the dictionary for every word in this sentence the result will be a totally incomprehensible sentence. The jumble of unrelated words would probably include “left” as a direction, “room” as something with four walls, and “found out” probably wouldn’t be found (in the electronic dictionary) at all!
Knowledge is required in order to use a dictionary efficiently and correctly–using it mechanically will not improve a student’s results. In addition, a student who hasn’t studied at all and looks up every single word in the dictionary will not finish the exam in the allotted time, even if that student is eligible for “extra time on exams”. An electronic dictionary (only a good quality one, of course!) is a very useful tool and I am delighted to have my students use it.
When computers became household items students began using online bilingual dictionaries to do their homework assignments. These were essentially the same as electronic dictionaries – both required the user to type in one word at a time.
However, “Google Translate” changed the rules of the game. Now students can type / paste entire chunks of text into it and get a translation. Regardless of what you may think of the quality of the resulting translation, we have passed the “point of no return”. The ease and speed of the translation process is too enticing. In addition, teachers cannot control which dictionary a student uses outside of class.
At first, I was not too concerned about students using “Google Translate” for homework. Until fairly recently I gave homework assignments on handouts. Students had to sit and type in the sentences they wanted to translate. Typing in the words forced them to actually look at the words and pay attention to their spelling. As that process is slow, some of the students would look at a word to see it they knew it before investing the effort to type it in.
But recently I made the transition to giving online homework. I give short tasks which consist of activities usually centered on an unusual picture or video clip (more details about this can be found here). Sometimes the tasks deal with specific language points such as confusing words. No listening or speaking activities are used as my students are deaf and hard of hearing. The tasks are not based on the specific course books which the students use as I teach a myriad of levels and have divided all the pupils into four homework groups based on level (in order to preserve my own sanity!). I am very pleased with the transition – the number of students doing homework has risen dramatically and I was pleasantly surprised to discover that the students feel more “noticed” since the change.
Every change is accompanied by new problems and this one is no exception to the rule. I have discovered the full impact “Google Translate” on online homework tasks. The vast majority of the students don’t even bother glancing at the reading comprehension activities – they simply copy and paste them into “Google Translate” and read them in their mother tongue.
Therefore, if “Google” is translating then I’ll start revamping (the structure of the homework assignments that is).
Here are some of the types of assignments I use and what their current status has become:
Open ended questions – these are not seriously impacted by use of “Google Translate” mainly because if the student tries to use it as a shortcut to answering the questions (i.e. student writes answer in mother tongue and copies the resulting sentences in English) the result is very problematic. Example: Q: Why is this building shaped like a basket? The answer I would like to receive is: Because they produce baskets in this building. “Google Translate” ‘s answer is : “That this building produce baskets”. Google Translate DOES offer alternative translations for each word – if a student goes into details with that – I’m happy! However, giving open ended questions for every homework task is not suitable, especially for my really weak students.
Sequencing sentences – one of my favorite reading comprehension homework assignments for weak learners was having them watch a short video clip and sequence the actions shown. With “copy and paste” the entire activity can now be done in mother tongue. This activity is now out!
True / False sentences & Matching Pictures to Sentences– same problem! Out!
Completing sentences with words and phrases from a word bank – this activity still works reasonably well if the word bank is at the bottom of the page, in a box. I’ve seen students working in class this way – they end up copying / pasting the word bank several times in order to complete the sentences. The more the students need to work with a word, the better. These students main exposure to the language is through their eyes, not their ears.
Completing sentences without a word bank. I find this activity works well with the slightly stronger students. Even when the students are using “Google Tranlsator” to translate from both English and their mother tongue, completing a sentence demands demonstrating more of a command of syntax and grammar, yet is still easier (unless structured otherwise) than an open ended question. Once again I would like to emphasize that I am referring to tasks which are not centered on a text.
Grammar tasks – they work well with the new translator as their focus is not on the vocabulary items in any case.
Since I’m a firm believer in moving with the times, I’m turning to YOU, my online colleagues for more ideas regarding activities that actively encourage the student to use English while doing homework!
I am very happy to announce my first ever blog challenge called:What’s Your Story?
After writing on my blog about my experience on moving to Switzerland after closing our school in Greece, my adjusting to a new country, new job(s) and a new life in general, I would love to hear your story! For me, writing about it was like a catharsis, revisiting a difficult time in my life, which turned out to be the best decision I have ever made!
If you decide to take part in the challenge, it can be about anything you consider important in your life or career, that has helped shape you as a person or educator. You can decide what to share!
Have you made a big move?
A career change?
Have you been teaching and living in a country for a long time, but have seen changes in yourself as a person, educator or both?
Are you thinking of a change in the future?
You can choose! If you have your own blog, post your story there and I will also add the link on my blog, on this post, if it is okay with you as well. If you do not have a blog, feel free to send me your post at email@example.com and I will post it on my blog! Or ask a friend who has a blog, anything you like.
Thanks for reading and I will be very happy to read your stories – as I am sure lots of people out there are too!
Posts on What’s Your Story:
Matt Ray writes on his blog: I woke up that morning screaming in pain, struggling to move my legs. No doubt, I put quite a fright into my parents who, in the midst of our summer vacation, were confronted with their 6-year old son suddenly being unable to walk. […]
Sue Annan writes her own story on her blog: When I left school I applied for the local Teacher Training College and was accepted. I was half way through the programme when… […]
Paco Gascon shares how he went through a dilemma in his post: The point is writing about some kind of turning point in our life and/or career, so, I’m going to tell you about how I had to decide – in a matter of hours – whether to take up (again) a career as a secondary education teacher or to stick to a juicy full time contract at a graphic design studio. […]
Read Tyson Seburn‘s post Turning Points in You Story: Do your colleagues know much about your language teaching background beyond a list of qualifications and positions of employment? Sharing where you began, your process of growth, and goals for the future can help inspire, foster and contribute to growth in members or your community, not to mention build a connection to individuals where there may have been little before. I hope sharing mine supports one of these. […]
Read Lesley‘s postfor the challenge: I’m going to tell the story about how I came to be an English language teacher. The last thing I thought I’d be when I was at school was a teacher. Being a librarian was probably the second last thing. But I’ve been both! […]
Tinashe Blanchet has writtenThis Is My Story: In response to Vicky Loras’ “What’s your Story?” challenge , I am posting a little of my personal story this morning in hopes that it will shed further light on why I do what I do. […] I grew up on the west side of Chicago as the only child of a single mother. There were many issues between my mom and me, especially as I got older and began to test boundaries. […]
Tuba Bauhoferexplains how she learned a third language and how much it influenced her life in her post Bilinguality and Literacy by Manjula Datta: I read this book when I was doing my research for the assignment I had to write in my course. I liked how the writer referred to her own language learning experience as a foreigner in the UK. […]
Faisal Shamali recounts a story of a student of his in his post Finally I Did It: My name is Musallum. I was in level One in FPU. I studied Speaking course with Mr. Faisal. I want to tell you about my story clearly and honestly. […]
Read Janet Bianchini‘s beautiful and moving story The Abbruzzo Dream – My Story: Worlds apart yet a destiny foretold. My blood is 100% from Abruzzo, my heart is 100% British. Two countries forever intertwined from the moment of my birth. […]
Read Luiz Reikdal‘s post of how his teaching and life changed through the use of technology: […] Since November last year I started using and testing technology myself. That was breathtaking…by just visualizing the potentiaIity of Web 2.0 in the classroom. […]
Fiona Price from England has written her beautiful story as well: My Story: […] It was back in 1977, in the days of the Magic Bus, which involved a very long and extremely exhausting three-day coach trip to Athens with an overnight stop-over in Austria. […]
Lu Bodeman from Brazil writes about her story: How she got into teaching and her beautiful multicultural background: […] Well, I stumbled into the English language teaching profession, really. I never took formal language lessons, but discovered early in life (7 years old) how languages and culture would be important in my life. […]
Naomi Epstein writes about the time she immigrated from the States to Israel, an eleven-year-old girl: […] I was able to identify with her story of immigration as I moved to Israel from the United States when I was eleven years old. […]
Arjana Blazic writes about her transformationas an educator: […] Do I lead such an amazing life? Do I have such a story? I’ve never lived anywhere else but in Croatia. I’ve never done anything else but teach. I’m not thinking about a change in the future… […]
Vicky Saumell writes about how she transformedinto a full-time teacher: First of all, I want to be straightforward about the content of this post: it is not about technology. So I want to apologize in advance to my techie audience but I have wanted to write about this for a while and this is the best space for it, anyway. […]
Işıl Boy writes her story originally written for Dave Dodgson‘s great blog: First, I want to thank my dear course mate Dave for offering me to write a guest post on his insightful blog. We are both doing our master’s at the University of Manchester, Educational Technology and TESOL. […]
Liam Dunphy takes us on a trip around the world with his beautiful story: […] I grew up in Dun Laoghaire, a pretty seaside port town on the south side of Ireland’s capital city, Dublin. […]
James Taylor celebrates his blogoversary and tells us his great story: […] I studied Media Studies, specifically television production, at university. I studied it because I was, and still am, an avid consumer of the media and the arts. […]
Mieke Kenis recounts her beautiful storyof her love for teaching and England: […] My story is a long one, as I have been teaching for 31 years but it’s a simple story as teaching is all I have ever done. I have wanted to be a teacher for as long as I can remember. […]
Dave Dodgson tells us his very interesting story: […] Over the last few weeks, I have thought a lot about what to write – the story of how and why I decided to enter the world of TEFL in the first place, what me me come to and stay in Turkey, how I ended up teaching kids, when I started to see this as my career and not just a way to live abroad or pay the bills…. […]
Brad Patterson, a very good friend in France, has published his photo-blog story: Beautiful post and pictures! : Imagine a pilgrimage… where you trekked for month after month… and each step took you somewhere you’d never been before… […]
Wiktor Kostrzewski writes his wonderful journey through Englishon his blog: […] It’s late in the evening. We’re sitting in the kitchen, my Dad and I. We’re going through the first few pages of my first English textbook. My Dad asks a question, and I think long and hard before giving an answer. “Yes,” he says, surprised. “That’s not what the answer key says, but that’s also possible.” […]
Ana Luisa Lozano writes her beautiful Ecuadorean story on her blog: […] It has been a long learning and teaching path since 1998, wonderful time in which I have had the opportunity to teach English to Primary, Secondary and University students. […]
Ann Loseva from Moscow writes her inspiring story – and gives us all a lot of inspiration and strength: […] How have I become the teacher I am, the personality I think I am? Well, it does look to me like a pretty tough question to tackle. Many things have been happening shaping my teaching style and affecting my personality. […]
Last Wednesday’s evening session of #ELTChat focused on what a lot of educators (including myself) consider to be an important element to teach – leading students to international cultural exchange – and how to plan for these lessons and find resources.
The material that came out of this ELTChat is so useful for educators who wish to incorporate culture in their language teaching.
First of all, Marisa Constantinedes, @Marisa_C made a point of asking us to define culture. The answers that came up were:
The ways we came up with connecting our students with others worldwide are:
Sharon Hartle (@hartle) mentioned that in their tandem project, two students from different countries teach each other with help from advisers, then write up summaries of their experience.
Wiktor Kostrzewski (@Wiktor_K) has sed this idea: A warmer he did for his British Culture Uni class was: 1. “Show me what’s in your bag.” 2. “Now tell me what this stuff says about you.” He added that he was thinking of getting groups to take photos of a “corner” of their houses that tells their story.
I mentioned that with our school in Greece, some kids had the opportunity to visit Canada and meet other kids from everywhere around the world.
Sandy Millin (@sandymillin) said that encouraging students to ask questions about each others’ cultures in multilingual classes are always the most motivating.
Shaun Wilden (@ShaunWilden) made a very important point that today technology is a very important tool in integrating culture in language teaching.
An idea I use with my adults is that they do Powerpoint presentations about their countries, the the rest ask them questions and develop into nice conversations.
Marisa then posed the question if the coursebooks and materials we use integrate culture well with the language we teach. Berni Wall @rliberni said that it depends on the context. Marisa mentioned that she finds the majority of coursebooks a bit British-centred and I added that sometimes they also fall into stereotyping.
Ideas that were shared about how teachers actually brought their students into contact with other cultures were:
With so many ideas on how to include international cultural exchange in your classroom, all we can say is have fun by having various cultures in your language teaching! Students always benefit from this, linguistically and culturally.
Get to know more about Sue Annan, a fantastic teacher of English as a Foreign Language and teacher trainer, who lives on Jersey Island, an island between England and France. Sue talks about her work, social media and music…enjoy her interview!
Vodpod videos no longer available.
To receive updates about other “More than 140″ interviews, make sure you follow Matt Ray (@mrmatthewray) and Vicky Loras (@vickyloras), follow the hashtag #MoreThan140 and watch this blog.
I am delighted to be asked to take part in the 24th Blog Carnival on Warmers and Fillers for the first days back at school, hosted by Eva Büyüksimkeşyan, an English teacher based in Istanbul, and since last November, a dear friend! Eva teaches at Esayan High School and does a lot of great projects with her students. She also collaborates internationally with other teachers around the world. Eva writes the most amazing posts on her blog, A Journey in TEFL. Thanks so much for this opportunity, Eva!
I am very happy to teach English as a Foreign Language both to children and adults. I enjoy working with both age groups and in this post I will share my ideas, which I hope you will find useful and like! I try to come up with new activities every year, but these are our favourites and as an educator, I see that they help both children and adults make a great start to their lessons.
As I like to incorporate culture in my classes and I am fortunate to have multicultural classes, I begin by asking them where they are from and if they can tell us a greeting in their language, sing a small song or tell us a small poem or rhyme. For the reason that on first days young learners can be very shy, I start by demonstrating the task myself! That can help the kids a lot and keep the activity going.
We make posters on A3 paper. They can write their name, if they are able to, and around it make little drawings of things they like, their families, their hobbies and so on. When they are finished, they can make a small presentation to the whole class so we can all get to know them!
My name is Vicky and I like basketball! We can all sit down in a circle and take turns, rolling a ball or giving each other a stuffed toy and introduce ourselves – our names and our favourite thing or activity. That way they can hear each other and learn names – perhaps even find out common things they like!
Incorporating culture again, I make a little introduction of myself (My name is Vicky Loras, I was born in Canada of Greek parents and I am an English teacher) – it welcomes them to the first lesson and they can feel more comfortable. They can even start asking me or even better each other questions. Plus, they like this small talk for the first lesson – we can start talking stock markets and hedge funds in the following lessons!
Then taking some questions from a book I absolutely adore,Cambridge Business English Activities, we start talking (culture is in here too and the questions can lead to some interesting and sometimes funny discussions!). This kind of discussion loosens them up in the first lesson, because they can be nervous as well and serves as a great introduction to fantastic lessons to follow. The questions are of the kind: If you were at a reception, would you take the last piece of cake? or Do you work on a problem by analysing it or using your instinct? or How would you react if a colleague got the job you wanted? and so on.
What I have noticed is that they love talking about their work and working environment, their position in the company and perhaps what they did before, so I just let them talk to us about it. If they are from the same company, they can fill in for each other when they remember something, so everyone gets a chance to talk – or if they have not see each other before, they can learn more about the people in their class.
I hope these tips have helped you. Stay tuned toEva’s blog to read great ideas form other educators who are also taking part in the Blog Carnival. Thank you for reading!
The fourteenth goal is, in my opinion, a very strong foundation for the rest of the goals to materialise. An ideal classroom culture has been successfully created when:
– Students feel comfortable in their classroom and view it as a place where they love to learn.
– Educators and students co-operate and see each other as members of a great learning team.
– Parents and caregivers are welcome to come in and visit at times, in order to enjoy the great learning atmosphere.
– There is mutual respect and everyone is valued.
– Students do not leave immediately when the lesson is over, but enjoy staying at school and working on their school material or helping each other. (Sometimes they even stay after school to help the teacher tidy up the classroom, which is very nice and reflects the atmosphere of helping and co-operation!)
– Educators feel comfortable in their classrooms, love what is happening there, that they even go there on weekends or stay longer after school (as long as they don’t overdo it!).