Unit 4 Reflections

[Admin]

When it comes to styles & registers and English varieties, mine is different than my students', and each of my students' is different than mine and than each other's. We all come from different countries, cultures, L1s, backgrounds, own English learning experiences, and life experiences, so it can only be that our Englishes are different. I think what's important is to recognize that and give it a voice and use that voice, and not want to sound like the abstract idea of perfect English (which isn't even possible, as we've learned here). One thing I've noticed here in the US is that students come here to learn American English and they expect American teachers but at one of the schools I teach we have nowadays more non-native teachers than native. So when students see this I think there is some initial skepticism, but that quickly becomes encouragement. As language facilitators we have to help our learners understand that they are already users, that their English is valid and that they certainly don't need accent reduction classes, for instance. Figuring out their goal is essential but also teaching them how realistic that goal is, without discouraging them from wanting to pursue language improvement. Maybe redefining what that means?

[sameerco1971]

I agree with the idea of recruiting more non-native teacher because the students can learn that they do not have to imitate native teachers to be perfect. the teacher is not the only source of language to the students. They can hear different accents in class including native and non-native accents. They should know that coming from different cultures is a good thing.

[Kunlong Jin]

Students' varieties of English and the register or style(s) they use in class are usually related to their ROLE(s). When I try to decide how to teach my English students, I need to consider a number of factors such as: age, culture, language ability and motivation for learning. One may also find that some students are better at some skills than others, so some may be better at reading and listening than they are at speaking or writing. In one of my previous lasses, I have students that are confident speakers, but lack accuracy when writing. All of this can be related to how introverted or extroverted learners are, which brings in the factor of the students’ individual personalities to my considerations. This could also result in different textbooks or any materials I plan to utilise before the class.

[severoc]

When someone's goal is to learn english with accuracy they usually think that only a native can give them what they want, even though non-native teachers could offer them different kind of experiences.

[Daniel Palmer]

May 23, 2020 4:16:35 GMT severoc said:

When someone's goal is to learn english with accuracy they usually think that only a native can give them what they want, even though non-native teachers could offer them different kind of experiences.

Absolutely, this 'native speakerism' bias is actually openly promulgated by both private and public schools throughout the EFL/ESL world, to the point where they won't even look at applications from candidates from outside this sphere. A real shame.


● the varieties of English and the register or style(s) presented in the course books you use: I've noticed that the textbooks used in the counties I've taught in invariably lean towards 'British Standard English' or 'American Standard English', depending upon cultural and historical factors. It seems that this may tie in with historical and socio-economic factors, where richer or more powerful is equated with 'better''.


● the varieties of English and the register or style(s) presented in any supplementary materials you use in your classes: when using supplementary materials, I do try to use real texts from different varieties: to my shame though, I'm usually presenting a US/UK dichotomy. I'm now going to need to take a long, critical look at my practice.

[erenkenny]

When I was taking a TEFL course, one of the candidates said I would teach Standard English and then teacher asked whether she spoke standard English or not. She said no. She wasn't She has a strong Welsh accent. Unfortunately, native speaker /native speakerism is favourable but not everywhere as long as you prove yourself you have to do the job.
I work in a secondary school, teaching EAL. This is more different experience than teaching EFL. I learn from my students and they learn from me. We share the culture, different opinions, and emotions-psychological side- being in another country. I don't stick to the textbook. I use national geographic ELT books, which are more authentic and up to date from children to adults. It includes different cultures and my students find themselves in it. They like it.

[Nidhi Lakhisarani]

May 23, 2020 4:16:35 GMT severoc said:

When someone's goal is to learn english with accuracy they usually think that only a native can give them what they want, even though non-native teachers could offer them different kind of experiences.

Exactly. What they don't understand is that non native speakers can know the language just as well. I have a degree in English and more than a degree, it is a certificate to prove that I am capable enough to teach English because otherwise they wouldn't trust my skills. The benefit of a non native speaker is that he/she can teach the language from an objective point of view and not just for what it is. A non native teacher puts himself/herself in the shoes of the students and hence, can understand the students better.

[andrea scabbia]

-your own variety of English and the register or style(s) you use in your classes.
When I was a student, I meet two different kind of teachers. One was a French teacher at the middle school, the other was an English teacher at the high school. Like day & night.
The French one: she talked to us using the French language about the 90% of her words. Of course she talked Italian too, expecially when she wanted us to understand our mistakes or some difficult point, but she often used French in a practical way to us...the teacher instructions was in French, a lot of dialogue and communications skills. She taught us that the French language is not a planet, but a galaxy. In Europe, in Africa, in Asia, in America. I still remember one of her lesson about the president of Burkina Faso about the problem of Africa looting. (Nb I learned this difficult word=looting thanks to an email of a friend of mine, talking about the Usa situation about the problem in Minneapolis).
The English one: a disaster. Italian teacher talkings in Italian language, 90% grammar, no English from outside, only the class book..what a pity!

[andrea scabbia]

90% of Italian teacher talking

[Monica RP]

I’ve truly learnt to take on different roles (e.g. observer, guide, facilitator...) within the classroom only during, but mainly after, completing my DELTA course. When you’ve been taught any subjects (including languages) in a monolithic fashion over a long period of time, it is only natural to follow that trend.

However, if you are pushed/guided into a different, more holistic, way of teaching and learning a language, you realise that there are (intrinsic and extrinsic) factors that influence the learning process.

[Monica RP]

Jun 3, 2020 21:59:13 GMT andrea scabbia said:

90% of Italian teacher talking

I’ve had a very similar experience!

[abdisyam]

When I was a student, I used to believe that standard English is the goal for English language learners. However, the more people from different countries I talked to, I gradually realised that the main goal of learning a language is to communicate. Therefore in many cases, as long as other people can understand me, it doesn't matter whether it is standard English or not.

It is interesting that many non-native teachers are teaching English in the U.S. while in Asian countries, many employers of English language institution tend to employ more native speakers as their teachers, although they have not had any teaching training. As some of them did not learn English the same way as the learners do, it is highly likely that native teachers may not be able to understand english language learners' learning obstacles, to explains things well or to provide practical suggestions to learners..

[catmom101]

I completely agree with that the main goal of learning a language is to communicate. However sometimes students "obsess" over speaking a perfect, standard English, and when they don't, or in the process of doing it, I usually find lack of confidence and discouraged students mainly because of this. And they don't pause to realise that they can actually communicate, which is the beauty of it all.

[profebeth]

Jun 1, 2020 18:43:19 GMT Nidhi Lakhisarani said:

May 23, 2020 4:16:35 GMT severoc said:

When someone's goal is to learn english with accuracy they usually think that only a native can give them what they want, even though non-native teachers could offer them different kind of experiences.

Exactly. What they don't understand is that non native speakers can know the language just as well. I have a degree in English and more than a degree, it is a certificate to prove that I am capable enough to teach English because otherwise they wouldn't trust my skills. The benefit of a non native speaker is that he/she can teach the language from an objective point of view and not just for what it is. A non native teacher puts himself/herself in the shoes of the students and hence, can understand the students better.

Nidhi, I totally agree with you that a non native speaker as teacher can empathize with students better and can often explain grammatical points better than native speaking teachers because they learned the language in a similar way to the students. The teacher is essentially in the students' shoes.

However I also believe that a native speaker provides an excellent model for pronunciation, intonation, and other aspects of connected speech. How necessary this is, though, I think is becoming more and more up for debate. I used to think it was of the utmost importance, but now after speaking with and facilitating classes with English users from a variety of nations who use English at work every day, I think my English model is less important.

In addition, the internet provides a wealth of styles and accents which is much more useful than listening to any one native English speaking teacher.

In short I believe that a combination of learning from both native models and nonnative speaking teachers is probably the most useful at this point for the ultimate goal of learning.

[marian]

Jun 4, 2020 14:19:00 GMT Monica RP said:

I’ve truly learnt to take on different roles (e.g. observer, guide, facilitator...) within the classroom only during, but mainly after, completing my DELTA course. When you’ve been taught any subjects (including languages) in a monolithic fashion over a long period of time, it is only natural to follow that trend.

However, if you are pushed/guided into a different, more holistic, way of teaching and learning a language, you realise that there are (intrinsic and extrinsic) factors that influence the learning process.

I fully agree with Monica. When you begin your teaching career you probably copy what you've learnt from your own teachers. Then after attending courses and semiars, talking to colleagues, and particularly reflecting on what your students eventually need English for, you will reshape your lessons and have your own teaching style.

Becoming a learner of another language also helps you to put yourself in your students' shoes and see how the different learning techniques could be applied in your own lessons.