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IATEFL 2016 Plenary Day 2
This is the reasoning;
- The native speaker is the best model, the ideal teacher.
- I am not the perfect model and not the ideal teacher.
- I am a non-native speaker.
- I can’t be a good English teacher.
Silvana gave us results of some studies and asked to decide what the findings show.
Silvana summarised by saying that students generally value professional and personal qualities over nativeness.
Both NEST and NNEST are perceived to be competence each with unique strengths. Preference is inconclusive. Some indicate both, some one, some the other.
Next, she discussed Discrimination and Recruitment.
A majority of the advertisements favoured NESTs and rejected NNESTs. This could be seen as a severe discrimination.
The presenter also talked about the issues of confidence and self-esteem.
It is about all teachers whose first language is other than English.
Silvana’s session was for me very special as well as significant.
In my view, this discussion is very educational and should be wildly continued.
I have been questioning all kinds of debates around ” who is a better teacher, native speaker or non-native language teacher?”
I have been teaching Polish as well as English for over 40 years.
As a Native Polish speaker, I have been a lot more stressed out teaching English because I always have felt a bit behind new expressions, phrases, vocabulary, and so on
I agree with James Alvis Carpenter’s thinking:
“ What does it mean to be an English, teaching professional? Is it the ability to speak English? Capacity to teach English? The professional credentials attendant to both? Or a combination of tangible and intangible elements—like the ability to speak English coupled with the ability to think creatively and connect with people from different cultures? ”
I believe that generally speaking, it does not matter if you are a native or not – native speaker.
The most important is to be a good creative teacher, with competence to motivate students to learn a language.
Passion for teaching, friendly attitude towards learners, love of the subject, a readiness to alter, a willingness to give, support and reflect are vital education skills.
Above all, it is essential to be a lifetime learner, so to continually look for the best ways of improving teaching methods. We should take courses to master teaching techniques.
Kiczkowiak, M. (2016). Current supporters. Available: http://teflequityadvocates.com/get-involved/support-us/. Last accessed 7th April 2016.
Here is the slide from presentation;
TEACHERS and SUPPORTERS
Silvana encourages to remember about;
- Equal Opportunities policy
–Promote it (Be an EOE- and proud!)
–Use it to challenge customers’ prejudices and to explain your recruitment strategy
- Recruit staff based on their qualifications, experience, the merits of their teaching abilities and their language proficiency
- Create opportunities for collaboration
- Create a working environment that values and promotes equality and diversity
Welcome to Halina’s Conversational English online course
By Halina Ostańkowicz- Bazan
I have been teaching languages for over 40 years.I taught Polish as foreign languages in traditional settings at the Wroclaw University of Technology for about 41 years.
In 2010, I started my online adventure mainly on WizIQ. Since that time I have been using technology in my classes.I have been teaching English to speakers of other languages for over 25 years. I have been coaching both face-to-face and in blended learning arrangements.
- Are you unsatisfied with your level of English?
- Do you want to become a forward-thinking speaker and reach to a great extent fluency?
- If so, my course is for you!
Throughout my online course, participants will be able to ask questions before (in the course-ware), during the Virtual Class (in the chat box), and after (in the course-ware).
For the duration of the ten live lessons, I will show you exactly what you need to do to make fast progress and achieve your dream of being able to speak English spontaneously as well as naturally. I will go through the approach based on your learning style and show you the best methods and techniques so that you will make unbelievable progress.
You will learn how you can do this even if you have a very busy schedule; my methods can be used by anyone no matter how full of activity you are. What’s more, I’ll also share with you the best resources so that you don’t have to spend time looking for the top websites, books, and apps. I always offer content in different formats. For example, if you watch the video, I will also provide a transcript of the video.
I avoid large classes to be able to connect with students on a less formal, personal level; to have a much better opportunity of engaging learners in the course material.
Don’t worry if you miss a lesson: each session is recorded and can be viewed at any time (even after the course has finished). You can also download all lesson notes from the chat box, interact with myself and colleague learners, and participate in enjoyable challenges.
Don’t miss this chance to learn specifically what you need to improve your English. Anyone can achieve an advanced level and further, and this course will show you how as well as help you to expand your language skills.
ABOUT THE COURSE
- 10 Virtual Interactive Classes on WizIQ. All classes will be recorded for those who cannot attend.
- New Technologies such as Videos, Blogs, Social Media and exciting assignments are counted
- The long-lasting right of entry to the course materials.
- The best for pre-intermediate or intermediate learners who want to get to a higher level.
The classes will be given one time a week every Saturday at 17.00 pm UTC/GMT for ten weeks.
Participants have to use (UTC/GMT) Time Zone Converter to check an exact time of the course
I will provide additional Skype sessions where you can take advantage of the variety activities and practice online speaking.
- Access to downloadable class recordings
- Course related PPT’s, PDF’s and word document files are available to the students
- F2F oral exams for speaking practice on Skype
- Practice in a variety English speaking settings
- Improve fluency and speaking skill
- Enhance your pronunciation
- Get ready for a variety English speaking environments
VC One: An introduction to the values of being fluent in English as well as how not to learn foreign languages to escape from common learning mistakes.
VC Two: Motivation, involvement and a challenge are essential. Being passionate about learning English online from a good language teacher is an excellent start.
VC Three: Learning using traditional methods, memorizing single words and grammar rules should be avoided.
I am against methods that emphasize learning about the language but for learning by using the language? / expressions, collocations, models, patterns, language chunks /
VC Four: Practice technics to improve pronunciation and the methods required to advance your speaking skills powerfully.
VC Five: Music in English Teaching helps you get into the routine of learning English.
Learn how to keep the conversation going with all kinds of speakers and how to set goals, also, to getting into the habit of learning English
VC Six: Learning English with song’s lyrics.@ A
VC Seven: Learning English with song’s lyrics.@ B
VC Eight: Learning English with song’s lyrics.@ C
VC Nine: Learning English with song’s lyrics.@ D
VC Ten: Storytelling and final discussion.
Being creative is a must in the language classroom.
In one of the TED talks, Sir Ken Robinson said that creativity is as important as literacy and as such must be promoted in any classroom. Nowadays, however, most Foreign Language syllabuses follow the testing-oriented approach to allow for more objective assessment of the students.
For recognizable reasons, the testing-oriented approach does not generate a context for learners being creative. Therefore, creativity is not promoted or is even excluded in total.
In my course, I will argue that in the context of Foreign Language Learning and Teaching creativeness is essential. It leads to a better and faster assimilation of language material, and it generates a richer language environment. Moreover, inventiveness unpredictably enough may produce better test results, no matter the learners level is.
Halina Ostańkowicz- Bazan
TPR Storytelling is a foreign language teaching methodology that was invented by Blaine Ray of Bakersfield, California. TPR Storytelling (TPRS) teachers tell personalized stories in their foreign language or English as a Second language classrooms as their students act those stories out.
Students comprehend the stories by virtue of the live action visual aids and acquire the target vocabulary because it is repeated dozens of times within the daily story. Sentence structure, vocabulary and grammar are acquired because non-stop comprehensible input is provided by the teacher.
Blaine Ray’s TPR Storytelling is used by thousands of elementary school, middle school, high school, college and adult education English as a Second Language, English as a Foreign Language and Foreign Language teachers nationally and internationally. The long-term memory strategies, constant comprehensible input and intense personalization of this methodology are based on the pedagogy of Dr. James Asher (TPR) and Dr. Stephen Krashen (The Natural Approach). TPR Storytelling is similar to Classical TPR, except that the 3 Steps of TPRS® allow students to acquire the narrative and descriptive, rather than the imperative, modes of speech. The goal of TPRS® is to make students fluent and proficient in a second language through ample exposure to interesting, comprehensible input. TPRS® teachers direct their efforts toward their students, rather than the textbook, the grammar or the curriculum. We teach kids. As a result, we have students who are excited about foreign languages, eager to stay in our classes all the way through school…. and who are bilingual.
TPR Storytelling begins with introducing the vocabulary (step 1). Students then act out the stories as the teacher tells (or, more accurately, “asks”) re-tells and asks questions about a story that uses the vocabulary words (step 2). The oral story is then followed up with reading (step 3). Students rapidly acquire the second language just as Dr. Krashen imagined: effortlessly and involuntarily. The method relies heavily on the five hypotheses of The Natural Approach: the acquisition hypothesis, the input hypothesis, the natural order hypothesis, the affective filter hypothesis and the monitor hypothesis, which are explained in detail in Foreign Language Education The Easy Way, by Dr. Stephen Krashen, as well as lots of comprehensible input through access to books.