Job Discussion Forums

[doomer]

I just wanted to say thanks to Fluffyhamster & Golsa for posting here. Especially fluffy for maintaining his valid criticisms over 20 pages; he clearly knows his stuff... obvious to anyone with a basic familiarity of 2nd language acquisition theory. I've read little; but enough to know that SLA theory is still just theory.

All pedagogy contains assumptions about how knowledge or abilities are best acquired. There definitely is "a CELTA way" with its own set of assumptions, like "minimizing TTT"... highly questionable for learners in an EFL environment, where the NES teacher is often the only interactive source of spoken authentic language & comprehensible input. But in a TESOL context where learners are immersed in a NES country, reducing TTT seems much more reasonable.

EFL learners are disadvantaged by the lack of immersion, but this can be partly offset by their monolingual L1 EFL context. And both EFL Ts & Ss need all the advantages they can get. Teachers knowing the students’ L1 can use it to address fossilization (eg Chinglish), grammar, vocabulary, concept checking, and obviously, develop interpreting skills. Yet “the CELTA way” is still mired in its TESOL L2-only historical roots, which limits teachers’ toolkits & their vision of what TEFL can be.

Another CELTA cherished assumption is TBL, "engaging students with tasks". Again, highly questionable for Asian EFL adults with full-time jobs & 48hr work weeks, who attend class after work or during company time. Hence, many adults want a more "convo/chat" style... to relax & socialize. Especially adults required to attend classes by employers. Office workers, managers, housewives... few want to perform artificial tasks, following instructions, listening to & answering ICQs, etc… an inefficient use of precious & limited EFL class time, imo.

I also find it too difficult for teachers in an alien EFL context to anticipate tasks & topics that will engage students; it's also too teacher-directed, and I prefer students generate their own content. And then to plan, design, & micromanage tasks into brief chunks of time? I find this disrupts class flow & interaction, and impedes deeper engagement.

Even tasks & role plays that replicate practical situations or functions (ordering food, etc) have questionable priority in an EFL context (unless students are emigrating). But in a TESOL context, sure, students may be more motivated & engaged for TBL & RPs.

I’m not implying CELTA is completely useless; I find some utility on the technique level (eliciting, guided discovery, CCQs, etc). But on a larger approach/method level, CELTA is outdated & inefficient for TEFL contexts. Yet Stephen Bax introduced the idea of ELT context in 2003.

I can’t give a more in-depth critique, since I never took or attempted the CELTA. The little I know is because I used to recommend the British Council; but every student kept giving me negative feedback about it, so I was motivated to do some research.

[Sashadroogie]

[fluffyhamster]

It would be more accurate to say SLA theories plural. But I look forward to you laying out the core axioms common to all of them, and demonstrating how one and only one method naturally follows, Sash. And don't forget to include the more sociocultural than formal models, please.

Thanks for the vote of confidence, Doomer. I think anyone who has to somehow teach conversation and is serious about it will come to similar realizations. And I think they'll come in even in TESOL contexts (finding good conversation partners is never assured, and it's easy to "languish" in L1 enclaves and do little more than get by receptively in the L2).

[spiral78]

[doomer]

[Sashadroogie]

Pluralities of atomic theories exist too, Fluffy, though I would not be a suitable choice to outline them. Yet, no one denies the existence of atomic structure.

However, that is precisely what we are reading here, transposed to EFL methodology.

[spiral78]

Suggestion:

Fluffy and doomer are clearly well-placed to create a new certification course, for which there would be a very genuine clientele and for which there is obviously a real need. It could be titled along the lines of: What the CELTA Won't Teach You: How to Facilitate Really Excellent Conversation Classes for Asian EFL Students.

[LongShiKong]

[fluffyhamster]

[Sashadroogie]

Sorry, Fluffy. Just got to the end of this, but now have forgotten the beginning. I'll try again soon.

[fluffyhamster]

Yes, Breaking Bad can be a bit tl:dw for some.

[Sashadroogie]

Nah, Fluffy. Breaking Bad is compelling...

[fluffyhamster]

For ELT-compelling, I guess you slam in those "classroom clip" DVDs while Jeremy "The Meth-od Head's Head" Harmer launders the filthy proceeds through his umpteenth carwash?

[Sashadroogie]

Fluffy, I think you'd better call Saul...

[LongShiKong]