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rtm
Joined: 13 Apr 2007
Posts: 1003
Location: US
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 Posted: Fri Jun 19, 2015 9:52 pm Post subject: |
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Of course not every presentation and every article is going to be groundbreaking. But that doesn't mean that "Nothing new is ever introduced" or that no research is being done that is of value for classroom teaching.
| Shakey wrote: |
| Unless we are talking about the complex field of neurolinguistics, everything else is just re-hashed and re-cycled, e.g., "This is how I used video in my classroom" or "How I implemented extensive reading in a 1st year university English course." It's mainly, "This is what I did in my classroom." |
It sounds like your exposure to research has been very limited. I agree that things like "This is how I used video in my classroom" may not progress the field in substantial ways (though it may give other teachers some ideas to use in their classroom -- i.e., they are more of teaching tips, rather than well-designed empirical research). You should get exposure to SLA/TESOL/Applied Linguistics research outside of JALT and the TESOL conference -- there really is a lot of interesting work being done that has implications for classroom teaching. |
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TokyoLiz
Joined: 16 Jan 2003
Posts: 1548
Location: Tokyo, Japan
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| Posted: Sat Jun 20, 2015 1:17 am Post subject: |
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| The conferences may not produce startling, new work, but they provide teachers with forums for learning and discussion. ALTs, Japanese teachers of English, private school English teachers don't otherwise have professional development opportunities. |
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kzjohn
Joined: 30 Apr 2014
Posts: 277
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| Posted: Sat Jun 20, 2015 6:00 am Post subject: |
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I agree with most above comments on research. But even if it's a rehash, many times even some rehash has been good for me.
It's more workshop-y, but the japan moodle conference is good.
***
And back to the original question of what I'm going to do after this: Only a short time till retirement. I'll travel some alone, but also with my wife (who's a few years behind me for her retirement--and she's always worked, so we'll have two pensions). Mostly just knock around where we are. So here where we are for the foreseeable future, and I don't want to "go back" to the states. (at all)
A month or more working at a 山小屋 (mtn hut) might be interesting, or maybe the right part-time hours continuing to teach. Or something else. Maybe a term or even two in china for some 'paid' travel there. And there are quite a few places in Japan I've yet to see (wife wants to get to yakushima).
And so on. |
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nightsintodreams
Joined: 18 May 2010
Posts: 558
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| Posted: Mon Jun 22, 2015 1:56 am Post subject: |
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So many seem ashamed to say they teach English.
They want to look down on others. |
I understand the feeling, I have no respect for myself or anybody else as an English teacher in Japan.
Someone who owns their own school I have a little bit more respect for, but hey, with the support of a Japanese spouse and perhaps rich inlaws, anyone could do that too.
Whether it's a kindergarten or a university, it makes very little difference to me. All you've proven by doing a masters is that you can front a few grande and do a bit of homework. Just like all higher education, do what you're told, get your work in on time and you'll pass regardless of ability or intelligence. |
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nightsintodreams
Joined: 18 May 2010
Posts: 558
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| Posted: Mon Jun 22, 2015 2:01 am Post subject: |
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| I can think of one exception actually. I know a guy who studied to become a proper Japanese JHS teacher and get a Japanese teacher's license. Not something I'd want to do myself, but I certainly respect anyone who manages to accomplish such a feat. |
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RM1983
Joined: 03 Jan 2007
Posts: 360
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| Posted: Tue Jun 23, 2015 3:41 pm Post subject: |
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| rtm wrote: |
| jkozera wrote: |
| well, honestly I would not want an MA in TESOL since I have the TESL cert which is the same course work as people do in the MA program. I would rather get an MA in education but besides the point. I wouldn't mind getting my foot in the door somewhere and work my way up, if one can even do that anymore |
It sounds like your university has the kind of MA TESOL program that is just tacked on to an existing undergrad program in order to make money by putting more students (especially higher-paying international students) into seats. I would definitely not recommend such a program, as what you'll learn is not really beyond BA level.
Unlike work in companies, "working your way up" in many education contexts involves not just experience but also additional qualifications. Just something to keep in mind if you make a career out of this.
| RM1983 wrote: |
| Research is interesting to read but learning and language-learning being what it is, it doesnt seem like a good idea to read too much. |
I'm curious what you mean by "language learning being what it is" -- are you implying that language learning is so straightforward that it's not worth researching? |
Not at all, the opposite! But Id rather read it processed into a book of practical ideas. Or better still, do my own research on the students and resources I have in front of me. |
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rtm
Joined: 13 Apr 2007
Posts: 1003
Location: US
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| Posted: Tue Jun 23, 2015 4:14 pm Post subject: |
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| RM1983 wrote: |
| But Id rather read it processed into a book of practical ideas. |
This is exactly what one is supposed to learn in an MA TESOL program -- how to read research in order to understand how to take the results into account in one's own teaching. How research results impact your teaching will vary a lot depending on your context. This variation between contexts seems to be what you were getting at in the second part of your post:
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| Or better still, do my own research on the students and resources I have in front of me. |
Of course, your students and resources will be different from others', but that wouldn't make what you find out completely useless to anyone else as some have suggested. |
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RM1983
Joined: 03 Jan 2007
Posts: 360
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| Posted: Tue Jun 23, 2015 10:27 pm Post subject: |
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| rtm wrote: |
| RM1983 wrote: |
| But Id rather read it processed into a book of practical ideas. |
This is exactly what one is supposed to learn in an MA TESOL program -- how to read research in order to understand how to take the results into account in one's own teaching. How research results impact your teaching will vary a lot depending on your context. This variation between contexts seems to be what you were getting at in the second part of your post:
| Quote: |
| Or better still, do my own research on the students and resources I have in front of me. |
Of course, your students and resources will be different from others', but that wouldn't make what you find out completely useless to anyone else as some have suggested. |
Yeah quite right, perhaps I am burning out on it and need a rest. If nothing else you get food for thought.
It is still quite hard imagining producing publishable work with all those references but that must be on the learning curve as well. |
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kpjf
Joined: 18 Jan 2012
Posts: 385
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| Posted: Wed Jun 24, 2015 7:23 am Post subject: |
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| RM1983 wrote: |
Yeah quite right, perhaps I am burning out on it and need a rest. If nothing else you get food for thought.
It is still quite hard imagining producing publishable work with all those references but that must be on the learning curve as well. |
What do you mean by the amount of references? You previously mentioned 60. Are you saying that's too much to have to include? |
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