Job Discussion Forums

[myesl]

Hi,

I've taught esl before, and even taught adults, but I have not taught classes of 30-40 adults at once. Would you have any suggestions or web site recommendations that might ease the process?

Thanks.

[laodeng]

This is not intended to be a flip answer, but, first of all, do not think of them as adults. My experience at three Chinese universities--an excellent one, a so-so one, and (uh) another one--showed me that although most are around 20 or 21, their emotional ages, compared with my students in the U.S., are at least five or six years younger.

Simply don't expect much motivated, self-directed behavior. And teach like you would in a vocational H.S.: tell them what you are going to teach them, teach them, and then tell them what you taught them.

Demand wakefulness--no heads on the desks. No newspapers. Turn off their handphones.

I'm sure that wiser heads will have much to add to this, and, in fact, there may be some old threads on this topic. Just consider this an opener.

[Roger]

Totally in line with laodeng!

My 22-year old students are intellectual vegetables. Sorry, not to disparage them, but they are the FRIENDLIEST lot imaginable, yet utterly unable to hold a conversation even about their daily routines!

I had 12-year olds from an elite primary school; they had as clear an idea of what a NOUN was and THE PAST TENSE as I do; my university students, however, think "past tense" means pasta or something!

First, you get to know themn and their level, then think whether they want to go beyond the school's prescribed limitations. Do you have any materials?
What are you going to teach anyway?
I do things totally without the help of my computer as I cannot afford to print out things at my own expense; yet I succeed very well..

[ChinaEFLteacher]

just go in and talk to them, it's an easy job.
those were my instructions when i first came here. i'm still trying new things after almost 3 years.
what's worked well for me: group and pair work, games, activities.
without going into detail, i've made up my lessons, used some of the books they've given a little, and found many ideas online.
getting them active and doing something is what i've found most rewarding for both myself and the students. it's something they hardly ever do because they're brainwashed from morning til' night, sitting in the same boring seat. it's no wonder they don't care about anything in class or put out any effort. find out what they care about, then go from there.

[ChinaMovieMagic]

I agree w/ChinaEFL Teacher's perspectives...although I prefer the term EIL--English as an International Language...and this relates to the PAST TENSE in contemporary Chinese English. On CCTV recently I saw an interview-in-English w/China's Rep. for the Olympics, whose Presentation Speech/Diplomacy has been responsible for China's BJ 2008 status.

During the interview, he presented himself in English w/fluency/persuasiveness/confidence/sincerity/vocabulary-richness...
BUT...he spoke in the mystic (Chinese grammatical) ETERNAL NOW.
"When I live in London with my father, in 1949 we are very interested. We follow closely the news about Liberation in China." Yet his career effectiveness hasn't suffered...

To my university students, I have emphasized that there are 2 types of English:
(1)Test English...for which they're able to use their left-hemisphere Monitor
(2)Real-World English/EIL...in which (unless they're simultaneous Interpreters etc.)--there's great FLEXIBILITY...TOLERANCE...so they should speak at whatever level they're at, rather than parading like a Clubfoot--"My English is very poor..."

De-centralizing the class in CLUSTERS of 6 students...this can result in REMARKABLE DYNAMICS...Lively Small Group dynamics can develop, as a welcome alternative to the anonymous/voiceless MASS AUDIENCE.

Another point...there's a self-fulfilling dynamic also...if the students sense that the teacher doesn't like teaching them, they can respond in-kind.

For those teachers who are fluent in their criticisms of Chinese students (I taught in L.A. public schools, so...), I wonder about the EMPATHY factor. Considering what they've been through...
*the test-itis trauma of middle/high school years
*the culture shock of English (non-)Pedagogy in China
*trying to understand/use truly "foreign" English GRAMMAR, compared to user-friendly Chinese grammar

[laodeng]

You must expound further, ChinaMovieMagic, your techniques for achieving such success where so many of us have failed.

[Old Dog]

Yes, PLEASE, MovieMagic. Would you give more details of your DYNAMIC METHODS? They sound POTENTIALLY PEDAGOGICALLY fulfilling. They could be a GREAT HELP to everyone. Is there a BOOK or website?

[myesl]

Thanks so far, but I hope someone has more to add, particularly on this web thing.

I don't yet know exactly what I will be teaching I'll need to ask since I leave in a little more than a week.

[ChinaMovieMagic]

RE: Questions about On-Line INFO about whole-brained approaches:

Check out my friends at
(1) www.ialearn.org
(2) http://www.njcu.edu/cill/journal-index.html
especially the articles BELOW.

RE: The power of whole-brained/whole-hearted COMMUNITY of English-teachers/Chinese-learners...I'm presently negotiating to be Teacher/Trainer/Materials Developer etc. as well as Summer Camp honcho (non-school/movie Role Play-based/rural as well as On-the-Road) for a VERY SPECIAL Children's Cultural Palace somewhere in a liveable smaller city in Sichuan. This city also has many-many hi-tech institutes, thus a large number of good schools for the kids of the techies, as well as universities--all needing FTs.
Many opportunities are here...to do some collective pedagogical entrepreneuring. More later...when it's firm, I'll have INFO on the WebPage of the Cultural Palace.

My particular interest--recruiting/developing community w/ folks who:
* have/want to have positive experiences in learning Chinese
* are interested in experiencing whole-brained Chinese learning
* are interested in being models of teaching/learning success--"Practice what you Preach."
===============================================
The JILL folks have asked me to write an article about my approach, but I want to base it more upon in-depth/long-range experience. The Cultural Palace offers this opportunity...as well as a TV show, and Franchising and Profit Sharing...all depending upon RESULTS.

http://www.njcu.edu/cill/journal-index.html

Autonomous Learning through Cinema:One Learner 's Memories

Connecting the Powers of Music to the Learning of Languages

The Creative Connection in Movies and TV: What '"Degrassi High" Teaches Teachers

Creating Theater in the ESL Classroom

The Deep Water Had Deeper Fishes: On Creating a Language of the Imagination with Children

Imagination and Memory: Friends or Enemies

Imagination in Second Language Acquisition

Imagination Really Means Freedom

The Imagination:Where Roles and Images Reside

The Influence of Affective Variables on EFL/ESL Learning and Teaching

L 2 Learning:Restructuring the Inner World

Language Learning through Lies and Fantasies

Mental Holography:The Power of Imagery in Communication

Multiple Intelligences and Second Language Acquisition

On Creating Theatrical Collages with ESL Students

Organic Learning:Crossing the Threshold from Conscious and Unconscious

The Role of Emotions in Language Teaching

Storytelling: A Way of Freeing the Imagination.

Teaching English Through Broadway Musicals

Telling Tales in School: Using Myths in the ESL Classroom

Who am I in English? Developmenting a Language Ego

Whole Brain Learning and Relaxation Techniques

[myesl]

www.ialearn.org
says "timed out" as soon as it starts.

I'll look at the other site, as it's new to me.

Thanks.

[dialectic]

if you do have computer access ? im not sure --

but do you ever make em do labs---you can do the same with worksheet to groups ?