Job Discussion Forums

[redafiya]

Just saw the other link about teaching materials and tips for ME students and thought it was very interesting -- any more useful tips from you guys who've taught there for years? I have taught ME students for about 15 years -- but exclusivley in mixed groups classes -- which makes a huge difference as you all know. Teaching 2 Saudis, and 1 Qatari student in a mixed class of Koreans and Japanese is quite a different challenge from teaching a class solely made up of Saudi's , I am sure.

What are the primary points to note then, when teaching adults in the gulf? Your insights ( Veiledsentiments, qatarchic, Bebsi, Scot,Cleopatra especially, since you guys clearly know your region/people and culture from what i have read here over the last few years ).

For example, when teaching Koreans and Japanese, I could highlight the following ( of course very generalised ) approcahes :

Keep classes mainly conversation focussed -- Asian students have generally spent years and years on formal, dry grammar, and need to use it in a practical sense, and also develop communicative skills, and listening ability.

An advanced grammar class as one might prepare for, say, an advanced class of German or Polish students would , more often than not, die an embarrasing and premature death in Korea/Japan, and skills which may help in teaching european students efl, may well get you the reputation of being a real bore in asia and not very employable.

So skills which may make you highly sought after in, say, an EFL school in UK, Germany, Italy, might make you an unpopular teacher in Japan or Korea: that's a fact.

Also, classes need to be kept quite light hearted, optimistic and key word here -- fast, with lots to attract and hold their attention -- in Seoul, Hiroshima or wherever, their life is generally very very controlled, ordered, disciplinarian, fast fast fast and stressful -- english classes need to maintain that speed, but relax the students also so they can enjoy class -- "enjoy/fun/humour/entertainment" is also a major, key thing, since their own lives are so stressful. "Enjoyment" and "fun" will not be so high on the agenda for say, an Italian or German student, whose private/working lives are very much in their own hands -- "Group obligation/group culture" is sometimes overbearing and a weighty burden for Korean/Japanese students -- so EFL classes are a vital study source, of course, but also a kind of fun/socialising group escapism. Flippant and "unserious" as this may sound -- it is to be taken very seriously in lesson planning and it's is often quite high on the list of Asian efl student expectations ( in combination -- of course -- with making lessons academically professional and relevant ).


So, any general hints from those in the know as to how we should do it in a class of adults ( univ age and older ) in UAE/QATAR/DUBAI/BAHRAIN etc?

Thanks for the insight all of you. i'd be very interested to read some of your thoughts regarding what you guys keep in mind when lesson planning for peak effectiveness of aims.

PS Please note -- my references to the emphasis on "fun/entertainment" in Korean/Japanese classes etc IS NOT in any way whatsoever meant to refer to "dancing westerner monkey entertainment" and fun, as we all know too often a requirements of teachers in the rubbish bottom end of the market Asian 'mactefl' schools, please note, in which it is demanded a teacher doubles as a "performing oaf/court jester ( ! )" -- I am talking about the use of "fun and enjoyment" as a key ingredient in lessons in very professional lesson environments, such as British Council, Universities etc, in which the emphasis still may be on "Fun/enjoyment" -- but in a carfeully prepared ACADEMIC sense such as preparing video classes, good conversation/discourse topics, internet teaching groups etc.....

[veiledsentiments]

Speaking in huge generalities here as my time is limited at the moment. Also I can only speak about university level, as I never taught in language schools, international schools, or military/oil worker training. Most of my classrooms were sexually integrated (true in Oman, Kuwait, Bahrain, and Egypt), and if you teach in one of the smaller private universities, you will have a mix of nationalities. But, I will stick to Arabic speakers.

Academic English in the Middle East could hardly be more different in the Gulf. Almost no speaking classes... they will already talk your arm off... shutting them up becomes the problem. Their weakest areas are reading and writing. Vocabulary is taught within both those skills and grammar is normally done within the writing curriculum. You often end up with students who are at a low advanced level of speaking, almost the same in listening, and elementary level reading/writing skills. The disparity is quite shocking. The vast majority of new students each academic year can not even write simple basic sentences. (and my favorite thing is that they seem to have all been taught that spelling doesn't matter... which suggests to me that their teachers could not)

As to the 'fun factor' - it will likely not be an issue as to your staying employed. The students love it if you use humor, but management is looking to see the students advance to a certain level academically. (such as can they write an essay?) My students often complained to me that reading and writing were boring. I welcomed them to real life and academia... and if they were only interested in fun and games, perhaps they should not be in university. Or they could stay home and watch cartoons on TV. That said, my sense of humor is as silly as many of theirs, so we managed to get a few laughs along the way.

VS

[Bebsi]

I would completely endorse all that VS has said.

Entertaining them is not a prerequisite, but if you can do so, great. I try to entertain mine insofar as is realistically possible, in order to keep them awake. I'm told that sometimes I amuse them even when I don't intend to, but that's another story!

If anyone were to ask me what the real challenge in ME teaching is, I would say this: What management wants of teh teacher and what students want tend to be at variance, and the task of the teacher is to achieve both. In the reputable ME establishments (KFUPM, RC colleges, among others), management wants results as a main objective and class discipline as a secondary one. Ultimately however, in this regard, discipline is seen as a means to the end.

As VS says, many of the students already have an OK standard of spoken English but are dire at Reading/Writing. Of course, because of the nature of the institutions, the courses are very EAP/ESP oriented. So, you are basically expected to teach them to a set course and get results. That's the bottom line for the college authorities.

What the students want, on the other hand, is rather different. Unlike Asian students who lead very regimented, disciplined lives, Gulf students tend to lead very laid back, undisciplined lives. Apart from certain religious obligations, their lives are very much an open schedule. They largely lack discipline, and many of them don't have a strong work ethic. This does NOT mean they cannot be taught, it just means a different (I would say unique) approach is required.

In class, a typical Gulf student is not at all averse to learning (he usually DOES want to learn), but he is largely unaware that learning is something we do ourselves, individually and from within. This is as a result of the environment and culture. He expects to BE TAUGHT, not TO DO ANY DISCIPLINED LEARNING as such. He expects the information/knowledge to find its way into his head and then to stay there. So, the teacher is expected to TEACH him, to do all the work, while he relaxes in class or perhaps has some social interaction with his friends!

The aim is ultimately the same as management's: to achieve exam results. However, the expectations the students and management have of the teacher are very different indeed.

Personally, I love teaching Gulf students and wouldn't want to teach anywhere else. They are almost invariably good-natured, decent students who can actually be won over once the errors of tehir ways are impressed upon them. They also have a sense of humour and a certain sense of irony and many enjoyable moments can be had in class while still achieving results.

I have never taught in Asia, but I imagine that I wouldn't fit in there at all. It's the Gulf for me, I'm afraid!!!!

[scot47]

It is not unusual to come across students in Saudi Arabia whose spoken English is near native speaker competence. You check out their writing and find they are very poor. Reading too can be a problem. They do not want to read !

Do not be fooled by first appearances !

[redafiya]

Thanks for your tips everyone -- appreciated. I have taught ME students in mixed groups for many years, but 'single culture' groups is quite a different matter/challenge, so thanks for your insight.

[dmb]

[Cleopatra]

The above posters, as usual, give excellent information.

[dmb]

[grahamb]

Don't put yourself down, dmb. A bit of lighthearted fun is as valid on the forum as in the classroom. Especially where the target is 31!

[dmb]

[younggeorge]