Job Discussion Forums

[fluffyhamster]

I think we had that covered with the TESOL part. Don't tell me you've also been counting letters, Shroob!

[kurtz]

Worth it in terms of learning a lot in the 4 weeks, but it was cheapened by how easy it was to pass. One guy in my group was an absolute train wreck. He failed at least 3 lessons, was obviously crazy and did some terrible things like bang his fist on the board and lose his temper and they gave him a pass. Got to have higher standards than that, but I guess it doesn't look too good for the Cambridge course if too many punters fail; they will lose people to the competition.

[spiral78]

[fluffyhamster]

The poll could do with a "Not sure" option. I often forget to vote in these polls, and was inclining towards a tentative "Yes" when I noticed someone had cast a "No" vote (would be interesting to know who and why etc, but they probably wish to remain anonymous LOL). I therefore finally cast a "No" vote to keep this other dissenter company, and people were likely assuming he or she were me, so I was damned either way. Anyway, a minority to be sure (could've told you that without the poll, Spiral), no contesting that!

[smithrn1983]

[Sashadroogie]

While it is true that local culture will influence decisions taken by teachers, I'm not convinced that this ever should affect teacher knowledge. Basic knowledge of parts of speech, for example, is essential no matter where one is based. However, knowing it is distinct from how one teaches it.

It is not, it seems to me, a simple case of Europeans accepting student-centred lessons, and that Asians rejecting them. I think it is more to do with Europeans, generally, having plenty of experience of this type of language learning, but usually only after a local teacher chalked and talked them past the basics. Most Europeans can see the value of student-talking time, but not all of them do. Plenty, in Russia, for example, will still expect their teacher to have a commanding role in all interactions. It is here that learner-training is crucial. Pointing out the rationale for an activity goes a long way to gaining the co-operation of the class. Explaining that a teacher monitoring is still an active teacher reassures learners that they aren't being neglected. Comparing self-discovery presentations to explicit grammar presentations can help learners see the underlying logic of not just lecturing. All this is commonplace in European contexts, but I'm not so sure it is so in Asia. Perhaps others can clear that up.

In any case, from what I have gleaned, class number is probably the overriding factor affecting choices made in classrooms. If you have over 20 learners in a group, forget tefltastic notions like above.

[smithrn1983]

[Sashadroogie]

Fair enough - I probably misunderstood something. I'm doing that a lot these days. Must be all the winter medicine I am taking, hic!

But back to the point of planning a course for learners. First up, I do not think this features that much in Celta or equivalents. Or does it? Perhaps my brain cells really have been depleted...

In any case, asking learners what they think the course should be comes across to many of them like a dentist asking which tooth should be crowned, e.g. unprofessional, and lacking in insight. Much more acceptable is to tap on a tooth with a sharp surgical instrument and ask if it hurts, while reeling off arcane medical jargon to your nurse : )

Similarly, for TEFLers, a lot of determining course needs seems to depend on how information is gathered. Rather than saying "do you think we should study telephone English then?" it can be more productive to ask if using the telephone is important in the line of work, and then later on explaining that the course you have planned will include this feature.

This is especially so for Russian learners, at least in my humble experience, but other TEFLers in other contexts may have another approach. But I'd be surprised if many teachers from any context say that learners have a fully worked out plan for their teacher to follow, or any plan at all beyond 'learning English'.

More medicine is required. Carry on!

[Shroob]

[nomad soul]

[Sashadroogie]

So, not much of a look-in for curriculum design beyond a basic introduction to what it is, and no expectation that a recently minted Celta trainee would have half a clue how to plan a course from scratch.

[Shroob]

[Sashadroogie]

Agreed. And in any reputable institution, new teachers would not be expected to do so.

[nomad soul]

[Shroob]