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Contact with other TESOL professionals and it's impact on my professional identity development 

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Contact with other TESOL professionals and it's impact on my professional identity development 

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The Melbourne Museum

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I have had the pleasure of teaching several groups of teachers from Ningbo, China

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A trip to the immigration museum

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louise with advanced class at immigration museum

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My class and I run a cake lotto to raise funds for World Bicycle Relief.  This photo is from the Halloween cake lotto last year.

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More therapy dogs

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I found a great deal of cross-over between the term methodologies and approaches, some texts considered them to be interchangeable (Kerper Mora 2018), others texts were more descriptive.  For example, Celce-Murcia provides the following description
" An approach to language teaching is something that reflects a certain model or research paradigm- a theory, if you like. This term is the broadest of the three. A method, on the other hand, is a set of procedures, i.e., a system that spells out rather precisely how to teach a language. Methods are more specific than approaches but less specific than technique" (1991 p. 3)
For the flash cards below, I have used Kerper Mora's description of Methodology/approach.

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The essence of the main English language teaching theories, methods and principles Flashcards | Quizlet

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Start studying The essence of the main English language teaching theories, methods and principles. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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These engaging and enthusiastic teachers are now teaching across the globe!

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Intermediate Class brainstorming

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I encourage the students to "collect" vocabulary from other authentic sources and then share them with the class.

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Breen, Hird et al (1998) maintain that the beliefs that teachers have are mostly based in their own learning and teaching experiences.  The theories that are “aligned” to these experiences thus impact the principles that guide their teaching practice.  I have divided my beliefs into 6 principles that guide my teaching practice.  They are very much influenced by my experience as a teacher and learner of languages. The 6 principles are in the boxes below.

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A list of four groups of TESOL professionals who have had an impact on my professional development and the impact they have had.

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A list of four groups of TESOL professionals who have had an impact on my professional development and the impact they have had.

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At work we have regular scheduled sharing sessions where we discuss areas of interest such as e-learning and VTR, or where we share more practical things such as fun activities and lesson plans. This sharing of ideas has helped me to consider new ideas and methods and question my existing beliefs.  Perhaps there is also a little healthy competitive spirit that pushes you to introduce new ideas and think outside the box.

We also have moderation meetings which help me to get feedback using the rubrics that are in place.  Co-workers are also there to provide support and advice if you are having difficulties with classroom management or teaching practice.  Being a co-worker has also impacted me, as I started as a novice seeking advice, but now I am one of the “oldies” that people turn to, providing me with an opportunity to use my experience to assist others.

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I have had many DOSs.  On one end of the scale, some have been very hands off, and this provided me with the opportunity to experiment and choose my own teaching methodology and practice.  On the other end, others have been very prescriptive, where I have had to learn to respect and conform to the polices and practices that were in place.  My current DOS is just right!  She supports us to work within the TAFE parameters, but also encourages us to work on our own projects.  It is with her support that I have branched out into the student welfare and activity based learning.  She has observed me many times and always provides feedback which I take onboard.  is also very good at balancing the quality of pedagogy with being a commercial school, and I respect her for that. Her influence has given me direction, provided me with infinite options as to the direction I want my teaching to go in.

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PDs and conferences are a great way to network and hear about other people’s practices and ideas, similarly to the impact of my co-workers, it’s great to hear about new ideas and the current ESL environment.  Webinars and TED talks are a great way to keep up with the latest ideas and approaches.  One stand out TED talk which contributed to forming my approach to teaching was Sugata Mitra’s self-teaching approach ("Sugata Mitra: Build a School in the Cloud", 2018).  See below.

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Teach Yourself

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Sugata Mitra: Build a School in the Cloud

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4. The people and procedures at different locations

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4. The people and procedures at different locations

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Working in different institutions in different countries, and working between campuses, means that I have had to following different protocols at different schools (currently I’m work at two campuses of Kangan TAFE and even though they are both Kangan, there are differences in protocols). This has helped me have an understanding of all of the background work that goes into a course

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The impact of contact with non TESOL professionals and other individuals or groups on my professional development

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The impact of contact with non TESOL professionals and other individuals or groups on my professional development

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The greatest impact from non TESOL professionals would have to be from past students.  I have kept in contact with some past students, and have had the opportunity to catch up with them years afterwards.  They have always maintained that my enthusiasm and passion was something that encouraged them to participate and motivated them to learn.   As a result of this feedback, I consider it part of my professional development to kindle my enthusiasm by trying new activities and making things interesting by adapting my lessons to relate to my life and that of my students.

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I have chosen 10 of my life and work experiences. Can you connect them to prominent Language theories, methodologies and principles?

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Make the connection. Can you connect my experiences with L2 learning and teaching to some of the well-known theories, methodologies and approaches to ESL/EFL teaching? Flashcards | Quizlet

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Start studying Make the connection. Can you connect my experiences with L2 learning and teaching to some of the well-known theories, methodologies and approaches to ESL/EFL teaching?. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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1. Make it about context first and then decide the teaching approach.

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1. Make it about context first and then decide the teaching approach.

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In the text ‘The end of CLT: a context approach to language teaching’ (2003) Bax asks the reader to deprioritize methodology and focus more on context.  Both Bax and Celce-Murcia (2001) advise teachers not to be caught up in the methodology of teaching, as this may lead to the circumstances, events and people in the classroom being overlooked.   Bax (2003) goes on to point out that other factors may be more important, such as the social and cultural aspects of the classroom.

I came to this realization very quickly when applying the Berlitz (Direct) Method, used in Japan, to a Chilean classroom.  The expectations of the students, the education culture, and even the language background were so very different that this methodology, which had been quite successful in Japan, did not apply to a South American context.  Another example from my experience would be the shift between teaching children and adults.  The kinesthetic, choral aspects of TPR may work wonderfully for groups of small children, it may not, however, work for business people in an international company who expect to communicate in a working environment.    Celce-Murcia (2011) summarises her overview of Language Teaching Approaches with the quote “adapt; don’t adopt” (p.7).  I think this should be printed on a t-shirt!

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One of our extracurricular activities. This one was just so fluffy. A great feel-good activity for the ELICOS center.

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Richards and Rogers (2016) maintain that one of the main principles of a CBI approach is that “People learn a second language more successfully when they use the language as a means of understanding content, rather than as an end in itself” (p. 118) and that basing a lesson around content serves to prepare students for their future “English Language Environment”.

I believe that it is very important to factor the interests and needs of the learner into the content, and this should therefore be an important starting point of lesson design.  For example, in the AMEP classes that I have taught, students are interested in learning about practical things such as finding work and accommodation in Australia. EAP students are motivated by topics that they may come across when they move on to a University course, or topics from the previous studies or work.  Other students are interested in popular culture and are keen to express their views in this area.  Authentic and meaningful topics and activities keep the students engaged and (for that matter the teacher too) and motivated to learn.

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Thanks to our Latin dance teacher, Gina. 

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Thanks to our Latin dance teacher, Gina. 

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“Knowing is not the most important thing.  To be able to find out is more important than knowing” (Sugata Mitra 2018).  Enabling students to develop their own skills and create their own knowledge is one of my core principles and aligns with that of CLIL .  Personalised learning in CLIL “is believed to help achieve individual as well as educational, social and intercultural goals for language learning”.  As an individual, I like to think that I am contributing to my students’ lives.  Perhaps this is one of the principles that has enabled me to continue working in this career without burning out.

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Sometimes, as teachers we have to teach material that isn’t particularly relevant or real, whether this is because of syllabus constraints or for testing.  My motto is that if you can’t modify or supplement the content, then you can always try to put it into a fun context.  A few balls or a novel way of doing something always helps the medicine go down!

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5. Making Grammar Translations can be ok

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5. Making Grammar Translations can be ok

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Although the Grammar-Translation method has long been connected to idea of an “authoritarian teaching method” (Machida 2011 p.4), Machida maintains that translating can promote positive use of the L1 and their knowledge experience” and that when methodologies such as DM were introduced it “prevented learners from proactively utilising their knowledge and previous experience built with L1”.

I believe that it’s important for students to use their prior knowledge and experience in order to develop their L2.  In fact this idea aligns well with principle no. 3!  From my experience, teaching in monolingual classrooms where there is one L1 spoken and I am proficient as a L2 speaker, it is very effective to point out commonalities or differences, and also to maintain a flow in the classroom.  In multi-lingual classrooms, while I am unable to comment on the different L1s spoken, it can encourage discussion between students as to how they would convey the meaning in their language, thus encouraging cognitive processes such as noticing or hypothesizing.  However, I do feel that translation should be kept to a minimum, and I also try to ensure that the students still communicate in English.

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In the opening speech at the IEAA pd that I recently attended (2018), Prof Sophie Arkoudis, the opening speaker, referred to a recent survey carried out by The University of Melbourne that indicated that international students felt that they did not feel part of the school or larger community, and this did not match their expectations prior to coming to Melbourne.

From a purely commercial perspective, if we consider the international experience as being one of the reasons students come to Australia, it’s in our interest as English teachers for them to enjoy the experience and value it over studying in their own country.

Also, from an affective-humanistic approach, as a teacher, it is important to encourage an environment which respects and involves the learners (Knowles, 1994) developing a sense of peer support where the feelings of the individual are considered.

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Some humour for you

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ted talk what teachers make - Bing video

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TED Talk What I Make Inspirational TED Talks Top TED Talks for Teachers Motivational TED Talks for Teachers TED Talks Positive Attitude Rita Pierson TED Talk Songs Teachers Make a Difference Teachers Make a Difference Best TED Talks Motivational

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Joe and I organise a flash mob at school.  Choreography by a student

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Presently I have a few professional aspirations, most of them involve hands-on-teaching. Below I will discuss two aspirations that I am currently working on.

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I am taking this course in order to diversify my teaching portfolio.  Currently, I am not qualified to teach our Kangan’s AMEP programs or participate in teacher training.  After completing this course I will be able to teach across the three areas that Kangan offers (ELICOS, AMEP and Teacher Training).

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Sustainability is an area that many of the students want toparticipate in.

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Aspiration 2: Developing Student wellbeing and Learning through social activities

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Aspiration 2: Developing Student wellbeing and Learning through social activities

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Recently I was given the additional responsibility to reboot and redevelop the ‘extra’ classes that are provided by the school.  These extra classes are one-hour activities that take place after school hours.  Initially they were incredibly dry and had a traditional focus (grammar, speaking, pronunciation).   I have worked hard to develop activities to appeal to other aspects of the students’ lives.  We now have activities such as sport and exercise, mindfulness, games, crafts and dance, in addition to the traditional extra activities.  It has taken a while to develop an understanding in the students that learning English isn’t just about text books and grammar, however, now they are experiencing the benefits of participating and the numbers in the classes are growing!  These activities are very much aligned to my principles and I’m very excited as to my next developments.  One of these developments being something like a project club where students work together on a project for the benefit of the school, the environment or a charity.

Regarding charities, my pride and joy is our Cake Lotto for World Bicycle Relief. This monthly event has has snow balled, and is now run by the students (teachers bake the cakes).  We have been so successful that the Australian representative called to congratulate the students, and plans are being put in place for her to come and give a presentation to the school.  I’m now working with my DOS on how to try to incorporate more social justice issues into our curriculum rather than just as an extracurricular activity.

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Task based learning. The students have to mini project to promote and collect money for a charity.

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Students preparing for the swap meet

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Who doesn't want Hello Kitty sunglasses?

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Who doesn't want Hello Kitty sunglasses?

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Swap meet fun

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Writing and reading out bad Christmas Cracker jokes

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Writing and reading out bad Christmas Cracker jokes

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Born: Uk
Lived in: UK, Vanuatu, Australia, France, Japan, Chile
Languages spoken: Spanish and French
Started teaching TESOL: 1995

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Bax, S. (2003).  The end of CLT: a context approach to language teaching. ELT journal, 57/3 retrieved from https://onedrive.live.com/?authkey=%21ACNpCnvAXAU1Fko&cid=E93F600FC7A9F9AA&id=E93F600FC7A9F9AA%215474&parId=E93F600FC7A9F9AA%215445&o=OneUp

Breen, M., Hird, B, Milton, M., Oliver,R., Thwaite, A. (1998) Principles and practices of ESL teachers: a study of adults and children retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=7752&context=ecuworks

Barcelos, A. (2015). Unveiling the Relationship between Language Learning Beliefs, Emotions and Identities.  Studies in Second Language learning and teaching, 5(2)

Celce-Murcia, M. (2001). Language teaching approaches: An overview. Teaching English as a second or foreign language, 2, 3-10. Retrieved from http://files.sabrikoc.webnode.com/200000087-a23cda4300/Language_Teaching_Approaches_Celce-Murcia1991.pdf

Demirezen, M. (1988). Behaviorist theory and language learning. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 3(3).

Garner, P.W. (2010).  Emotional competence and its influences on teaching and learning.  Education Psychology Review, 22(3)

Hall, G. (2011). Exploring English language teaching: Language in action.  Routledge.

Knowles, M., Holton, E., & Swanson, R. The adult learner.

Liddicoat, A., Scarino, A. (2013).  Language and Learning as an Intercutural Endeavor.  Intercultural Language Teaching and learning 47-62.  Oxford: Blackwell Publishing

Machida, S. (2011). Translation in Teaching a Foreign (Second) Language: A Methodological Perspective. Journal of Language Teaching and Reseach, 2/4. Retrieved from https://onedrive.live.com/?authkey=%21ACNpCnvAXAU1Fko&cid=E93F600FC7A9F9AA&id=E93F600FC7A9F9AA%215457&parId=E93F600FC7A9F9AA%215442&o=OneUp

Richards, J., & Rodgers, T. (2016). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Sugata Mitra: Build a School in the Cloud. (2018). Retrieved from https://www.youtube.com/watch?time_continue=265&v=y3jYVe1RGaU (2018)

Total Physical Response (TPR) - The Teacher Toolkit. (2018). Retrieved from http://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr

Total Physical Response (TPR). (2018). Retrieved from https://www.youtube.com/watch?v=1Mk6RRf4kKs