10 March Professional Conversation with Professor Low Ee Ling by

Repositioning Language Teacher Education

elis_academy2 — 2025-03-10 02:57:29 UTC

I am inspired by Prof Low's presentation on NIE's Enhanced TE21 Model, in particular the need to build critical and metacognitive skills. It’s clear that fostering these skills is essential in strengthening English literacy, particularly in the context of Singapore’s unique linguistic landscape where Singlish is commonly spoken. By encouraging students to reflect on their language use and become more aware of language structures, we can help them build competencies in good English. This not only enhances their communication skills but also equips them to navigate both formal and informal language contexts effectively.

I think one way I would encourage this shift is to incorporate activities where students reflect on their language choices. For instance, after a class discussion or presentation, ask students to analyse when they used Singlish and Standard English, and why they chose to use one over the other. This metacognitive approach helps students become more aware of their language decisions and develop a deeper understanding of their linguistic repertoire.

- ynez

2025-03-10 02:58:46 UTC

Language shapes not only how we communicate but fundamentally how we perceive and interact with the world around us. It serves as both a mirror and a mould of cultural identity, personal expression, and collective memory.

Consider how the words we inherit from our communities carry centuries of shared experiences, values, and ways of thinking. When someone speaks their mother tongue, they're not merely using a communication tool – they're accessing a rich cultural repository that includes specific concepts which might be untranslatable in other languages. The Malay word 'gotong-royong', for instance, captures a deep cultural value of communal cooperation that goes beyond simple translation.

Our linguistic choices – from accent to vocabulary – signal our membership in various social groups and our personal history. Someone who code-switches between Singlish and Standard English, for example, demonstrates their ability to navigate different cultural spaces and social contexts. This linguistic flexibility becomes part of their identity.

The Role of the EL Teacher

elis_academy2 — 2025-03-10 03:03:54 UTC

Prof Low spoke about the 5 desired attributes of future-ready EL teachers.

I would like to inquire into the following questions:

How can we effectively facilitate EL learning, considering the diverse forms of English used both online and in face-to-face interactions, especially with the rise of text-speak, Gen Alpha language, and the ongoing presence of Singlish in our linguistic landscape?
As architects of learning environments, how can we strike a balance between providing authentic learning experiences that encourage the exploration of language application in various contexts, while avoiding the inadvertent "advocacy" for the use of non-standard English? Additionally, for students struggling with coherence and cohesion in English, would it be beneficial to begin at their current level of proficiency (text-speak) and gradually build from there?

- ynez

Repositioning of language teacher education

2025-03-10 03:21:52 UTC

The repositioning of language teacher education and the competencies of the language teacher. It serves as a reminder to me to keep myself updated and constantly upskill myself in the three broad areas of SCK, PCK and Knowledge of Context.

~ Lester

Inclusion and Equity

2025-03-10 03:23:18 UTC

How can LLMs allow for greater inclusion and equity in terms of understanding the many varieties of Englishes?
What are ways in which EL teachers can work with or around the challenges that may be posed by the language learners' home environment and the language or variety of English spoken at home?

~ Lester

Future-ready language teachers

2025-03-10 03:24:41 UTC

The cline of glocality model for future-ready language TE is an inspiring one, as it considers the 7 minds (or traits or dispositions) that the future-ready language learner must be equipped with. In a similar vein, as a language teacher, the seven habits serve as useful reminders and guidelines on keeping ourselves poised and ready for the future.

~ Lester

Repositioning Language Teacher Education (Kalpana)

elis_academy2 — 2025-03-10 04:23:02 UTC

I found her inclusion of knowledge of context (professional preparation) relevant in today's context of teaching and learning. As we move teachers towards making informed decisions in the classroom, encouraging them to have professional conversations are important.

Habits for Future-ready Language Teachers (Kalpana)

elis_academy2 — 2025-03-10 04:33:44 UTC

While this is an adaptation from Covey's Habit of Mind, I see the vale and relevance of:

1) being agents of change in the classroom

2) having clarity about the dispositions of a future-ready learner

3) carrying out DI effectively to meet the learner's needs

4) having the humility to learn with the students over being seen as the expert

5) facilitating learning effectively by being an active listener and encouraging active dialogue where all perspectives are welcomed

6) embracing EdTech and using it actively

7) having the life-long learner disposition to strengthen our own SCK

8) creating varied opportunities for students to demonstrate their understanding of the knowledge learnt