What Would You Do? by Desiree Delgado (student)

Scene 1

desireedelgado2 — 2024-02-15 20:36:31 UTC

Your administrator insists that you teach a highly form-focused class, because your students will have to pass a multiple-choice grammar and vocabulary/reading test at the end of the term.

You’re convinced that not only is a communicative approach appropriate, but you can also thoroughly cover the necessary grammar and vocabulary, and through CLT your students would get excited and motivated to learn.

Scene 2

desireedelgado2 — 2024-02-15 20:38:31 UTC

You are a NNEST teaching in a non-English-speaking country, and your students have complained that your pronunciation is not native-like (in spite of the fact that your English is “excellent,” even if nonnative).

Scene 3

desireedelgado2 — 2024-02-15 20:44:02 UTC

You are teaching in a language school where you would like to share ideas with your teaching colleagues, but no one wants to talk with you because they say they’re too busy (and you suspect they are a bit defensive about the “rut” they’re in after teaching at the same place for many years). How could you get teachers to share ideas in a nonthreatening way?

2024-02-16 00:38:08 UTC

I think it is important to handle this with care. I would explain that I knew another language before English, born and raised in a different country. Maybe explain how I learned English.

2024-02-16 00:42:04 UTC

If I was wanting to share my ideas/concepts in an instructional program with a “group” of teachers, I would seek them out individually and share briefly. In addition, I would provide a courtesy like coffee or have a sit down over a break, lunch or somewhere that teacher would be found “not busy”.

We would agree that using a communicative language approach seems the best way to go in helping the students in preparation for our teaching inclusion of intercultural awareness for supporting learning.

2024-02-16 00:43:31 UTC