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!

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.

“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.

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!  

 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.

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.

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.

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).  

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.

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

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.

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.

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