What I've learned from learning Polish

This month marks the one year anniversary since I started learning Polish. Considering that I've never consciously had to learn English, I think the next best thing for us natives is to try and learn another language and let that inform our teaching practice. This is what I've learned.

1. Learning a language is difficult

I hope I always knew this. But the thing is, I started out learning Italian when I first got into teaching. And I found it really easy. I may have sounded like a bit of an eejit, but I was having garbled conversations in no time. Did this make me less sympathetic to students struggling with English? I hope not. At least now, after a year of Polish, I have much, much, much more sympathy for people who don't get it as quick.

2. Vocabulary is important

When I read something I don't understand, it's not because my skimming/scanning/predicting skills aren't up to scratch, it's because I don't know the words. When I am unable to say something, it's because I don't know the words. I need words. Give me words.

3. Grammar is boring

This is a bit harsh but there is so much of it in Polish. I started off thinking I would learn it properly but after I almost had a stroke trying to correctly say "My brother is a sporty man", I decided that accuracy was getting in the way. Now I don't ask my teacher is it correct, I ask is it correct enough. Keeping my motivation for the language is more important than speaking only when I'm sure it's correct.

4. I like being corrected (but only in a certain way)

If I make a mistake, I don't mind if someone points it out to me. What I can't stand is when someone explains to me why it is a mistake. If I didn't use the masculine form then chances are my priorities were somewhere else. And if you try to explain it to me, I'm afraid plenty of other people have tried and failed. Just tell me the correct version and hopefully it might stick.

5. I get embarrassed easily

I constantly tell my students - come on, speak, who cares if you make a mistake. When I speak in Polish, I can get embarrassed at the drop of a hat. If someone does that scrunched up, what was that face, after I say something then I get anxious. If someone says something I don't understand, I panic. Funnily enough, this doesn't happen when I speak English.

6. I'm not listening to you as much as you might think I am

I'm sure we've all had that student who never seems to listen. You tell him/her a hundred times and they keep making the same mistake. Each time you explain something, they nod sagely, say ah and then carry on regardless. I am that student. When you're talking to me in Polish, chances are I'm preparing the next thing I want to say. Or maybe I'm stressed because you used a word that I know I know but I can't remember it and now I'm thinking how stupid I am, how I'll never learn, how I'm too old, how.........oh sorry, did you say something?

7. I love boring stuff

I recently chatted with teachers and we were complaining about how creative, fun homework is often met with a lukewarm response from students whereas they lap up gap fills and match ups. As a Polish student, I gobble this stuff up like its ice-cream. Give me ten sentences to translate into Polish and I'm in heaven. Give me a paragraph with words taken out and I'll put them back in with a tear of joy in my eye. I love them because they are quantifiable. I know when I'm done and I know when to pat myself on the back.

I suppose the two main things that I have learned is that, number one, I am a shockingly bad student. Instead of just studying, I spend ages trying to come up with new systems that will help me study more efficiently or writing blogposts that try to add heft and significance to my Polish classes. The second is that Polish really is a stunningly beautiful language (less so when it's me doing the speaking), worthy of the fabulous people that speak it .

Still, I think there is something to be said for getting into your students' shoes as much as possible. Would love to hear other teachers' language learning experiences.

Curb your routine

I read a couple of interesting articles yesterday. The first was an opinion piece by John Worne about the drop in the number of British students taking second languages at university. The second was another John, Fanselow this time, reflecting on his idea of teachers breaking rules. The latter piece advocates a lot of self-observation (by videoing lessons) and challenging the routines (or self imposed rules) we adhere to in the class. The former espouses the benefits of learning a second language.

With those two articles in mind, I tried to do a lesson using the John Worne piece as a source and the Fanselow piece as inspiration.

Normally when I prepare a reading activity, I start off with some discussion questions. Trying to break this rule, I started with vocabulary I extracted from the text. Normally, I do vocabulary as matching - this time I tried to do it as guided discovery. Not sure if this is better or worse, but shook me out of my routine a little bit. Plus, I got to use a picture of Larry David.

I tried to also add a research element to the reading - encouraging the students to investigate the author and a source referenced in the piece. I normally do this as a complete lesson - this time I just threw it in quite casually, a minor part of the lesson.

The writing element I also made quite unstructured, using the Twitter idea I described in an earlier post. There is something fun about writing with a limited number of letters/words. For instance, today, in class, we were looking at essay exam questions and we had a competition to see who could boil the question down to the fewest number of words. Surprising how engaged they were with this.

I finished it with a bit of grammar (wish for regrets), again lifted from the text. The idea of the lesson is that there are quite a lot of elements to it.

Click here for the Lesson PDF

Born to reflect?

I took part in a very interesting discussion on #eltchinwag, the first time I'd ever taken part in one of these hashtag chat thingys. I don't think I really get it - it might be a digital immigrant thing - there is something non-linear about hashtags and twitter (and the internet in general) that confuses me. Still, apart from worrying that I was missing something or posting comments in the wrong place, there was a lot of very interesting thoughts* around the topic of developing students' metacognitive skills. For the sake of simplicity, I am going to boil this complex topic down to one soundbite - helping our students to reflect on their learning.

(*ELT teachers spending their evenings talking about ways to help students - ELT employers, if you happen to be reading this, any chance of a few more quid?)

In my first years as a teacher, I heard very little about reflection. Since moving toward the EAP side of our world, I can't escape it. A few random google searches throw up tons of articles promoting reflection, both for students and teachers. Many of us teach on programmes where reflection is in some way part of the syllabus - more often than not in the form of a learner journal.

I have mixed feelings about reflection, or at least our approach to it. I will try to explain.

First off, I absolutely believe that the best way to learn is to reflect on how you learn, what works for you, what doesn't. I do not dispute the efficacy of reflection. My concern is that our enthusiasm for reflection can be a little off-putting for students.

I'll try to illustrate by example. I used to be really big into running. After a couple of years, I came across a book called Born to Run which is about this tribe of native Indians who run incredibly long distances. The book eulogises running barefoot. Bursting with enthusiasm, I told as many people as I could and took off my shoes to try it out (in fairness to the book, it strongly advises against this gung ho approach for newbies). Within a few months, I'd done both Achilles. I don't run as much anymore.

If I stretch the comparison a little - is there a danger that with our similar enthusiasm for the benefits of reflection (talking zealously about it; working it into curricula; asking students to do learner journals; assessing how good they are at reflection), might we end up killing it a bit for the students?

My own take on it would be this. Everyone reflects in some aspect of their life, to varying degrees. If you think about what you are going to say to someone before (or after) you meet them, then you're reflecting. If you think about what someone would like when buying them a present, you are reflecting. On a most basic level, if you avoid certain foods because you don't like the taste, then you are reflecting (or at the very least, capable of it). So basically, reflecting is part of us, we do it constantly. Some people will naturally turn this skill toward their learning, others won't. Those who do will learn faster, those who don't probably won't learn as fast.

So as teachers, we want to help those who don't reflect on their learning, knowing that it will ultimately help them. If they go for it, perfect. If they resist, frustration for everyone involved. I agree 100% with the intention. It is the approach that I want to consider.

First of all, we tend to stream according to language ability. But the ability to reflect is in no way linked to language level. So in a B1 class, you could have massive disparity in terms of students' ability to reflect. Then there is the cultural side of things. Certain cultures are resistant to the idea of reflection. They may believe that it is the teacher's job to do all that stuff for them. And if reflection forms part of their assessment, there can be a sense of injustice, that they are being penalised for something that doesn't come naturally to them.

So what to do?

I would say, don't make a big deal out of it. Yes, certain students would improve if they were able to reflect better. But don't make it a yes or no thing. Shy people would learn better if they were more outgoing, but we don't make them keep confidence journals. We deal with what is in front of us. If they are willing to reflect, go for it. If not, don't force it. Try to get around the problem. For instance, many people might not like analysing themselves but are more than happy to ask other people questions. Perhaps activities where students ask each other about what they do, how they study, might be a good first step toward self-reflection.

Second, don't assess it. It is good, but it is a tool to learning. I don't think we should assess the tool that someone uses to complete a task.

That's it really.

Seeing as I gave rather a bad impression of the book Born to Run (it's actually a brilliant read), I knocked this lesson together on the topic. It is quite IELTSy but there is a nice few questions around the front cover of the book that students found interesting. And some nice vocab too. I used this review of the book for the reading text. Unfortunately, I didn't include answers for the True/False/Not Given questions. I tend to write ambiguous questions and then let the students argue with me and try to convince me my original answer was wrong. What I'm trying to say is that some of the answers might be ambiguous and I'm kind of okay with that.

Click here for the lesson PDF

Spelling and Arabic learners

I read this excellent article last week on helping Arabic students who have particular difficulty with spelling. The author, Emina Tuzovic, offers some wonderful insights and lots of practical suggestions. For instance, she highlights vowels as one of the most common problems and advocates gapping exercises (e.g. _ntr_d_ct_ _n --- introduction). She also linked to this piece by Johanna Stirling which also covers a lot of interesting ground, particularly the challenge for teachers.

With that in mind, I thought I would have a bash at covering two aspects in this lesson. First of all, the lesson gives some focus to the vowels (using a variation of Scattergories that a colleague taught me - instead of using letters, you use vowel sounds). However, for my students (as Stirling noted), apart from spelling, they have a good level of English. Focussing solely on spelling, though useful, can seem like a bit of a step backward. As well, they are often in classes with students who don't have a major problem with spelling. So the second thing I tried to do with this lesson was make it challenging - to put something in there to keep everyone in the class happy (engaged?). So it covers spelling, but also reading, discussion and proposal writing. In that sense, it is probably a bit overloaded - I suppose I was trying to sneak spelling in rather than announcing it.

The topic is a bit of a chestnut - mobile phones and stress, and uses this article from the Guardian. I made the gapped exercise by using find/replace on Word. To avoid it all looking scrunched together, I found that Footlight MT Light font leaves a decent gap between words. I also doubled spaced and then double spaced between words (again using find/replace) - hopefully it is clear enough.

I should also mention that part of the lesson uses an idea I nicked from Gavin Dudeney which gets students to interact using their phones as a topic for discussion.

If you use the lesson and have any thoughts/comments/suggestions, I'd be delighted to hear them.

Click here for the Lesson PDF

ESAP - what do we have to offer?

The University of Sheffield hosted a really enjoyable free web seminar on EAP a few weeks back. They very kindly emailed on videos of all the conferences if you had signed up. I don't want to take a liberty, but I'll suggest that there'd be no harm in emailing them if you would like to see the talks, but missed out on signing up.

There were many excellent talks but one that I was particularly interested in related to ESAP and was given by Chris Smith. Of the many interesting points made, the one that chimed with me was the idea of genre analysis - taking a text from the discipline in question and analysing it from a language perspective, trying to establish what language is used in the text and for what purpose, looking at the patterns and norms of that particular subject.

What emerged from the discussions was also very interesting. I noticed many people talked about the challenge of communicating with the lecturer/professor - that they didn't get a lot of support when trying to figure out what to do with their ESAP classes.

A marketing/biology/engineering professor, I imagine, could have quite a different understanding of what an ESAP class should accomplish. Perhaps they think the ESAP class should be to build up the students' vocabulary. Or that the class should fix students' mistakes. Or that it should fill in knowledge gaps about the subject. If the latter, then they may feel frustrated - that they would now have to teach their subject to the person supposed to lighten their load.

I know it is easier said than done, but it would seem the only way to improve communication is for both sides to have a clear understanding of the purpose of the ESAP class. That could involve discussion and negotiation prior to courses beginning. However, I think that from the ESAP side of things, we need to have a very clear understanding of what we want to achieve with the ESAP class ourselves. This can be intimidating as we are non-experts (in the content subject, that is) offering our help to experts. Which is why, Chris Smith's talk was so helpful. It was a reminder of the expertise that we on the ESAP side of things are bringing to the table:

• the ability to see patterns in language
• the ability to understand students' language mistakes
• the ability to teach language and language related skills 

On top of that, we are coming to these subjects fresh, willing to work through problems with the students. Take assignments, for example. I might not be able to explain what a Buckminsterfullerene is, but I know how to research, how to plan, how to reference, how to develop an idea, how to write a coherent piece of work. This is what the ESAP teacher has to offer. And hopefully with a clearer understanding of what we are there to do, we can be more direct, confident and clear in our communication with our colleagues. 

So in saying all of that, I thought it might be interesting to share a few short lessons that myself and a colleague came up with for Chemistry ESAP. Where I work, we are lucky in that we have none of the problems mentioned above. We are small, so the Science, Business, IT and EAP departments all live in the same office. A while back, my colleague Dr L, told me that the Chemistry students would be doing lab reports soon and could we do something in ESAP to support this. I asked for a sample lab report and together we knocked these Chemistry lab report ESAP lessons together. They were broken up over three lessons to give the students time to write the various sections between classes. They are quite simple but may give some idea of a way to approach ESAP.

Any thoughts or comments on your own ESAP practice would be very much appreciated.

Click here for the lesson - Lab Reports Introductions 

Click here for the lesson - Lab Reports Procedure

Click here for the lesson - Lab Reports Discussion

Do NESTs Dream of Electric Acronyms?

Blog wandering, I've come across a lot of very interesting discussion around the issue of NESTs (Native English Speaking Teachers) and nNESTs (non-Native English Speaking Teachers). I think this article by Robert McCaul says everything (or as close to as is possible) on the subject. James Taylor also outlines the bias within TEFL which NESTs benefit from - the favouritism experienced by teachers because of accidents of birth. As someone who has benefitted greatly from an accident of birth, I thought I might share my own perspective.

I was born in Ireland, so through no particular skill on my part, I speak English as my first language. Generally speaking, we Irish don't carry too much baggage when we travel. We've never got round to conquering any other nations (at least not directly), so, if they've heard of us, generally other countries tend to be quite well disposed toward us. This makes the Irish NEST's life a good bit easier. Our accent can sometimes pose a challenge for learners (I had to live in the US for three months before I could pronounce my THs) but once you take the edge of it a bit, slow down and avoid words like rashers, nobody really has a problem understanding us. To make things even handier for us, you get nonsense like this coming up every so often. 

So all in all, I would argue, that on the spectrum, your Irish NEST has things a bit softer than most (apart from the cowboyism still a part of the industry here).

Being in this lucky position, you tend to wander along thinking to yourself what a wonderful teacher you are - how great your lessons are, how engaged your students were, how wonderfully you explained the difference between the present perfect and the past simple. And maybe this is true - maybe you are a wonderful teacher. But by reading the posts I have mentioned above, and, more fundamentally, by sharing my life with an incredibly talented and inspirational nNEST, I have come to realise that good teachers are good teachers, irrespective of what their first language is. 

There are really good arguments here as to why it makes no sense to favour a NEST over an nNEST; the Wikipedia page on the topic has some good links; and this webpage is a nice reminder that its not just NESTS teaching English out there. 

For my own contribution to the debate, I thought I might be practical, and consider what teachers can do. I believe that the people who run schools and hire teachers are acting from a practical concern - that students will favour the school with the most NESTs. I honestly don't know if students actually believe this, but if they do, then where does that leave us. Do we accept that? Does one school use this to manufacture a competitive advantage over the school who hires the best teachers, irrespective of mother tongue? I think these are questions to be considered. 

As teachers, I would (preachily) suggest that there are a few little, practical things we can do to support our colleagues. 

1. Don't distinguish between NESTs and nNESTs. We're all teachers. 

2. If you hear of a job up for grabs, recommend the person you think most suitable, regardless of where they come from. 

3. Praise other teachers in front of students. Again, regardless of where they come from, if you think a teacher is good, don't be afraid to say it in front of students (they'll still love you). 

4. Think critically about the idea "students prefer native speakers". Do they? Who says? How wedded are people to this notion?

5. Be kind to other teachers. Chances are they're having a tough day, native or not.

Nominalisation part 2 - Cause and Effect

I posted a lesson a while ago about nominalisation after coming across the zombie video via Jennifer MacDonald's blog. I've used this nominalisation lesson a couple of times now with different groups and it has gone over quite well. As I mentioned before, there has been a lot of debate about nominalisation (I've even come across some exercises teaching writers how to undo the damage caused by nominalisation) and I can see the merits of both sides. However, many of my students tend to write (perfectly fine) sentences like this:

The government needs to spend more money on education 

Giving them the option of coming up with an alternative sentence, such as below, is no bad thing.

Government spending on education needs to increase.

Quite belatedly, I've come up with a short little lesson to follow up the previous nominalisation lesson. This one focuses on using nominalisation when writing about cause and effect (there is also a very tiny bit of "noticing" of hedging language). 

As I read back over this post and the excessive use of the word nominalisation, it occurs to me that the post itself would make a very good substitution lesson :)  

Click here for the Lesson PDF.