28/01/2014 by lizziepinard

End-of-course reflections

Today, three of my adult classes and one of my kids classes did their final tests. Tomorrow, my two teenager classes will do their final tests. The three young learner classes, I keep, the three adult classes, I lose. So today was goodbye to three lots of students: I felt (feel!) rather bereft! It’s certainly been quite a roller-coaster of a four months: Moving to Palermo, starting the new job – and these classes! – as well as learning Italian and then embarking on the IH Young Learner Teaching certificate course, to top it all off. Phew! Meanwhile, this is my first job post-Delta and M.A. ELT, so there has been a backlog of learning to process (meanwhile trying to deal with all the learning from the YL certificate course too!), some settling down to do, as well as lots of experimentation, naturally. This mid-way point seemed like a good point to pause and reflect.

I feel I have learnt heaps in the past four months, much of which from my students. It’s been wonderful working with them and trying to help them become more autonomous, confident language users. Learning has also resulted from being observed by my DoS and my Young Learner Coordinator, both as part of regular in-service CPD and as part of the YL certificate course. A grand total of 5 observations in 4 months! In addition, there have been a fortnightly series of workshops on various topics. Sometimes I go to them thinking, “this is really the last thing I feel like doing this [Friday] morning” but then, once you’re there, it’s really refreshing being back in the learning seat and it has a clear positive impact on your teaching. The YL certificate has taught me a lot, it goes without saying, as well as driving me up the wall on a regular basis. Nothing like in-service training certificate courses to test the boundaries of one’s sanity! And of course I’ve also learnt a lot from being a language learner again: my attempts to learn Italian have certainly coloured what I do in the classroom. Finally, the various threads of my learner autonomy project have been immensely rewarding and have yielded some very positive results/feedback, but there is so much more potential for development with the project, which is a great position to be in – very exciting! 🙂 I will continue to experiment and find ways to help my learners harness all the potential bubbling away in them as individuals and as groups.

My Delta and M.A. already seem a very long time ago, and I miss that time, as it was such an immense time of learning and growth for me. However, it’s wonderful to be working in a place where I can really work with what I’ve learnt and build on it. I’m looking forward to the next wave of courses and building on what I’ve learnt during the first lot – using all the freed-up processing space that comes from not having to learn a bunch of new systems for doing things (e.g. progress reports, testing, etc etc) and from greater familiarity with the materials. Once the YL course has finished, and I have more time freed up, I would like to make some more materials – or at least finish refining the ones I made during my M.A. and started to upload onto my blog before the tidal wave of work swept over me! – read more (I’ve got a back-log of ELT reading building up!) and experiment more systematically with the many, many things I’ve learnt over the past year and a half.

The last four months have been hard work, there’s no denying it, but so rewarding. I suppose that is what teaching is all about! Here’s to the next four and all the challenges they hold… 🙂 (First things first, though: a heap of marking and reports to plough through by Friday! 😉 )

25/01/2014 by lizziepinard

39th ELT Blog Carnival: Blogging with Students

The theme for the 39th ELT Blog Carnival is Blogging with Students and it is a timely theme for me: With adult courses coming to an end this week, my first experiment with using a blog in the language classroom has also reached its conclusion. This was done with my Advanced class, which took place twice a week, at 1hr20 a pop, for approximately four months. It was an interesting class in terms of demographic: There were 7 students in total, 3 of whom were middle-aged and 4 of whom were teenagers (but older teenagers, coming to the end of their school years).

My goal in using the blog with these learners was:

To give them additional opportunities for using English and to harness it as a tool to help in the development of learner autonomy.

I’ve learnt a lot from the experiment and am looking forward to trying again with another group of students, using what I’ve learnt this time around.

How I did it:

I created the blog on WordPress (I don’t know how to use any other blogging software currently!), naming it after the class, and introduced it several lessons in to the course (it got delayed by a lesson due to technical issues but I’d delayed it until that initial technical issues attempt for other reasons – see “What do I think…” below), giving learners the user name / password, demonstrating use and clarifying that they needed to put their name in brackets after their post title so that we could know whose was whose. I mostly used the blog for homework with them initially – with the idea of modelling potential uses of it. One thing that I found very interesting is that half way through the course, I gave the learners the opportunity to discuss the use of the blog and how they’d like to use it. They came up with some great ideas (which I am going to steal and try to implement with future classes! 😉 ) but mostly they did not implement them. They also wondered if having their own log-ins would be better but then agreed that it actually wouldn’t change anything in the great scheme of things. However, in conjunction with other learner autonomy development tools, some of the learners did use the blog autonomously as well as for the activities I set as homework. Given that 4/7 were swamped with school work and tests, while 3/7 had full-time jobs and family commitments, I can understand why the ideas were there but the action wasn’t, and particularly admire those who did make time to use the blog autonomously.

What did the students really think of the blog?

Well, I collected final feedback in two different ways: feedback questionnaires, which covered various activities/tools used with the group, and reflective pieces in which students were asked to look back on what they’d learnt from the course and evaluate it – NB the brief was very vague, I did not ask them specifically to write about the blog or the other “extra” activities used, but just to reflect on what they’ve learnt and what they found useful. (These were published on the blog! *still awaiting a few more of these to be submitted…). Here are a couple of soundbites:

From a reflective piece, looking back on the course:

What I appreciated most was that most of these activities were often intended to foster interaction among participants by different forms of technical communication, such as publishing texts on the school blog. By drawing upon constant web-based practice it succeeded in offering a fresh approach to language production.

From another reflective piece:

The use of the blog was also encouraging to use english outside class in many different ways.

From a feedback form in space provided beneath each question for further comment on the number circled:

It helped us to have feedback even when not in class and it was a great way to learn English in a new, less traditional way.

From another feedback form:

I liked the blog idea. […] The blog is a very useful tool and it could be exploited even more.

Due to the nature of the feedback forms, students were able to expand on what they wanted to, so some talked more about the other tools/activities used. However, the four extracts above are from four different students.

One piece of feedback which reflects my approach to using the various tools/activities, including the blog is this:

The teacher made the tools not compulsory, which was already the best way to use them.

It was in response to “How could the teacher make these tools/activities more useful for you?” More on this in my forthcoming webinar on learner autonomy.

What do I think of the blog/”blogging with students”?

I’m very pleased that it went down so well with the students, despite their time, or lack thereof, issues and I absolutely agree with the student who thinks it could be exploited even more. That is something I will be mulling over before kicking off with the next course. Now that I am more comfortable with the process (it can be ever so daunting introducing something new, that you haven’t used with students before – even if, like me, you are familiar with blogging for your own purposes! I was incredibly nervous when I introduced it, hence putting off a few lessons before I did so – I had to really push myself to do it but I’m very glad that I did!), I think it will be easier to refine it and maximise on the potential that lies in it, both in terms of opportunity for using English outside of class and in terms of learner autonomy development.

One thing that blogging with students does enable is more interesting, interactive homework. (This is also true of Edmodo, which I have used with my other classes, with very positive feedback) You can get them to do writing tasks with a real communicative purpose, which require them to read each others writing and respond to it meaningfully, and which are also good fun. (I will dedicate a future blog post to ideas for using a blog or Edmodo for interactive, communicative homework… )

Extra work?

Teachers may worry that having a class blog will create a lot of extra work for them. Maybe it does a bit: it’s important to respond to learners’ work. One problem I had with this was simply forgetting to open the blog and check for new work, because in my main browser, I’m logged into my own blog and so I used a different browser to be able to be logged into the class blog at the same time. However, it’s a lot easier to mark homework that is typed and that you can copy/paste and reformulate/refine than it is to decipher student handwriting and try to squeeze feedback into any available space. The student can then compare their work with the feedback in the comments, without being put off by all the pen marks (and possibly struggling to decipher the teacher’s handwriting! 😉 ) and the piece of work stays filed away on the blog, enabling easy comparison with future pieces of work. I also think the benefits do definitely outweigh what we, as teachers, need to put in for it to run smoothly.

Potential?

One thing I did not tap sufficiently is the blog’s potential as a reflective tool – ironic, given the name of my blog and my penchant for reflection! Also, because I’ve been trialling various things, the trialling has occurred as and when the ideas arose in response to what has been happening in my classrooms. It’s all been super-interesting but definitely not very…smooth. Now that I have a stock of ideas and a clearer idea of how to approach using the tools, including the blog, I hope I will be able to tap its potential more effectively. Of course, I will still respond to what emerges in individual classes, so more ideas will be born and existing ones adapted, but having a core of existent ideas gives the project more of a backbone and frees me up to focus on tweaking and identifying new ways to exploit the blog further, both as a communicative tool and a learner autonomy development tool. Already the ideas are bubbling away in my mind… 😉

Another avenue of potential that I’d like to explore is that of converting the accumulation of learner work on the blog into a learner language corpus. This could then feed back into work done in the classroom, in a variety of ways. This would also be possible with Edmodo. One would copy the texts over from whichever platform and store them in plain text format, before analysing them with a corpus analysis tool. I can envisage also having a corpus for each level, so that over time, the more classes I use these tools with, the bigger each corpus would become. There would perhaps be potential for comparative work, where learners analyse their own class corpus in relation to a higher level and gain a clearer picture of where they are and what they are working towards. Or compare with a lower level, to gain a clearer idea of their own progress. Or compare with an established corpus, native- or non-native speaker-based, such as the BNC or VOICE.

I think technology, especially that which enables opportunities for genuine communication, has a lot to offer language learning, if it’s used in a pedagogically sound fashion, where there are clear aims and benefits inherent in the uses made of it. In my current context, it offers students a valuable means of communicating in English between classes, which is important as, being in Palermo, there is not a lot of opportunity for using English outside of class time. They clearly recognise this and I hope that with future classes, my use of the blog and its integration into the course will be smoother and more effective so that the benefits are maximised.

Conclusion

I’m really looking forward to reading the other blogposts in this carnival, and anticipate hopefully that they will form a lovely little resource for teachers looking to use a blog with one or more of their classes. To any teachers who have been thinking about trying it but been too nervous too: Just jump in and give it a go! It’s not actually that scary (I’ve discovered!), in fact, it’s a lot of fun and very rewarding – for teacher and students alike.

What shall we do with it? Anything is possible… (Taken from Google advanced images search – licensed for commercial reuse with modification)

25/01/2014 by lizziepinard

Minor achievements, major gains

Last Friday evening (it’s been a busy week!), I took myself out to dinner. It’s become my Friday treat here – a meal out, on the way home after work. It means the weekend has arrived! Usually it involves some degree of stuttering and feeling annoyed with myself, because I just can’t summon up the language I know I have, when I actually need it. (Ten minutes later, no problem – by then I’ve usually got it :-p) That time, however, for the first time, I did everything smoothly and appropriately! A very minor achievement, ordering a meal in a restaurant, asking for various condiments, dealing with between-course exchanges (I had some rather lovely seasonal fruit for dessert) and post-meal bill-sorting exchanges, but a real confidence-booster. Last night, I went back (it’s my Friday night restaurant, so sue me!) and felt confident – I’ve done it before, so I can do it again! – and upped the challenge: this time I decided to try adding some small talk too and managed to do so. No philosophical discussion, but baby steps, just baby steps…

Dornyei’s (2011) Motivational Self-System has three components, the third of which relates to the L2 Learning Experience. This third component draws attention to the role of the learning environment within motivation and within this component, the “experience of success” (Kindle edition loc 1848) plays a role. Motivation, of course, is not static. Part of a dynamic system, as Dornyei explains motivation is now considered to be, it is in constant flux, affected by both internal and external factors (ibid: loc 5013) This theory of motivation makes me picture the classroom as a cauldron, motivation (of various types) AND demotivation (ditto!) bubbling away within. The question then arises of how we can help learners, as a group, to harness all these different positive energies and enable them, in combination, to be stronger than the negative energies, both at that time and outside class, when they are doing various activities using English.

A cauldron of motivation and demotivation, bubbling away… (Taken from Google search licensed for commercial reuse with modification)

One of my learners came up to me at the end of class today, for me to sign her guided study form. The exchange went something along these lines: S: “I finished my book” Me:”Yay! Did you enjoy it?” S:”Yes my first book in English! So I’m very happy!” Me:”That’s brilliant! Are you going to read another one?” S:”Yes, definitely I want to!”. (I’m not sure who was more delighted – her or me! 😉 ) Is this a minor achievement? Some might argue it is (not me!). Either way, the gains are massive for this learner, in terms of confidence and motivation, which will hopefully last until the next “minor” achievement. Adam Simpson wrote a very interesting blog post about motivation in the classroom, and how a lot of it is down to the students, as individuals and as a group, rather than the teacher. I fully agree with his post (and, like him, feel very lucky to have some super groups of learners to work with! 🙂 ); however, I think the teacher can have a positive influence on the evolution of motivation: perhaps as well as scaffolding language learning so that learners can experience – and be motivated by – success in their language use in the classroom, we can also scaffold their development of approaches to learning language out of class-time which enable additional success/achievement outside the classroom. As with my student from the example above. Perhaps part of learner autonomy is enabling learners to find ways of being successful in their own language learning outside of class, as part of their own motivation management, be it in choosing, reading and finishing a book, or in choosing and successfully completing other language use activities, and setting their own goals in doing these things. The teacher doesn’t create/generate or manage the learners’ motivation, but helps them do this themselves. I believe that what happens in the classroom can play a key role in this, in various ways. Starting, of course, with the learners themselves and what they bring to the table between them, as a group.

This can create additional work for the teacher, certainly at least initially, but it’s so worth it when you enable students, like the one mentioned above, to read their first book in English or find “a new word: English Lettereture (sic)” (from a student feedback form, different class). However, I’m going to refrain from launching into an in-depth discussion of exactly what I’ve been doing with my learners and the feedback I’ve had (entailing plenty of food for thought for me!) – for now, anyway! After my I’ve done my British council webinar, I imagine I’ll expand on the simplicity of the reading project (as a follow-on to Extensive Reading Part 2) and other threads of learner autonomy development that I’ve been attempting to weave through my classes. (Disclaimer: There will be nothing earth-shattering!! There is no panacea…)

For now, for a warm fuzzy end to this post, I’d love to hear about your last “makes it all worth it” moment! (I want to bottle them all to get me through the final tests marking/reports/admin hell that comes next week! 😉 )

References:

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.

18/01/2014 by lizziepinard

My first blog post on the British Council Teaching English Website

How does blogging help you to be a better teacher? is the title of my first blog post written on the British Council Teaching English website. In this post, I consider the following words in relation to blogging and teacher development:

• Reflection

• Metacognition

• Motivation

• Destination

• Connection

In the process, I also decided to re-write the question thus: How does blogging help you to BECOME a better teacher? A minor change but, to me, it better encapsulates and emphasises the on-going process of growth that teacher development involves. “Be” seems more stative and static, somehow…

To find out how I related the above list of words to blogging, please click here.

“Reflection” (Copyright: Me! Taken in 2002 or so…)

10/01/2014 by lizziepinard

Reading in L2, Running (and Yoga…)

When I went home for Christmas, I set myself the target of reading in Italian at least a little bit every day. I succeeded, but it was quite a struggle: obviously there were plenty of distractions – people to see, things to do, places to go… Some days I read only for a few minutes, one or two pages. On the days where I had some relaxation time built in, I managed a bit more, though other books (about learner autonomy and about motivation) also clamoured for attention, as did actual relaxation ( :-p ). I also set myself the target of getting out running as often as possible, to try and get back in the habit of it so that on returning to Palermo, I could kick-start some healthier habits than I had got into by the end of last term. Due to afore-mentioned lack of healthy habits last term, this was difficult. I knew it would be hard work, so I had to really push myself to get out (and stay out!). As the holiday progressed, and the little running outings added up, it became easier and I began to look forward to it again. I’ve only been back in Palermo just under a week but I’ve been running 3 times and have another running outing planned for tomorrow. As for the reading, I’m back to my usual 20 minutes in the evening, plus ten minutes or so during my lunch break, each day.

So what has the one got to do with the other? And where does Yoga fit in?

It’s all about there being no substitution for actually doing it.

If you don’t read in L2, run, or do yoga regularly, they all get harder. And it gets harder to motivate yourself to do them because you know it will be harder due to how long you’ve spent not doing them. You also get slower (reading, running) and stiffer (yoga), which again makes it less enjoyable, which negatively affects your motivation to do it next time.

Conversely, if you get in the habit of doing them regularly, they are enjoyable, you are able to do enough (succeed sufficiently) that you feel motivated, and they do you good (in terms of language learning or health). That they are now enjoyable also means you feel motivated to do them more often.

Setting targets can be helpful in terms of actually making you do any of these activities and it can add to motivation each time you meet such a target. (This week, my running target is 27k – I’ve to do 10k tomorrow in order to meet that target, so I shall see if I can still run that distance! For my learners, setting reading targets has been useful.)

Following my own reflections, I put the question to my Upper Intermediate class, as a warmer:

I divided my learners into in groups and asked them to brainstorm similarities between running and reading, giving each group an opportunity to summarise their ideas for the rest of the class. They came up with some interesting ideas:

If you get bored of running the same route, you can change your route, while if get bored of reading, you can change your approach to reading. (We’ve previously discussed different ways of reading and pros/cons of each, validating learners’ approaches and encouraging experimentation with different approaches, so I was pleased to see this aspect brought up spontaneously by them in this discussion, with no prompting from me!)

In running, there are many different types of shoes you have to choose the right pair of shoes for yourself in order to enjoy running and get what you want out of it. In reading, there are many different kinds of books and other things to read that you have to choose from and in order to enjoy it, you need to find the kind of material that is right for you. (This made me happy because at the beginning of the term, there was a lot more insecurity re what “should” we read, what is “correct” etc. and we discussed pros and cons of different types of reading material and I emphasised the importance of what they read being what they WANT to read, and now they are much more confident in choosing material that they actually enjoy for their extensive reading)

The more you run, the faster you can get and the further you can run. The more you read, the more you will be able to read in a given time (i.e. your reading speed/fluency will increase as well as your stamina).

Some people prefer running alone, some prefer running in groups. With reading, some people prefer doing it independently while others prefer the social aspect of being part of a book club and sharing the reading experience that way. Some people like to discuss what they are reading, others aren’t bothered about doing that.

What would I do differently next time? I’m planning to do this little discussion activity with another group of mine, with whom I have also been doing my reading project, but I think this time, after letting them brainstorm (so that I don’t influence their ideas initially, as I am very interested in what they come up with by themselves), I will feed in a few prompt words e.g. goals/targets, motivation etc, and see if they can also identify some of the ideas that I had. I will also elicit the metacognitive purpose of the activity – reflecting on different qualities of reading in order to compare it with running and raising awareness of the importance of frequency/regularity in order to benefit. I attempted to do this with my upper intermediates, but when they didn’t generate the ideas I was after, I explained it rather than guiding them to it. As ever, room for improvement…

Why am I using valuable class time for this kind of discussion? To encourage valuable collaborative reflection on learning – in this case, reflection on the reading process – which feeds into development of awareness and autonomy (in terms of the choices they make, and how this changes over time, with regards to their reading, which also continues to be collectively reflected on). I would say it was successful to an extent – it certainly brought out some interesting points (including things that I hadn’t thought of, when I had thought about it myself in relation to my own L2 reading), which showed that my learners have gained from everything we’ve been doing in addition to learning all the required content. It’s also interesting, as I have been pondering the issue of collecting useful feedback with regards to my various projects, as the courses are all nearing their end, and this has unexpectedly given me some extra food for thought. However, as mentioned above, I will be making changes to how I do it next time I do it! 🙂

And now a question for you: Would you use this discussion activity with your learners? How would you change/adapt it? …Or do you think I’m just bonkers? 🙂

Nooo…. 😉 (Image taken from Google image search, licensed for commercial use with modification)

04/01/2014 by lizziepinard

Have you seen these? My top 5 2013 blogposts from other blogs

As promised in my self-indulgent review of my own posts from 2013, I will now look at some of the posts I’ve read that were produced by other people…

In 2013, I read dozens of interesting, well-written blog posts that inspired me to try out new things in the classroom and to respond with reflections of my own. For my first post of 2014, I’m going to attempt to pick out my top 5. (Choosing 5 out of so many was a difficult enough task, so I’m not going to attempt to rank them! 😉 )

Ways of exploiting lexical self-study material in the classroom part two: some things we can get students to do. This is the second post in a series written by Hugh Dellar, on his well-known blog. I first became aware of this series of three posts when a member of my PLN tweeted part 2 of the series (as linked). Of course I then also read part 1 (and part 3 when it later came out!) Bursting with helpful ideas, these posts really got me thinking and indeed experimenting in the classroom. I drew on part 2 when I did my first observation in my current job and opened up a key area to develop within my practice, which was (and is) very exciting. I really recommend reading these posts if they’ve slipped beneath your radar thus far…

The case for: 6 reasons why our language learners should get homework. This post by Adam Simpson was brought to my attention by another member of my PLN, this time by way of Facebook. It particularly resonated with me because I’m working in a context where giving homework is compulsory, and I’ve tried really hard to make the homework as meaningful and relevant to the learners as possible, as well as trying to use it as a tool to help them become more autonomous. What I particularly like about this post is the inclusion of questions for us teachers to ask ourselves when we are thinking about setting homework. These are questions I want to return to regularly this year, as I continue in my mission to make homework really worthwhile for my learners.

T eacher Dereliction Anxiety Disorder Yet again, I became aware of this post by Kevin Stein as a result of a member of my PLN sharing it via social media. (Are we sensing a pattern here?? 😉 ) It is the second in a series of posts about extensive reading, on a blog called The other things matter – which I think is a fantastic name and concept, by the way! Don’t you agree? The “other” things really do matter, in teaching. The post contains a lot of useful ideas for getting learners reading extensively whilst combatting teacher anxiety at using class time for “such things”. Although in my current context, contact time is too brief for a lot of what is suggested, the concept of using time for things other than teaching <insert language point here> is far from lost on me: my current learner autonomy development and extensive reading projects require brief but regular use of class time to maintain – time that I would argue is well spent.

Writing journals with students by Sandy Millin is one of the many posts that I read on her blog last year. In this post, she tells us about how she used journals with various of her classes in Newcastle, and the benefits this had for both her and the learners. The activity may need a little adjustment/adaptation to work in contexts with less contact time available but nevertheless it’s another shining example of the wonderful “other” things teachers do with their learners, so if you haven’t read it yet (unlikely – everybody has read Sandy’s posts, I think! 😉 ) then get on over to her blog and have a squiz.

Can teachers do research? is by Marisa Constantinides. She talks about a research project she carried out and then goes on to discuss the question in the title, providing suggestions to help teachers get started with action research. I like this post because I strongly believe that doing classroom-based research is a great way to develop and can also be very motivational for teachers: instead of getting bogged down in a rut and doing the same thing, in the same way, time after time, it allows you to explore and evaluate different ways and new ideas for doing things. I’m currently in the middle of some small-scale learner autonomy-related research projects with my learners, as a result of which I’ve done fair bit of reading of relevant literature and reflecting over this break and am keen to continue working with my learners, and see where the project takes us next. (Just as well, as the holiday is all but over!) Maybe 2014 could be the year for you to start researching in your classroom too? Have a look at Marisa’s post for tips on how to go about it…

So, that’s my top five. I could have kept listing posts ad infinitum, but, instead, over to you: It would be fantastic if you could comment on this post with a link to any one (or two or three..) blog post that caught your eye and inspired you in 2013. 🙂 I look forward to seeing your comments and visiting the posts you recommend…

31/12/2013 by lizziepinard

Blogging highlights of 2013: me versus WordPress Monkeys!

I received an email from WordPress this morning: Your 2013 year in blogging. I also recently read 12 from ’12: The best of your posts from this year (blog challenge) by Adam Simpson. I had planned to round off 2013 by writing something along similar lines to identify my blogging highlights for this year. This post will be a mixture of that and response to WordPress‘s report on my blog activity this year…

According to WordPress, here are my top 5 posts for this year.

This is based on the number of views received. So, according to their quantitative analysis:

The best according to WordPress!

Though I hadn’t started writing the intended Top 13 from ’13 blogpost before receiving WordPress‘s email (unless you count setting up a draft post with a title as starting :-p ), I had started thinking about what blogposts I would choose:

WordPress and I agree with regards to number 1. 30 things to enhance your teaching? would definitely have headed my list of my favourite posts of mine from 2013. Why? Because it got me loads of views? No. Because not only did it win me the British Council blog of the month award for June 2013 (which, to be fair, accounts for it topping the “number of views analysis”), but, as importantly, it is also a reminder of the fantastic flavour of learning that I tasted while doing my course at Leeds Met Uni during the academic year 2012/13. I had the time of my life, learnt loads and look back on the experience with great fondness and appreciation.

Of the rest of that list, 4 and 5 would also definitely have made the 13 for ’13 cut. Extensive Reading part 2 is important to me because it came about as as result of my (on-going) learner autonomy development projects and as a result of my own recent experiences of using extensive reading for my own language learning. Bringing Metacognition into the Classroom would have made the cut because I still find the whole area of metacognition and metacognitive awareness development and its role in language learning fascinating. My interest was sparked by Teaching and Learning Second Language Listening by Vandergrift and Goh, which I read in preparation for designing the materials I created for my Materials Development module assessment, having stumbled across it by chance in Leeds University Library (making use of my SCONUL card!). A chance discovery that had a deep impact both on my assignment and my conceptualisation of language teaching and learning.

Delta Tips 6: Resources for Module 1 exam revision would probably not have made the cut, but I would certainly have chosen a post from my Delta Tips series, as representative of the series, which I enjoyed writing because it gave me the opportunity to reprocess all my learning and create a record of it to look back on (we always extol the virtues of peer-teaching in the language classroom and I think as teachers we can benefit as much as our learners by sharing and reflecting on what we learn), and because judging by the number of views the various posts in the series have had, they’ve been at least moderately useful to other Delta trainees.

The final post listed in the WordPress top 5, at number 3, (Elementary Teens (13-15 year olds) Christmas Lesson) wouldn’t have made the cut for my 13 for ’13 list either. I think I would have gone for my Elementary Teens Global Issues SIG challenge materials/lesson plan instead. Why? Because it was a rewarding process making materials to meet the challenge both of Global SIG’s food awareness month and of engaging my teenagers early on in their course.

Other posts that didn’t make the quantitative top 5 but would make my qualitative top 5 (or 13 from ’13) would be:

my posts, Part 1 and Part 2, about my Delta and M.A. respectively, because they act as a reminder of the professional and personal growth I’ve enjoyed since September 2012 and a motivator to continue pushing myself to use what I’ve learnt and add to it.
a post as representative of my Dissertation Diary series, e.g. this one, which helped me achieve a solid mark for my dissertation materials/rationale and which provides me with a window to look back on that process and remind myself of what I learnt as well as how.
In response to Observations of an Elementary Language User as representative of all my posts relating to my experience of being back in the Elementary language learning seat, which has also influenced my teaching and my learner autonomy projects in various ways.

Posting a-go-go!

2013 has definitely been a year of blossoming for my blog: The 83 posts mentioned above were all written from May onwards this year, so in the space of about 8 months. Meanwhile, the three previous years of blogging yielded the other 21 – quite a stark contrast! What have I gained from blogging so extensively? Well, my British council blog award and resultant webinar (forthcoming!) on learner autonomy, for starters. But also, a space to reflect and re-process my learning, as well as a record of my professional development over the course of time. It gives me a lot of pleasure to look back over posts I’ve written and recapture the excitement, motivation, inspiration etc that the posts were borne of, while reminding myself what I’ve learnt.

Countries, countries, everywhere!

That my posts have been read by people from 164 countries makes me feel a sense of connectedness to teachers and the industry worldwide – I feel a part of something. The teachers I communicate with via Twitter, via this blog, via their blogs (I’m planning a post where I list the blogposts by others which have most inspired me in 2013 – stay tuned! Update: That post is now written and can be found here) and other means of online CPD (e.g. participating in webinars) are all part of the big online staffroom that I am lucky enough to be able to pop into on a regular basis and from which I gain and share ideas, creativity, motivation and inspiration.

Blossoming blog (“Frangipani_flowers” taken from Google images search, licensed for commercial reuse with modification)

And finally, to end my last post for this year, a big thank you to everybody who has been part of my 2013 and all my very best wishes for a happy and fulfilling 2014. Carpe diem! 🙂

24/12/2013 by lizziepinard

The 2nd ELT Research Blog Carnival on Learner Autonomy has arrived!

Here it is, ladies and gentlemen, the moment you’ve all been waiting for: the opportunity to see, for the first time united in one place, a collection of links to a series of reviews of articles related to the fascinating area of study that is learner autonomy!

First up we have:

Anthony Ash writing about an article that features in the English Language Teaching Journal (vol. 62/4) published by Oxford University Press. This article is entitled Learner Autonomy and was written in 2008, by Richard Smith. Please find Anthony’s review here and a link to the original article here. A fine choice of article and a succinct review. I’d highly recommend reading the original article, it’s freely available and offers a brief overview of issues around the concept of learner autonomy.

The second contribution came from:

Me! I reviewed an article by Robert Godwin-Jones (2011): Emerging Technologies: Autonomous Language Learning in Language Learning & Technology vol. 15 number 3. October 2011. You can find the review here. This article looks at various technological tools from the perspective of interest in developing learner autonomy. Godwin-Jones also addresses various issues related to learner autonomy along the way. Again, freely available by clicking on the link attached to the title (above) of the article. In my review, I also finish off by indulging in some of my own reflection on the content.

The third review to join the party was sent by:

Another Anthony! He treats an article by Cynthia Carr: Enhancing EAP Students’ Autonomy by Accommodating Various Learning Styles in the Second Language Writing Classroom which appeared in the INTESOL Journal, vol 10/1 in 2013. As well as reviewing Carr’s article in depth, Anthony writes of his own experience as a teacher and learner in relation to learner autonomy and learning styles. You can find his review here. The article itself is available freely, but the link I found generates an automatic download rather than a webpage. So, if you want to read it, just put the title and author into Google and click on the link provided.

Our fourth contributor was:

Mura Nava, who reviewed Possible effects of free online data driven lexicographic instruments on foreign language learning: The case of Linguee and the Interactive Language Toolbox in Procedia – Social and Behavioral Sciences , issue 95, a conference paper by Buyse K. & Verlinde, S. (2013). You can find the paper here. The paper reports a study of the use of online corpora-driven dictionary Linguee and their success in comparison with other online dictionaries. Mura’s review is available here.

The fifth review was submitted courtesy of:

Nathan Hall, who reviewed the following article: Lee, Lina. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad in Language Learning & Technology, 15(3). 87-109. You can find this article here. As the review explains, it reports on a study relating to the use of blogging tools and ethnographic interviews in the context of studying abroad. Nathan brings out and comments on some interesting elements of the study, and you can read his review here.

Finally, in by the skin of his teeth, came:

Glen Cochrane and his review of Dias, J. (2000). Learner Autonomy in Japan: Transforming ‘Help Yourself’ from Threat to Invitation in Computer Assisted Language Learning, 13(1), 49-64. This article treats an action research project at a university in Japan, in the context of a speaking/listening class. Unfortunately, the article is not freely available, but nevertheless Cochrane gives a detailed synopsis of the findings and again highlights the importance of sensitivity to context in the development of learner autonomy. You can read his review here.

This brings us to the end of the 2nd ELT Research Blog Carnival, which has brought together an interesting range of perspectives on the topic. I hope you’ve enjoyed this snapshot of ELT Research on a very topical issue in ELT. If your interest has been aroused, I recommend also having a look at the following pieces of work, if you can get your hands on them:

Benson, P (2007). Autonomy in Language Teaching and Learning in Language Teaching vol. 40 /01. January 2007, pp 21 40. Cambridge University Press. Cambridge.

(An overview of all the literature related to LA up to the point of publishing!)

Illes, (2012) Learner Autonomy Revisited in ELTJ vol. 66/4 Special Issue. Oxford University Press. Oxford.

(A look at some of the very interesting and pertinent issues that emerge in relation to LA in this day and age.)

Oxford, R. (2003) Towards a more Systematic Model of L2 Learner Autonomy in Learner Autonomy Across Cultures. Ed Palfreyman, D and Smith, R. Palgrave Macmillan. Basingstoke.

(A brave – and extremely useful! – attempt to synthesis and systematise the theories surrounding Learner Autonomy)

Smith, R. (2003) Pedgagogy for Autonomy as (Becoming) Appropriate Methodology in Learner Autonomy Across Cultures. Ed Palfreyman, D and Smith, R. Palgrave Macmillan. Basingstoke.

(A look at different approaches to realising learner autonomy as well as the importance of context and its influence on the approaches chosen.)

**Learner Autonomy Across Cultures is a great book if you can get hold of it, brings together a lot of interesting research and theory on the topic of LA

Vandergrift L. and Goh, C (2012) Teaching and Learning Second Language Listening. Routledge. Oxon.

(An in-depth look at metacognition, which also addresses the role it plays within the development of learner autonomy)

And finally, from the most recent ELT Journal, (an article I read yesterday and would have liked to review for this carnival if I hadn’t already done one on a different article!):

Humphreys, G. and Wyatt M. (2014) Helping Vietnamese Learners to become more autonomous in ELTJ vol. 68/1. Oxford University Press. Oxford.

22/12/2013 by lizziepinard

In response to “Observations of an elementary language user”

As many of you know, I’ve been back in the “Elementary Language Learner” shoes since late September, which was when I moved to Palermo. Since then, Chia Suan (who blogs for ET Professional) has written a couple of posts which deconstruct the teaching and learning mantras that many subscribe to, which I have read with great interest. You can find part one here and part two here. (Both well worth a read!)

I’ve also blogged about my experiences of language learning, including the difficulties I had with the language lessons I was lucky enough to attend for free, but subsequently gave up due to excess time commitments, and thoughts in relation to reading extensively. I found that being a language learner again has made me see what I do (teaching) in a whole new light. In view of this, Chia’s posts have made very timely reading matter! Having read the second one this morning and it being the end of the year (hurrah for holidays!), it seemed like a good time for some reflection on learning and teaching, in response to Chia’s posts.

Firstly, I would like to say thank you to Chia for deconstructing “eliciting is good”! I can remember all too clearly sitting in the class and wondering when the teacher would stop trying to extract language that we just didn’t have or wishing we knew what it was that was wanted. Getting blood out of a stone would surely have been easier. And it got worse when we’d be asked to repeat something that the teacher had elicited, so we thought ok, it must be correct, cool. *Then*, having repeated it, we’d finally learn that it was in fact wrong and be back to elicitation square one again. Reading Chia’s post made me breathe a sigh of relief – it’s not just me!

The other point in Chia’s post that jumped out at me is the final mantra she deconstructed: “Learners should commit themselves wholeheartedly to their language learning process and take responsibility for their learning. They should come to class everyday on time, do their homework, and seek out opportunities to actively use the language everyday.” As Chia says, just because we teach language for a living, doesn’t mean our learners learn language for a living. Something I feel to be very important is to avoid trying to force anything on learners. Not only because learners are not just learners but people with lots of things vying for attention in their every day lives, but also because language learning is SO personal: one man’s meat really is another man’s poison. Rather than forcing anything on learners, we should be helping them discover what works for them. And sometimes that may be putting language learning on the back-burner for a spell as other things in life take over.

My school is closed for two weeks over Christmas now. I haven’t given my (adult) learners any homework, but in the last lesson I gave them some time to discuss with each other what they could do over Christmas to try and keep using English. They have some sheets with various activity ideas (that I gave them about a month ago, part of an on-going project) and these were used within the discussion. But even this was optional: the activity wasn’t framed as “You must choose x number of things to do and do them” but, having discussed why it might be a good idea to try and use English during the holiday (end-of-course test is not long after we start back again), “what do you think you’d like to try and do?” They all chose some things. They will all do varying amounts of whatever it is they have chosen to do. Some may not be able to do much of anything at all. And that’s fine. But what about those who don’t do anything? I hear you say. Well, they aren’t stupid. They understand how and why it would be helpful to use English during the break, just as outside of class during term-time. If they’re not able to use English over the Christmas break (family commitments, going away etc.) then that’s how it is – in Chia’s words, “that’s ok”. I think the majority of them will do something, some will do more than others, and every little will help. And for those that don’t, I don’t think forcing something on them would be helpful anyway.

Meanwhile, this elementary learner is in England for two weeks and needs (wants) to keep up her Italian. I haven’t got a course book with me. I’ve finished the first course book I was using, and plan to start another one in the new year, but for now I’m on holiday. So my Italian maintenance will mostly take the shape of reading extensively in Italian, blogging in Italian (I have a little private blog that so far has a grand total of 3 entries – only started it recently) occasionally, speaking a bit of Italian with my sister (she speaks a bit) and probably that will be about it. My main goal for these next two weeks is to relax. It’s my first holiday since August 2012! If were still attending classes and my teacher had loaded me with holiday homework and said I had to do it, I think I’d ignore it until the day before the lesson and then spend a few minutes rattling out as much as I could half-heartedly. I don’t think it would help much!

Long live being critical of teaching mantras, I say! I don’t know if there will be a part 3 to Chia’s ‘observations of an elementary language user‘ series of posts but I hope so! It’s so important for teachers to be able to empathise with what their learners are going through and put ourselves in learners’ shoes but so easy to forget and ask learners to do things or do things with learners that we, ourselves, would hate if we were them! E.g. bad elicitation. Or forcing them to learn in ways that just don’t work for them. Or teaching them useless vocabulary. As teachers, we (hopefully) know something about different ways of teaching and learning that may (or may not) work, but we shouldn’t assume we know best or that learners who don’t learn the way we think they should are deficient. I think there’s no such thing as an ideal language learner. It might be easy to say “the ideal language learner does x, y and z” but x, y and z may be hopeless for some learners, who may be much better off doing a, b and c. In which case, forcing x, y and z would be rather like square pegs and round holes… Rather than ideal, or less ideal, there are just differences. Many differences. Unsurprisingly, perhaps, as the human race is not a bunch of clones!

Vive la difference! 🙂

Square pegs and round holes? (Taken from google search “licensed for commercial reuse with modification”)

18/12/2013 by lizziepinard

Elementary Teens (13-15yr olds) Christmas Lesson Idea

I had a lot of fun with my elementary teens today, for our last lesson before the holidays and thought I would share the lesson idea here, for anyone else to use…

Materials:

Recording of “Merry Christmas (War is Over)” by John Lennon
Gapped listening text
Whiteboard, board pens
Christmas Spirit!

Plan:

Put the learners in small groups (3 ss per group). Ask them how THEY celebrate Christmas (activities, food etc) and get them to take turns to tell their group. However, the task is to draw up a list of similarities and differences in their Christmas celebrations. When they have finished, give each group a chance to report their similarities and differences to the whole class.

Ask them if they know how people celebrate Christmas in other countries in the world. Let them share any knowledge/ideas/opinions related to this.

Put the learners into two teams. Give each team ownership of one of the whiteboards (if you are lucky enough to have 2 whiteboards in the classroom, as I am in this particular classroom!) or split one board between the two groups. Divide the boards into pros and cons (of Christmas). (With + and – signs and happy and sad faces, to clarify!) Let the learners brainstorm in their groups and fill the board. (My learners had lots of ideas!) This should raise the point that Christmas is not rosy for everybody (e.g. poor people, lonely people, old and infirm lonely people etc.) Give learners the opportunity to look at and comment on the other group’s whiteboard/ideas. (I found it particularly amusing when they were discussing how the magic of Christmas is for when you are young, not for them – I guess that makes me a proper grandmother then! 😉 I was impressed by all the ideas that they came up with, especially for the negative column.)

Write the song title and John Lennon on the board. Ask the learners if they know this song. (Most of these learners had!) Tell learners they are going to listen to the song and write down any key words they hear/understand (NB: check they are clear that words like “and” “but” etc don’t count!) (My learners were able to note down quite a few key words, some more than others – depending on level within the level and familiarity with the song). Let learners compare and pool their key words in their teams.

Hand out the gapped listening text and get learners to tick the words on their list that they can see in the text. Ask learners to listen again and complete the gaps. Get them to compare in their groups after listening and then play the recording again for them to check the answers they have decided on through the discussion/comparison. Project the complete song lyrics for them to see/check their answers against. Get them to check their list of key words again. Work together as a class to identify what caused the misunderstanding of any words written down (in gaps or as key words) that are not in the song. (E.g. it sounded like a different word, they heard half of the word and interpreted it as a different word etc. Think of sound interference at word boundaries and problems that may arise from chunking the stream of sound incorrectly…)

Get the learners to use their completed texts to sing along to the recording. See if they will try and sing the song without the recording – mine did! They thoroughly enjoyed it.

Ask learners why John Lennon wrote this song. Elicit their ideas. (E.g. Protest against war/injustice/inequality etc. To bring people together. To get people to think about less fortunate people at Christmas…) Ask them what kind of song it is. (A protest song). Ask them if they know any other protest songs. (Mine did! Came up with lots of good examples between them). Ask them if they know any protest songs in their language. (Again, mine did! Though they specified that they were more like solidarity songs) Ask them if they think these protest songs do any good. (My optimistic, positive crowd thought they did and had plenty of ideas why this was the case)

Round off the lesson with some “Stop the Sleigh!” (which you may know under the more common name of Stop the Bus… 😉 ) This works very nicely with Elementary teens in teams of 3: especially as adjectives, nationalities and food have all been covered during the past term – it was a game but also a bit of review.

The lesson worked well, the teens were very keen to express themselves (!) and I was able to feed in a lot of language that they wanted there and then. The song gave them listening practice and acted as a stimulus for discussions about Christmas that enabled us to extend discussions of Christmas well beyond the initial, familiar Christmas food and activities talk that we started with. We also had a lot of fun! Win all round… 🙂

“Christmas” by bioclay88 – taken from google images search licensed for commercial use with modification.

Lizzie Pinard

Reflections of an English Language Teacher