TEFL Workers of the World, UNITE! … or ATL, UCU or IWW

TEFL Guild

Workplace concerns and workplace representation still represents a major source of disquiet for TEFL teachers.

One of the main problems in presenting a united front for teachers is that we are so disparate. There is no single forum that represents TEFL teachers’ interests nor a common bond which unites us. The transnational nature of the industry is also a major barrier to organising.

@TeflEquity it’s a matter of conscience but perhaps teacher unions offer a better platform to challenge it in an organised way @bealer81

— Elias (@EliasAbebe18) February 25, 2017

However, there is increasingly a consensus that teachers need representation, and that this would benefit the TEFL industry as a whole. So, how do we organise?

JOIN THE UNION! https://t.co/5pEkTdDvIW

— Adam Beale (@bealer81) February 26, 2017

… but which one? In an industry which tends not to be unionised, there are a number of choices for teachers. I know…

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How is everyone fine with this?

ELT Rants, Reviews, and Reflections

Recently I was discussing job ads for EFL jobs in South Korea with a friend (who also happens to be a former advisee and hopefully will be a future co-author).  After he’d  read a sampling of ads from a popular “ESL” jobs website he was struck by how few job ads professed any desire for teachers with experience, qualifications, or personal characteristics or anything except a heartbeat and an ability to acquire the appropriate visa. “How is everyone fine with this?” he wondered.

He said he couldn’t get his head around how these language schools seemed not to care at all about experience or anything related to the job itself. The idea of language schools in Korea (and indeed around the world) just looking for a young (White?) face with “the right” accent is nothing new but I thought his question was poignant.

He went on, “How can these school…

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Stand up and be counted – by Adam Beale

TEFL Equity Advocates

I recently started to apply to other academies here in Madrid. Several had been recommended by friends and colleagues and so I decided to send off my CV. I had an interview at one for a senior position, but no luck. I persevered and tried for another of the schools on my recommended list. Within a couple of hours of emailing them I received this response;

Hi there Adam,

Thanks for your email and interest in our schools. We are now holding interviews for the coming academic year 2016/17 between now and early September. Please get back to us and let us know which dates and times are good for you to attend an interview here in Madrid.

Our minimum requirements are that applicants be native speakers, hold a European passport (or have working papers for Spain),  have a degree, the CELTA (or equivalent diploma) and a minimum…

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From the other side of the firewall…

Thinking Change

by Will Cardoso and Divya Madhavan

About two years ago, we finished the respective Master’s degrees we were doing – Will at Bath, Divya at Exeter. While we both enjoyed the relief of no longer having the research and writing deadlines, we also experienced the same rug-being-pulled-from-under-our-feet sensation of almost instantly losing our our journal access while being handed the diplomas with distinctions. Losing the logins that give one access to an intellectual community can make it quite hard to fully celebrate graduating from such a community. In the fields like education and philosophy, we graduate wanting to read more, not less.

The firewall has two sides; the fee-paying students and faculty members who have access, and the former ones (and the ones who never gained access in in the first place) who don’t. The wall paints a particularly poignant image in the case of teachers, like us, because most…

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The Language Gym

CriticElt

Gianfranco Conti’s The Language Gym is a blog, but really it’s a sales pitch for his book The Language Teacher Toolkit. Actually he’s the co-author but it’s hard to find the other bloke’s name.

There’s another web site too, with a front page that reminds me of Orwell’s 1984. Try it. I think it’s horrific, like you’re trapped, like you can’t get out, like you have to do the work out, like come on, sign up, follow. Conti’s approach to selling sends shivers up my spine.

The book is preposterous. It claims that the tools it describes can successfully help teachers to get learners to transfer knowledge held in some version of working memory to some version of long term memory, and then ensure some version of communicative competence. It’s gung-ho this-is-the-way crap. It’s soaked in half-baked references to SLA theory, and it gets it all wrong.

Conti and his co-author use the distinction between working memory and long term…

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Real Tasks Guide Long’s TBLT

Excellent summary of TBLT from Geoffrey Jordan.

CriticElt

TBLT stands ELT on its head doesn’t it? What’s a task, anyway? My posts on TBLT have led various people, many of them MA students, to ask me to clear up some misunderstandings. So here I offer bits and pieces from Mike Long’s 2016 article which I hope will clarify his version of TBLT. As usual, I’ve torn his well organised, well written article to shreds and, as usual, count more on his friendship than on his tolerance of academic sloppiness to forgive me for all its faults.

I haven’t put it all between quotation marks, but it’s all his work.

Long opposes coursebook-based product syllabuses. 

Research has shown that L2 grammatical development does not follow an order externally imposed by a teacher or textbook. Instead, learners traverse developmental sequences, often producing utterances reflecting learner-created non-target-like rules in the process. Part of the definition of ‘developmental sequence’ in SLA is that it consists of a

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Big think – Advanced level discussion idea

Here is a quick lesson idea that I tried out earlier today and went down very well with my C1/C2 class of lawyers.

I try to listen to a variety of podcasts when I have the time and one that has provided me with food for thought recently has been the Big think/Think again podcast which you can find here. Alternatively, you can listen here;

Other ways to listen:

• RSS Link (for use in podcasting apps such as  Podcast, Stitcher, Overcast and Instacast): http://simplecast.fm/podcasts/1201/rss

• On Soundcloud: https://soundcloud.com/think-again-podcast

• Follow us on Twitter: @bigthinkagain

The premise is quite straightforward. In every episode a guest (professors, artists, actors, poets, writers and leaders in a wide range of fields) is interviewed and asked to react to several audio excerpts picked at random by the podcast producers. The topics are excellent for generating debates and pushing you to think a little bit more outside of the box.

Here is what I did with my class;

1. I chose 4 or 5 different episodes which contained a question or statement I thought would get my student’s attention and ultimately produce an in-depth discussion.

• “Monogamy is ridiculous” Episode 2 Henry Rollins(Artist) – Monogamy/sexual opportunism (audio starts at 3m 28s) Warning: Contains explicit language
• “Is attention an endangered species?” Episode 12 George Takei (Actor+Activist) – Ego/Focus/Xenophobia (audio starts at 1m 40s)
• “Is stress good for you” Episode 8 Maria Konnikova (Author) Mindset/Creativity/Suburban B-Boyz (audio starts at 1m 17s)
• “Is it better to be happy or interesting?” Episode 15 Salman Rushdie (Novelist) – Happiness/Monsters (audio starts at 2m 43s)

2. In the classroom I presented the statement to the class and asked them to discuss whether or not they agreed or what they thought about the statement/question. We discussed it as an open group and immediately they were interested. At this point I realised that in another class it would be a good opportunity to practice turn-taking and language for agreeing/disagreeing.

3. Once everyone had spoken and the arguments and discussion died down, I played the audio of the person who proposed the statement/question and why they took this particular stance.

4. Once the audio had finished I asked the class to react to what they heard. Did it confirm what they had already said? Was it completely different to what they thought it would be? Did they agree/disagree with this persons argument? etc. Again, there was a lot more talking and discussion.

5. As an extension and further listening, you could also play the audio of the how the guest reacted to the audio and further talk about whether the students agree with the response or not.

This is a simple activity which produced a large amount of discussion and opportunities for slightly lower Advanced levels to practice there speaking and listening skills. Unfortunately, I haven’t been able to find any audio scripts for the episodes but the audio doesn’t tend to last any longer than 2 – 3 minutes.

Enjoy the lesson and let me know how it goes.