Imitative Writing

 With the introductory statement that almost any subject could be included in this Blog, I have decide to share part of a conversation with an overseas senior student about T.E.S.L., and encourage, perhaps, controversial comment. 

Hi;

I knew that it would be hard to change the subject from “Teaching”.  But I’ve been reading through earlier comments and this one escaped my reply,:

“I focus on writing in my class. I usually ask my students to write short passages, like imitative writing. They like to do it and they gradually become more confident in English. I think it works well. And the class becomes not so tiring for me.?”

Note:  (a). The British have been teaching English for hundreds of years. 

(b)  I studied T.E.S.L. at a Canadian college. 

(c). I’m wearing my boring teacher's hat instead of my humorous penpal hat. 

Imitative writing is just copying … a chimpanzee can do that.  Write in early Egyptian hieroglyphs and they can do that equally well, but they’ll not become fluent in Arabic … only how to copy meaningful characters, without understanding the meaning.  Of course, “they like to do it”.  They’re just kids.

Also, thousands of books have been written on this subject, and most end up with concern for fluency.  In China, those books are published by the Propaganda Department of the CCP and do not contribute to a fluent use of the language.  Even the renowned Oxford University Press is based in Hong Kong!  Did you know that?  

There was an English Language Competition on CCTV whose hosts were British/Chinese from BBC TV, together with a Canadian called Dashan (I think).  They were the only Chinese, that I ever knew who were “fluent”.  

[My friend], don’t be annoyed.  I am very (very) aware that you are just following the “book”.  It must be extremely frustrating.  

I’ll finish, as I often do, with a humorous example.  Imagine the U.S. removing all the Chinese teachers of Chinese, ruling that Chinese must be taught by American teachers. [China has, in fact, dismissed all foreign teachers].  Take this idea to Europe and rule that the French language must be taught by German teachers, etcetera.  I may be displaying humour, but it’s very (very) serious humour.  

Bernie

Education 14 - Linguistics of Foreign Language Teaching

Teaching foreign languages may be considered by some as the prerogative of bilingual teachers.  This assumes (a) bilingualism, and (b) teacher training, but one important qualification is usually forgotten … linguistics.

     Bilingualism - Although a bilingual teacher should be able to teach reading and writing, listening and speaking must be the prerogative of the native language teacher.  This principle is also known for its importance with translators.

     Teacher Training - Knowledge of the subject is, of course, essential, but formal teacher training is crucial.  Registration at teaching colleges should center on graduates of major subjects, with concentration on teaching philosophies and practise.

Thus, from experience, one observes new teachers presenting themselves in front of classes with a teacher trainer hovering, necessarily, in the background.  Difficulties occur when a foreign language is the subject to be taught.  For example, a British teacher teaching English to British students would be a straight forward matter, but the same teacher teaching French to the same students will need additional qualifications and experience.  Equally, a Chinese teacher using English to teach Chinese to Bangladeshi students, a common example, will require even greater experience.

Linguistics, in these, and similar scenarios, is often ignored.  A common problem seen with learning a foreign language is accurate pronunciation in speaking and listening.  British students in London will have some difficulty if taught by a teacher from Edinburgh, and, obviously, Bangladeshi students will have even greater difficulty learning Chinese from a teacher using English as an implement (Even though English is an official language of the country).

Teachers of foreign languages are often unaware of linguistic principles and sometimes use their intuition towards success.  Others, usually, those without training, unfortunately, may develop unfair thoughts about their student's ability.  The answer is both interesting and simple, and therefore, enjoyable.

Linguistics teaches us that our speech varies enormously because of the distances that we live away from each other.  Over long periods of time, we create different words and phrases for the same thing.  Physically, our vocal cords adapt differently, such that one ethnic group is unable to make the ‘th’ sound, and another group will pronounce an ‘f’ as a ‘v’, etc.  Such detail includes those who may have many different words for one item, for example, the word ‘ice’ by the Inuit people, or the absence of the word ‘please' in the Chinese language. 

Such knowledge becomes enjoyable for most of us when it is realized that to overcome these problems we must study, not only the history and culture of the people, but the history and culture of the language.  In fact it is our duty to the students to diligently make this study.  Then, when you, next, face the student with an arm raised to ask the question, “Why are the words ‘meet’ and ‘meat’ spelt differently, but pronounced the same?” you could discuss Germanic origins, etc.  It is probable that listening to William Shakespeare would, then, be enjoyed.  

Education 3 - Volunteer Teaching

I was recently introduced to a university in Bangladesh that was in need of a volunteer English language teacher.  But, after sending my resume, the reply stated that a PhD. was required, although a MA. English or MEd. with a TEFL certification, would be acceptable.

Naturally, I was very surprised, because in essence, additionally, they were saying that besides the academic qualifications, I would be required to pay my own travel costs (without reimbursement) and accept no salary.  If I were sarcastic, I would say that there must be hundreds of doctoral professors just queuing up to fill this post.

I feel it necessary to amplify my reason for surprise with a couple of examples.  I have devoted my life to an aerospace-related career, culminating in the writing of a user guidebook that, today, resides in the library onboard the International Space Station ... and a PhD. was not required to do that.  Recently, I returned from spending many productive years in China, successfully teaching English students from junior to postgraduate levels ... and a PhD. was not required to do that.  Maybe I should add, that I judge my teaching success from the number of Chinese students who still write to me asking me about a return visit.

Concerned about this, I searched the Internet for similar opportunities, and discovered to my additional surprise that, previously, I was simply experiencing the tip of an iceberg.  It seems, generally, in order to volunteer for posts overseas one must associate with one of the many NGO’s in this business.  These NGO’s, although accepting of my lowly BA. degree, not only require that one pays for the airfare, but also  between $500 and $1,500 per month for the “privilege” (actual quote) of teaching at the colleges.  No doubt, it must be a privilege to live and work in a country with a 5-month monsoon season, a mosquito-infested environment, deep mud for roads, no safe drinking water, and electricity blackouts every day.  I suggest that there should be a serious investigation of the definition for the term ‘non-profit’.

I guess that there is nothing like the feeling of a teacher scorned.

Postscript - Since writing the above, I have been invited as a Visiting Fellow to another university in Bangladesh, in May, with more suitable conditions.  You may expect to read a blog with exciting details in the autumn of this year.