Today I would like to discuss a deeper aspect of my beliefs as a teacher: how I assume we learn a language, and how this affects what I consider effective teaching. What follows is a list of beliefs I gathered from observing myself and from analysing how I myself learned my second (and third) language. They are by no means definitive or true, they just represent my impressions on a very complex, and sometimes mysterious process.
Formal instruction plays a crucial role. In all my experience with language learning, I first sat down to study the language with a teacher, and then put what I had studied into practice in a real-life context. Of course I know of people who have acquired a second language mostly by immersion, but if they have done so as adults they all lack some structures, vocabulary or nuances in pronunciation that formal instruction can give.
Exposure is equally important. Formal instruction alone will not lead to full acquisition, which can only happen through immersion in the language. This is where the individual effort of each learner comes into play.
Some people acquire language more easily than others, but this does not mean they end up being more successful learners. I strongly believe hard work, a willingness to try and learn from mistakes and motivation play a crucial role in the learner’s success.
Automation is the key to fluency in a foreign language. In this sense, I think I can roughly ascribe to the Lexical Approach: “language is grammarised lexis” that needs to be memorised in chunks in order to be retrieved more quickly when necessary.
As in point one above, formal instruction can be key to building the confidence of a solid base, before (or while) being massively exposed to the language.
While contrastive analysis with L1 can be very helpful, relying on translation and L1 equivalence is a source of many a errors and misunderstandings.
Learning happens more easily if the student feels at ease and motivated. Encouragement and positive reinforcement can have a beneficial effect on how a learner sees the language and the process of learning it, especially with YLs.
Today I was looking back at my old posts, and I realised some have been quite popular compared to my average number of visits/views, and others are posts I’m quite proud of, despite the low number of visits.
So today I’d like to go a bit nostalgic and list here my top favourite posts from this blog.Read More »
I’ve decided once again to change the appearance of this blog. I wanted to make it look more like a blog and give it a simpler, cleaner look. I’m not sure how long this “new look” will last, but please let me know what you think. 🙂
As part of the post series on my beliefs as a teacher, today I would like to discuss the role of the learner as I see it from where I stand. I will try to make this as generic as possible, even though I believe the role of a 4-year-old child is very different from that of an adult or a teenager.Read More »
I’ve recently purchased a journal (affiliate link) that is designed to help the user improve themselves and get things done by setting goals and reviewing them periodically. I’ve been journalling since I was something like 9 or 10, and I still find it helpful, so I decided to try this new experience starting from this new school year.
I want to see if I can survive the busiest time at school without becoming as stressed and bad tempered as I did last year. I’m hoping this journalling process will help me find focus and put things into perspective in the long term.Read More »
As part of the post series on my beliefs as a teacher, today I would like to discuss the assumptions and principles about my role and aims as a teacher.
As everything else, I am sure these ideas are in constant change, so that if I was to re-write this post in a year or even a month, it might sound partially or totally different. However, I like the idea of bringing how I see myself as a teacher into focus, partly because I would love to come back to this post in a while and consider what and how things have changed.Read More »
I am writing this quick post to share a realisation I came to this week.
After one year of worrying and studying for Cambridge Delta module 1, I finally feel it’s paying off. Even if I won’t pass the exam in December, I recently saw the fruit of all my hard work, which makes it worthwhile.
Namely, this week I felt confident and at ease teaching an upper-intermediate pronunciation class, which I would have been terrified of doing last year. I was also able to plan and deliver an intermediate-level study skills workshop, concentrating on dictionary skills and routine-building for language study.
Both these experiences made me understand how much I’ve grown in the past year, thanks to a supportive environment at school, CDP, as well as Delta, and how much I can still grow with the next modules and (hopefully) years of work.
I can now say that all that (supposedly free) time spent reading and reflecting was indeed well spent. 🙂
As you can see, I haven’t been posting for a while. Those of you who (used to) follow me on Twitter might have noticed I have been absent from there too — I have actually deleted my account recently, in favour of Mastodon. I think I need to take a short break from the ELT […]
I don’t know if this word even exists in ELT, it’s probably called ‘self-reflection’ or something similar. Terminology aside, this is what I’ve tried to do more consistently in the last few months: consciously noticing and if possible reflecting on the on-the-spot choices I make as a teacher in the classroom.Read More »