Thank you to Marek for letting me share more about my experiences of teaching and recruitment in South Korea.
Category: publications
My latest publication, “How To Teach English To Young Learners“, is now available to download completely free of charge. This publication focuses on the teaching of English for Young Learners and I hope you enjoy this book.
You can download this eBook on your iPad or other Apple device. Thank you for your support, and I hope you enjoy this book. There is a PDF version available to download attached to this blog post as well as accessible via Scribd.
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Downloadable PDF Version: Teaching Young Learners
A journal article researching the techniques for teaching adolescent learners is now available to read/download on HLT Magazines. Many thanks to all those that helped with this research and to HLT Magazines for considering my submission.
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I would like to wish all my readers a wonderful Christmas and all the best for the New Year. It is a wonderful time to end the year with an article which was published in the IATEFL Young Learner SIG Magazine with regards to preparing a toolkit to assist in the delivery of language lessons for young and adolescent learners. This is embedded below. Should you wish to receive a copy, please do not hesitate to contact me.
Just a little bit of news: I am heading out to South Korea with family for two weeks and I will be providing some more information about my travels during the fortnight away. Should anyone wish to meet me from this part of the world, again contact me and I would be happy to meet some of my readers.
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Wall Street English (WSE) in Korea have recently published my first authored free eBook aimed for language learners preparing for English examinations with some helpful tips and techniques. WSE have translated the eBook into Korean to assist understanding and knowledge for learners. I would like to say a big thank you to WSE for agreeing to publish my eBook for their learners and a big thank you for their patience. If you would like to read the eBook, it is available to download or view via Scribd.com. I have embedded both the English and Korean version for those learners or teachers that are interested. If you would like a copy emailed, please feel free to send me an email.
If you have any questions or would like to suggest a future blog post, please leave a question in the comment section below.
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A few weeks ago, I was asked to record a podcast for Wall Street English (WSI Korea) for their English learners providing some advice with the speaking tasks of any reputable English test such as the FCE, IELTS, etc. It was a pleasure and an honour to develop a podcast for English learners.
I would highly recommend English learners to view the WSI Korea Podcast on iTunes and subscribe. Their podcasts are incredibly informative and offer practical tips on developing strategies to acquire and learn English.
As a reminder, I am currently taking on some ideas for my next video blog so if there is something that you would like me to talk about then please comment below or send me an email. On another note, if you are a teacher, educator or learner and would like to participate in the ELT Experiences Podcast then also please let me know.
Thanks.
Martin 🙂
I have received many emails and correspondence requesting a copy of my dissertation. I have made the decision to make public the full dissertation. Nevertheless, as it is currently in the public domain, I hope that it inspires further study into ‘balance in the classroom’ and assists current understanding of Dogme ELT. Should you have any questions regarding my research, please do not hesitate to contact me as I would be delighted to help.
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On the 3rd of November, I participated with an ELTChat discussion on the teaching of grammar via Twitter. For those unfamiliar, there is a regular discussion on Twitter for EFL Professionals which range on a variety of issues. Some of the topics this week include:
- Teaching qualifications – Are they necessary? What role does experience play?
- Is reading aloud in the classroom (by students or teachers) a waste of time?
- How can we help EFL learners avoid their mother tongue influenced errors?
- What is fluency?
- Is TEFL, TESOL etc. a profession or an industry?
Those participating are able to vote for the issue that they wish to discuss. Votes are counted and the first choice is discussed at 9pm GMT, whilst the second choice is discussed at 3pm GMT (both on the same day; with discussions organised each Wednesday with topics changed each week). The aim of the session is to exchange ideas, opinions and experiences in 140 characters on Twitter. The ELTChat session is followed using the hashtag #ELTChat on Twitter. Nonetheless, as mentioned previously I participated in an ELTChat discussion on the teaching of grammar.
Some of the highlights of the discussion “What is your approach to teaching grammar?” includes the following comments:
olafelch: Given the rise of the Lexical Approach, has grammar teaching been made redundant? #ELTchat
efl101: is it possible to ‘learn’ grammar or do you have to absorb it over time and exposure? #eltchat
Marisa_C: There are many arguments against teaching grammar items just as many as FOR teaching them #ELTchat
rliberni: I don’t teach ‘grammar’ lessons but use the grammar to underpin certain language notions or functions #eltchat
DrSarahEaton: Grammar provides structure and order. Communicative lang teaching provides creativity and spontaneity. Students need both. #ELTchat
englishraven: I must admit, teaching unplugged has resulted (for me) in very different grammar teaching compared to my CB days. #ELTChat
Some of the quotes above offer some ‘food for thought’ on the subject of teaching and learning grammar and the whole transcript is available to view from this grammar discussion. I was honoured to be asked to join a podcast to discuss some issues that I also raised during the ELTChat discussion on 10 November 2010. The podcast is available to listen via this link. Some of the issues raised during the podcast discussion with Shelly, included a form of uncovered grammar, the lexical approach and some ideas for teaching grammar.
Grammar which is taught explicitly and prescriptively to learners is, as Thornbury suggests, more commonly taught in ‘a series of items or points‘ (2005:3) and most grammar or coursebooks ‘comprise a hodgepodge of ‘do’s’ and ‘don’ts’ about sentence structure, word meaning and word usage’ (Börjars & Burridge 2010:5). Personally, I refer to this structure of grammar teaching as the ‘fast-food of grammar’; like most junk-food, you forget you have eaten it 30 minutes later. Nonetheless, why teach grammar? Grammar is known to provide some foundation for a language or some structure. Scrivener (2010) highlights that teachers are frequently presenting new grammar items to students and these are ‘often the heart of language lessons’ (Underhill in Scrivener; pg. 6). This suggests that the current opinion of grammar is:
- Grammar is the glue that holds language together.
- Grammar is the engine that drives language.
- Grammar is a map of the language.
- Grammar is hard-wired in the brain.
- Grammar is both particles and waves.
- Grammar is the highway code of language. (Thornbury 2005:2)
Thus, grammar taught in the classroom could be considered Standard English whereby the rules taught in the classroom provide some ‘map of the language’. For example, the grammar that is taught in the classroom ‘is language doing the right thing – language that wipes its feet before it enters a room and that leaves the before it breaks wind!’ (Börjars & Burridge 2010:5). Nonetheless, the focus of one point in my ELTChat discussion was to introduce or encourage debate about the area of teaching grammar implicitly. The teaching of a grammar point may be the aim of the class but rather than telling students explicitly that “we are going to study the past simple form”, the teacher focuses upon a process of ‘growth and unfolding’ in grammar teaching. For example, I prepared a topic on the ‘past simple’ form and rather than mention to students that we were studying this, I focused upon the topic; in this case about Heath Ledger.
To begin with, students were required to work in groups and decode question forms.
Once students had worked out the question forms (all being in the past simple form), they were required to do a reading relay and find the relevant information about Heath Ledger around the classroom.
The aim of the lesson was first uncover a grammar point implicitly and second get students confident and relaxed when reading the past simple form. It was successful with various classes that I taught and all students were able to work together to get the questions decoded. Instead of working through explicit gap-fill or verb conjugations based exercises, the aim of the lesson is to relax students and make them aware of lexical patterns. Another point that was raised by Twitterers was the Lexical Approach.
The Lexical Approach, suggests that ‘language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks’ (Lewis 1997:3 in Harmer 2010:74). This teaching approach has emerged from the development and implementation of Corpus in the classroom (Thornbury 2006:119). Lexical collocations, chunks, phrases, etc is available to view via the use of a Corpus and lessons ‘based on these high-frequency words and patterns is arguably more useful to learners than a list of grammar structures’ (Thornbury 2006:119). One danger of following the Lexical Approach is ‘we are left with … having to learn an endless succession of phrase-book utterances’ (Harmer 2010:75).
Finally, I would recommend all practising EFL Teachers to participate in the weekly ELTChat discussion on Twitter. It is really an opportunity to share ideas, post questions, encourage debate, etc on a range of topics which you, the teacher, can vote for. I would personally like to thank those that make the ELTChat possible and for Shelly interviewing me for the podcast. Keep up the good work.
Further Reading
Börjars K. & Burridge K. 2010 Introducing English Grammar 2nd Edition London, Hodder Education
Harmer J. 2010 The Practice of English Language Teaching 4th Edition Harlow, Pearson Longman
Meddings L. & Thornbury S. 2009 Teaching Unplugged: Dogme in English Language Teaching Surrey, DELTA Publishing
Parrott M. 2006 Grammar for English Language Teachers 11th Edition Cambridge, CUP
Scrivener J. 2010 Teaching English Grammar: What to Teach and How to Teach it Oxford, Macmillan Education
Thornbury S. 2006 An A-Z of ELT Oxford, Macmillan Education
Thornbury S. 2005 Uncovering Grammar Oxford, Macmillan Education
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