the lives of teachers

I met with Phil Benson at the JALT national conference in Tokyo, Japan at the end of November 2011. He had just given an excellent plenary entitled Autonomy in Language Teaching and Learning: How to Do it “Here”, ‘Here’ being wherever you are….acknowledging the commonly heard complaint levelled at promoters of Learner Autonomy – “Yes that sounds lovely, but it wouldn’t work here”

If you want to know more, I am currently working of a review of Phil’s second edition of Teaching and Researching: Autonomy, and it tells you pretty much everything you need to know.

I very much enjoyed meeting Keith Johnson at the JALT conference in Tokyo last week. We discussed a few aspects of what adds up to a very distinguished career in language teaching. More recently, Professor Johnson has focussed on expertise studies, wrestling with the difficult question of what makes an expert teacher…. and you might want to reconsider the pop-science of Malcolm Gladwell’s 10,000 hours. We also had time to discuss the groundbreaking book ‘The Communicative Approach to Language Teaching’, which he co-edited, and CLT’s impact on the profession as a whole. Many thanks to Keith Johnson for his well-considered replies to all my questions.

I was very happy to finally meet Ken Wilson, at the JALT conference in Tokyo last week. Ken gave several presentations, including a fantastic closing plenary. I’ve seen him speak before, and I can’t stress this enough – if you get a chance, get to one of his talks! His theme this time around was motivation, and I certainly left feeling refreshed and energised. That’s pretty much what I want from a plenary!

Straight afterwards, we sat down for a chat about materials writing, motivation and online community. Ken answered all my questions, even the slightly unfair ones, thoughtfully, honestly and expansively… so please enjoy.

(If you are interested in the Dick Allwright article we mention, in relation to the difference and deficiency views of textbooks, you can see it here)

Although I earn my money up at the university, my main job these days seems to be teaching of young learners. Two of them, boys, aged two and four. I’ve started sitting down with Ibuki everyday for ten or twenty minutes to do our ‘letters’, and both boys love being read to, but I wanted to try something a bit different for fun. So here is the first part of our family alphabet…. twenty one more letters to follow.

Step by Step

Find words for each letter of the alphabet. The boys need help with this, but older children should be able to do it. I asked them what they liked, what they play with, what they could see around the house and so on to prompt them.

It is preferable, I think, if you can keep some consistency with phonics…especially in the early stages of trying to read. But on the other hand I wanted to use words which they know and which have some meaning for them. With this in mind I was able to substitute giraffe (Satsuki’s favourite animal) for Gorillaz (Satsuki’s favourite band), but I stuck with ‘Ice Cream’ over ‘Ink’ or ‘Igloo’ just because it has more relevance for them.

I used an Edirol R-09HR digital voice recorder for the sounds, and a lo-fi video camera called a Digital Harinezumi (get one now if you can, because they will go out of production soon) for the visuals, but that’s just because I like the effects and I like playing with video. Once I had enough audio, I clipped together the parts I needed in Garageband, then trimmed the video to fit the length and edited them together in iMovie. I added the text at that stage too. I did one letter at a time, then stitched them all together and added a drum loop from Garageband to top it off. However, you could do something similar in far less time if you use a video camera with a built-in audio channel.

Applications

1. A class alphabet. You should check, but here in Japan I think just about every family has access to rudimentary video equipment, be it a mobile phone, smartphone, a feature of a point-and-shoot digital camera, or a full-on camcorder. If you are confident that your young learners have access to the technology, get the parents involved too. Give each student a letter or two for homework, and have them record a segment and email it in to you. You can quickly stitch them together for everyone to enjoy.
2. If you have flip video cameras or the equivalent, and your young learners are old enough, you could do the same thing in class time. Send each team out with a camera and have them look for a complete alphabet around the school. (You might want to plant a few items in preparation). If they do it sequentially, there is no editing required.
3. Other learners might benefit from recording lexical sets. Concrete nouns are obviously easier, but cataloguing abstract nouns, adjectives and verbs will force students to be creative.
4. Check out Barbara Sakamoto’s great use of voicethread to make class alphabet book online.

An Interview with Kaz Hagiwara from darren elliott on Vimeo.

Kaz Hagiwara is a teacher of Japanese working in Australia, and a leading exponent of (de) suggestopedia. It’s a method you have probably heard of, but in seeing Kaz’s presentations and spending some time talking to him I realised that there was more to it than I had imagined….

We may be living in a ‘post methods era’ but it is still worth looking at teaching theories developed in the past. I recommend a look at these links if you are interested in exploring further. Thanks to Kaz for giving up his time at the JALT conference 2010.

An Interview with Nicky Hockly from darren elliott on Vimeo.

I was very happy to talk to Nicky Hockly at the JALT National Conference in Nagoya, Japan in November 2010. She gave a fantastic plenary – well-paced, useful and pertinent – and if you get a chance, see her talk! If not, then this fifteen minute interview will have to do ; D

We talked about the online teacher training company Consulants-E, the obstacles teachers face in implementing technology, mobile learning and all manner of other geeky stuff.

You can follow Nicky on twitter at @TheConsultantsE , and I also recommend How to Teach English with Technology and Teaching Online

An Interview with Jeannette Littlemore from darren elliott on Vimeo.

the lives of teachers

It was great to see Jeanette’s workshop, and to talk to her afterwards about the research she has been engaged in regarding metaphor and gesture. As teachers, we need to be aware of the ways in which our gestures may be interpreted… whether they support or contradict the words coming out of our mouths (which are quite likely to be metaphorical themselves). We also need to understand the messages our students are sending through gesture. It’s a fascinating topic. Some things you might like to comment on.

Teachers who gesture more are perceived to be better teachers.

The idea that gesture can betray an ‘accent’ in L2 users, or conversely, that adoption of an L2 physicality can give a more positive impression.

Incorporating gesture into teaching may enable learners to connect more powerfully to the target language.

You can find a list of Dr. Littlemore’s work here.

UPDATE Dr. Littlemore kindly sent me a copy of the article she published in the pre-conference edition of The Language Teacher, which includes further readings. The original can be found at…
Littlemore, J. (2010). Metaphor, gesture and second language acquisition. The Language Teacher, 34.4, 35 – 37

This is the first of four interviews from the JALT conference in Nagoya, Japan…. more to follow!

Presented at the Chubu Junior and Senior High School Seminar 2010

First of all, a guide to the five kinds of digital camera I discussed. The ‘traditional’ camcorder, the pocket camcorder, the mobile phone, the digital camera, and the webcam.

A Field Guide to Digital Video from darren elliott on Vimeo.

Then a digital video checklist of things to consider when choosing a camera for a job.

Activities

Transcriptions can be a simple way of noticing errors, reflecting on strategies, checking gaps in knowledge and reviewing language. Here is an example video transcription worksheet to give you an idea. Students can transcribe conversations, role plays or even monologues, although I think they should be unscripted initially. Research suggests (see Lynch, below) that transcription can be beneficial as part of a task process.

You may prefer to put the students behind the camera too, in which case you will need to train them in the use of equipment. If all your students have video facilities on their mobile phones, you could have them record short videos over the weekend to discuss in class on Monday – playback through the phones themselves makes this a fairly simple job for the teacher. These could be project or topic related, or you could give the students free reign to express themselves.

If you would like to be even more ambitious, you could release the students to make and edit documentaries, interviews, skits or commercials. You could exchange video messages with students in other countries, remake scenes from movies shot for shot, make news reports or create weekly soap operas. With the tools and the time, let your imagination run wild!

Recording and watching your own classes, or those of colleagues, can also be useful. Check Ruth Wajnryb’s excellent ‘Classroom Observation Tasks’ for ideas.

Links

Vimeo is the video hosting service I use. The pro service is cheap, has a massive 5GB weekly upload limit, can be password protected, and looks great. It is also free of the awful commentary one comes across on youtube, with a great community of artists, animators and film makers. Students can visit the site directly and watch the video just by typing in a pre-agreed password. No registration or log-in required.

Dropbox provides free online storage, back-up, and synching between computers. Premium services are available, but if you can get your friends to sign up to the free package you get free bonus storage. Your students don’t have to sign up to anything, you can upload video files and send students a download link by email. Very simple.

WordPress is a great blogging platform (this blog is a wordpress blog) to which you can directly upload video, as long as it not too large. Some services allow you to post by email. Each of the four student blogs I am administrating this semester has a unique email address. I give this email out to the students and they can post text, photos or videos to the communal blog to share. A great way to collaborate on projects, and to stay in touch over the long summer holiday.

There are absolutely hundreds of digital video formats available, some rare, some very common. This list helps you figure them out, and free software like Any Video Converter will help you convert them if necessary.

I have bookmarked a lot of stuff which turned up during online research here at diigo … have a look around!

Further Reading

Allan, M. (1985). Teaching English with Video. Harlow, UK: Longman

Geddes, M. & Sturtridge, G. (Eds.) (1982). Video in the Language Classroom. London: Heinemann.

McGovern, J. (Ed.)(1983). Video Applications in English Language Teaching. Oxford: Pergamon.

(Three fantastic books. Not only are many of the ideas and activities still relevant today, but issues such as format incompatibility and teacher techno-fear seem to have quite a history….)

Brewster, M. (2009). Lights, Camera, Action. English Teaching Professional, 64 (September), 59 – 62.

(Some really great practical activities, highly recommended)

Shrosbree, M. (2008). Digital Video in the Language Classroom. The JALT CALL Journal, 4/1, 75 – 84.

(Slightly more technical, also practical)

Grayson, K. (2010). Flippin’ Out. Technological Horizons in Education Journal, March, 35 – 38.

(Useful overview of a number of handheld ‘pocket’ camcorders, although already dating fast!)

Lynch, T. (2007). Learning from the transcripts of an oral communication task. English Language Teaching Journal, 61/4, 311 – 319

Stillwell. C., Curabba, B., Alexander, K., Kidd, A., Kim, E., Stone, P. & Wyle, C. (2010). Students transcribing tasks: noticing fluency, accuracy, and complexity. English Language Teaching Journal, 64/4, 445 – 455.

(Two of many articles exploring the value of transcription)

the lives of teachers

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I talked to Larry at the JALTCALL conference  in Kyoto about his career, technology, the future of higher education and had a great time! Please enjoy!

His presentations, via Prezi, are here… and worth a look.

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an interview with larry davies from darren elliott on Vimeo.

www.livesofteachers.com

an interview with joy egbert from darren elliott on Vimeo.

the lives of teachers

Download Here

Joy Egbert was in Kyoto, Japan for the 2010 JALTCALL conference and gave the keynote speech on student engagement. In this interview we talked about that, teacher training, creating ‘flow’ and ‘micro-flow’ situations, and working in limited technology contexts. Joy has a book coming out this year on the last topic, which I am very much looking forward to reading.

I had read a little about flow and the name Csikszentmihhalyi (which Joy can not only pronounce, but spell without reference to notes) but it was good to hear about the relationship between flow and teaching from someone who has been working in that area. Check google scholar to find Joy’s articles. But in the meantime, watch Tina Weymouth playing bass in this clip… that’s flow, I think ; D