A downloadable comic book. Print off the pdf files, make double sided copies and fold them together as indicated. Read and enjoy!
Comments or questions very welcome in the box below.
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!
As a classic symbol of Japan, and a dying breed, the geisha is a skilled practitioner of her art. She is elegant, highly trained. Unfortunately, this is not the parallel I am going to draw between ‘Geisha’ and ‘Teacher’. Let’s skip ahead to the modern era.
There are now said to be about 2000 professional geisha and maiko left. If you bump into one on the streets of Kyoto, she is probably a tourist costumed for the photo op. However, the spirit of the geisha remains, the need which created her continues… indeed, grows more fervent. ＊
All over the country, ‘hostess’ clubs thrive… places in which a tired salaryman can sit and relax while pretty young women pour his drinks, laugh at his jokes and engage in him in light conversation. And in progressive new Japan, there will be a place around the corner in which pretty young men provide the same service for hardworking women.＊＊
Is this, perhaps, how some students see their teachers? Is this how schools are set up? Let me ask you these questions.
Have you ever been required to attend after school social functions with students?
Have you ever been brought in to meet a prospective student and clinch the deal?
Have you ever taught a lesson without a textbook, not a a dogme-ist, but because the student ‘just wanted to talk’?
I don’t doubt that most native speakers who have taught in a foreign country have experienced such situations. Many NNESTs too. And the younger, more attractive and more affable you are….
The question should be, I suppose, ‘Do I care?’ Does it matter that the student is not here to learn, but to have fun, and that I am getting easy money for entertaining him? Do I mind, effectively, working as a host or a hostess? That’s a question I can’t answer for you individually, but as a profession we ought to be a somewhat concerned. I’ve had this particular post on the back burner for a while, but having just read the Marxists I thought it was time to get it out there….
＊No, not sex. Whilst some geisha or maiko may have had physical relations with their clients, there is not a direct correlation between prostitution and the geisha system. Likewise, some hosts or hostesses may take on ‘patrons’, but it is far beyond the remit of this blog to get into the murky world of Japanese sexual politics. I’ll make one thing clear though. I am not using prostitution as a metaphor for teaching.
＊＊Ironically (?) many of the host’s clients are hostesses. They have the money, and the free time… but they have no one to listen to them talk.
A presentation at the 4th International Wireless Ready Symposium, Nagoya, February 19th 2010.
A good starting point for twitter. I’ve made a list of ELT professionals and educational technologists worth following… there are many more out there too, but these might get you started. Don’t forget to include a decent bio in your profile so that potential followers know you are a real person, not just a robot, a pornographer or a marketeer.
The reading and research for this presentation can be found on my diigo social bookmarking page – the PLN list and tags should yield most. I particularly recommend the works of Warlick, Downes and Seimens (all of whom are on the twitter list, too)
If you are looking for blogs, onestopblogs has a good selection. Choose the ones you like, put them in your google reader… tweeters on twitter may have blogs of their own, check the profiles.
But your Personal Learning Network should be just that - PERSONAL. Take your time building relationships with real people, don’t be afraid to turn off or cut out when things become distracting rather than helpful, and have fun!
＊extra points if you can place the title
I am a sucker for an analogy. Only this week I got contorted in a lengthy comparison of the plight of Southampton Football Club, starting the season on minus ten points but now powering up the third division, to a student who had missed the first few lessons and homeworks but had buckled down and caught up. I sense it went somewhere north of the head of my American colleague but no matter… I’m with George Lakoff when he claims that pretty much all human thought is expressed through metaphor.
It’s time for the mid semester reflections, to look back on what we have learnt, to reassess goals from the beginning of the semester and to galvanise for the final push, and I’ve been organising my materials ready for class. One of my favourite questions, and most enlightening, is the simple metaphor tester I open with. “A teacher is…. “, a “A learner is….” and “Language learning is…”. Unlike Dede Wilson (whose excellent article just dropped through my letter box wrapped up with a bunch of other good stuff in English Teaching Professional) I give the students no options, nor guidance. Nevertheless, regardless of level, the students have no problem grasping the concept and running with it … metaphor is a universal, after all.
Oxford et al. came up with a detailed taxonomy for these metaphors, but I’ll place them into just three categories. These are all common examples from previous classes.
1. Nuturing. Teacher as gardener, parent etc. Student as flower, child….
2. Controlling. Teacher as dog trainer, god etc. Student as dog, disciple…
3. Utility. Teacher as map, encyclopedia etc. Student as traveller, researcher…
There are a few things we can do with this. The first is to see which students match with our own metaphors as teachers, and which don’t. How are the students who see things differently performing? Are there discipline issues? Can we adjust our teaching to meet the needs of those students, or offer them support which fits with their beliefs about the learning process? I speculate that there is a strong correlation between metaphor choice and learner autonomy, for example.
But deeper than that, I wonder if the beliefs or the metaphor are the driving force. Can we, simply by reframing a metaphor, adjust the learners whole approach? If nothing else, it is the most immediate and direct method of raising the learners’ awareness of their own inner feelings about what they are doing.
Lakoff, G. ＆ Johnson, M. (1980) Metaphors We Live By. Chicago: University of Chicago Press.
Oxford, R., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R.Z., & Saleh, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System 26(1), 3–50.
Wilson, D. (2009). Learning language is like… English Teaching Professional 65 (November), 18-19.
(and if you still want to know what a gift from a flower to a garden is, meditate on this)