ON TEACHING ENGLISH AS A FOREIGN LANGUAGE- SOME NEEDED BASICS?

Gabriela Sandra Gaione Catepn EFL Lecturer and Teacher Trainer at CERP del SUR DR CLEMENTE ESTABLE ANEP- CODICEN- URUGUAY Scholar in the STUDY OF THE UNITED STATES INSTITUTE- CHICO CA, 2011 Centro Regional de Profesores del Sur- ANEP CODICEN-URUGUAY gabygaione@gmail.com Abstract What happens when a non native 25-year-experience teacher decides for a moment to focus on her own practice deriving from it some elements that far from exhaus ting a teachers to-do list, constitute another useful taxonomy created as a result of an introspective, almost nave look on Teaching English as a Foreign Language, focusing on both the so called more core-like, academic, linguistic elements but also on the more daily teaching decisions, that people choose to loosely categorize as didactic? After a careful yet, somehow informal brainstorming on what constitutes the most permanent features that the author has clung to in 25 years of teaching children, teenagers, adults and since 2005, future educators, she has finally come up with a 10 item list that -she claims, happens to cover to a great extent almost everything that she knows about such actions for which EFL teachers are being paid for. Those elements, namely, aim, rapport, motivation, relevance, language, structure, evaluation, continuity, flexibility and, last but not least, Honesty, constitute such a mixture the relative novelty of which the author is not unaware of, since daring mix such elements on the sole grounds of what works for me, constitutes in itself a revolutionary act. Nevertheless, able to have a say about teaching in spite of the hidden relative underdevelopment of the country in which she was born, lives, loves, and works, and perhaps dialectically

because of it, the author tries to share these insights, that far from being novel or unknown by the collectivity,
happen to somehow sometimes be hidden in the lights and shadows of the method of the day- even if it is the post-method- Some actions are so basic, yet, useful that the author cannot imagine herself doing without Some internet links are provided to illustrate the reader on the feasibility of the authors claims. Key Teaching EFL reflection practice tips words:

Introduction Having been teaching for a while the author started to reflect upon those teaching aspects that go beyond the fashionable trend of the moment: there are some things that the author has either consistently done throughout her teaching professional practice or wished that she had consistently and/or systematically done, need be highlighted if we are to transmit best practices. As Dr Clemente Estable, a Uruguayan doctor and educator has said it is about passing on the lit torch and letting the upcoming generations light their own

Since the author now teaches future teachers, through looking at what they do in the classroom and reflecting aloud with them in the feedback session in the company of both the pedagogical peer and the cooperating teacher- the person in charge of the group as far as management is concerned, the author can sometimes consciously and sometimes unconsciously mentally check these issues being referred to: 1. Aim 2. Rapport 3. Motivation 4. Relevance 5. Language Development Having briefly exposed the items to be tackled, the author proceeds to go deeper in the analysis of each one. AimThere are at least three things to take into account about this first factor-We need to think of the agreed set of educational aims, and find the way to take them down to earth; at the same time we need to think of our students, the context in which they learn, the materials and aids available, and their interests and skills- catering for multiple intelligences and learning styles will open up a wide range of new challenges. The CT Critical thinking theory believes that the best way to set objectives both short and long run ones is to follow the ABCD rule, where A stands for audience, B for behavior, C for conditions and D for degree. It means that you have to think of the actual actions that the students in question will be able to perform by the end of the teaching process, under which condition and to what degree or extent, by means of what. Thus the evidence of learning could be easily depicted and that will increase the students comprehension of what is to follow. Rapport We all have our personality, and so do our students, and their families. South American anthropologist Sylvia Pastor who lectured at Alianza Uruguay EEUU Montevideo in 1988 literally saw the persons involved in teaching and learning as a blend of thoughts, fears, experiences, features, qualifications etc. The 6. Structure 7. Evaluation 8. Continuity 9. Flexibility 10. Honesty

complexity of a single human being is challenging enough to frighten anyone, imagine the intricate complexity of that of a group of peers interacting in an asymmetrical fashion- However, we need to do everything that is in our hands to be able to create a relaxing atmosphere where learning is the natural thing to happen. We owe that insight to Krashen, and Lozanov, the former talking about the affective filter, the latter focusing on creating a comfortable, baroque music atmosphere where no resistance for learning would emerge, even if that means adopting a new personality to enhance learning. Good manners, politeness, finding out about the students background beyond the mere diagnostic data, seem necessary to gain the respect and acceptance that we need to be at the front. Motivation Knowing about our students will be the key in finding the activities that relate to the way they learn and understand new concepts- Motivation is essential, intrinsic and extrinsic. In order to motivate your students the teacher should be motivated herself. Motivation is needed throughout all the teaching stages. There is the one that triggers interest at the stage that some authors call lead in or presentation, or even pre- task. No matter how we call it we need to know that if we fail to involve our students, we are likely to fail in engaging them in whatever, exercise, activity, practice or task that may follow. Lack of motivation can result into disruptive behavior, among other things. For a teamwork creative way of dealing with disruptive behavior please see: http://www.scribd.com/doc/70597767/Discipline-Workshop

Relevance It is naturally linked to motivation. What we do need make sense to our students, if it does not, we cannot possibly be on the same page. Negotiation is the key when it comes to finding relevant issues. There needs to be a balance between the preferences of both teachers and students, for how long is a teacher likely to endure if she herself cannot bear the topic of discussion? A piece of advice: incorporate the mass media in your teaching and let them guide you in the path towards becoming a digital immigrant.

Language The key element. This is what teachers are there for in the first place. No matter how low the students claim their linguistic level is, no matter what we do, we need to provide a credible linguistic model, something hard to do if you are not a native speaker some might think. Nevertheless there are some musts in the tackling of the issue: speak English as much as you can, accept the Ss mother tongues for questions and always reply in English, use as much gesturing and body language as it is appropriate in your culture. Include linguistic items in the pedagogical contract-Give prizes, yes prizes to those who actually make an effort to communicate in English. Speak to Ss about the necessity to master all four skills, speak to parents if necessary. Prof. Dianne Larsen Freeman calls the way language should be taught grammaring As a good gardener does, a good teacher must take care of all the linguistic aspects that language presentsNote: For a more accurate idea of the authors idea of language please enter http://prezi.com/sqela1pqjgfx/digital-poetry-on-the-flowery-essence-of-language/ Spanish speakers can also enter http://prezi.com/hiwx4ckazz40/narrativa-digital-la-

historia-de-la-flor-de-la-lengua-ceibal-crea-gabriela-gaione-catepon/ to see how that metaphor about language was born. Structure No matter the denomination of the lesson or lecture stages- consistent with the way a teacher understands a language should be taught, there must be a beginning, a development and a closure in every lesson. What is more, they must be natural, and they must flow, people do not enjoy it when the class becomes a laboratory- unless your area of interest is Science ESP- There must be a link between the previous lesson and this one and also there must be a clear, logical link in between the stages. The link can be either linguistic or thematic, and it is the job of the teacher to provide Ss with that connection- or transition, in the teaching jargon- Some scholars use the metaphor of a lunch meal to refer to the structure of a lesson: some appetizers, soup, main course, and dessert. Food for thought, bon apptit! Evaluation.

Assessment, testing, portfolio sharing session, conferencing A teacher should comply with the social function of evaluation, and at the same time, apart from giving credits to the students, she is to ensure that the students actually know the subject. Evaluation needs to be part of the learning process. Some think that it is like a cut in it, or some others a picture of the state of the mini state of the art in the teaching and learning context given. However true those metaphors of evaluation may be or not it is important that in order to be evaluating in a fair, valid, reliable, feasible, etc. way we need to resort to the same kind of exercise, activity, task, or practice that we dealt with before the assessment stage. A good way to ensure face validity is to create an evaluation tool with the students, either in lockstep fashion or even dividing the students into groups and assigning them an item to be evaluated and having a session to share and agree upon exercises, tasks, etc- Another powerful tool that can be or not used in connection with the latter is to brainstorm those desired test/ assessment actions, behaviors, outcomes a.k.a. indicators of achievement and create the assessment matrix with them prior to the testing/ evaluation experience. Knowing the rules of the game, they know at what to aim- To determine how much and how to assess depends on the kind of lessons you deliver and also on the amount of grammar, lexis, academic subject content and skills the students have been practicing in them. Looking at the register and listing the activities done in class, the topics dealt with and the way the lessons were closed, to see if students understood a certain topic is always a fair thing to do to avoid misunderstandings with the students. Continuity The teaching and learning process is like a path- it seems to be long, winding and a never ending one but we do not tell that to the students until the end of the itinerary that we share with them. In order to accompany you in the journey the students need to know first, that you know the way, then, that they are well equipped for such a journey and finally that they will be systematically stopping to get some food and water and relax for a while. The trip metaphor makes clear that from time to time, the students need to rest, laugh, involve themselves in a game, singing, video watching, etc. Flexibility Students should be able to be heard. Only by being allowed to have a say will they finally commit themselves. At times- they have good ideas and the teacher should be

ready, to incorporate those and give Ss the credit for it. Some people call that student centered instruction, Prof. Currans imprint. In the mass media society many a time a teacher should be ready to accept and cherish the fact that not having been born in the media era ourselves we are likely to be digital tourists in an area where our students are likely to be natives. Let them teach you, and be a good student, only then can you switch roles. Honesty Honesty. It is the most difficult one, but an ethical behavior certainly pays off. Simply put: you do not know, you tell them that you do not, you are not sure, you find out for them, you made a mistake, you fix it, you were wrong in a discussion, say touch and give in; you were rude to someone for not having been able to self contain, you sincerely apologize, and find ways to be able to know better in the future. We teach what we are, an old teacher used to say to us back in TTC. Do not hide who you are, empower yourself by becoming a better you through teaching! Teach them to be cooperative by being cooperative with colleagues and other stakeholders- It was sheer Honesty, that led some SUSI teachers to brainstorm problems and solutions about different aspects of teaching English in three continents. For insights on this please see: http://www.slideshare.net/gabygaione/susi-chicoscholarshttp://www.slideshare.net/gabygaione/the-research-itself-susi-chico2012curriculum To conclude The author is clear in that the audience is composed by experts in one or more of the areas tackled, which she is not. However, she reckons that the combination of the elements in one go can prove highly nutritious for the ones who are starting the wonderful journey of teaching. What can a mature teacher say to the beginners which they have not heard in their prestigious TTCs? How can a humble non Ph D someone guide or shed light over some issues related to the science/ art or teaching, especially when such a character belongs to a so called third world country? What motivates her to be heeded by other distant yet so close colleagues and colleagues to be? These are the questions that maybe the reader will be asking himself right now at the end of the paper.

For those questions the words international cooperation and growth are surely part of the answer.

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