This blog has two aims.
1. To provide those doing a postgraduate course in Applied Linguistics and TESOL with a forum, where issues related to their studies are discussed and some extra materials provided. It is completely independent, and has no support or connections with any university. Let me make these preliminary remarks:
Academics teach and do research. Most of them prefer research to teaching and they haven’t been taught how to teach. So in tertiary education, teaching methodology matters little: it’s the student who counts. The students who go to the best universities are carefully selected, and a key criterion in the selection process is the student’s ability to study without spoon-feeding. A good student does her own studying and knows how to draw on the resources offered. When you sign up for a post-graduate course know that you are in charge and that you, and you alone, will determine the outcome. Your tutor is an expert, not, usually, a teacher. Your job is to use your tutor’s expertise, which means asking the right questions. Don’t ask “What should I do?”, or “Please suggest a topic”. Ask for comments on your own drafts, ask for guidance on reading; ask for clarification. Get into a dialogue with your tutor; shoot the breeze; get familiar; build a relationship, but remember: your tutor is your mentor in the Greek sense of the word, not your teacher.
2. To question the ELT Establishment
The increasing commercialisation of ELT and the corresponding weakening of genuinely educational concerns has resulted in most teachers being forced to teach in a way that shows scant regard for their worth, their training, their opinions, their job satisfaction, or the use of appropriate methods and materials. This is, in my opinion, a disgraceful state of affairs, and one which teachers need to become more aware of.
The biggest single obstacle to good ELT is the coursebook, which forces teachers to work within a framework where students are led through successive units of the book, spending too much time working on isolated linguistic structures and carefully-controlled vocabulary in a sequence which is externally predetermined and imposed on them by the textbook writer. These best-selling, globally-marketed coursebooks (and their attendant teacher books, workbooks, audio, video multimedia and web-based material) have huge promotional budgets aimed at persuading stakeholders in the ELT business that they represent the best practical way to teach English as a second or foreign language. Part of this budget is spent on sponsoring teaching conferences like TESOL International, IATEFL and all the national conferences, where the stars of the ELT world strut their stuff, and, loathe to bite the hand that feeds them, refrain from any serious criticism of the current teaching orthodoxy neatly packaged into shiny coursebooks.
In the last 50 years, studies into SLA have provided supporting evidence for the theory that SLA is a process whereby the learner’s interlanguage (a dynamic, idiosyncratic, evolving linguistic system approximating to the target language) develops as a result of attempts to communicate in the target language. The research suggests that interlanguage development progresses in stages and that it’s impossible to alter stage order or to make learners skip stages. Thus, teachability is constrained by learnability and any coursebook-driven syllabus which attempts to impose an external linguistic syllabus on learners is futile: learning happens in spite of and not because of the course design.
So this blog sets out to question the establishment and the status quo by challenging the role of coursebooks, by being critical of the so-called experts and leaders of the ELT industry – the textbook writers, teacher trainers and examiners; and by promoting the ideas of all those who are trying to buck the trend.