Could Computers and the Internet REALLY Replace TESOL English Teachers?

A Controversial Question

At ELT English seminars, workshops and TESOL conferences, one question I’m frequently asked is whether I think computers will eventually replace English teachers. I flash back to the film “Matrix”. In an early scene, our neophyte hero “Neo” is learning Kung Fu by being plugged in to a computer. Scant hours later, he opens his eye, sits up, and announces, “I know Kung Fu!” The ensuing scenes depict how an older, more experienced mentor (a.k.a. a teacher) follows up by evaluating young Neo’s “skills”. “Show me”, the teacher asks in typical fashion. Now if you’ve been following along with me so far, you already have a clue as to my asnswer to these teachers’ question.

Computers replace a human English teacher?

Are you kidding?

“Ain’t no way, Jose.”

But English teachers, don’t totally relax just yet. What I think we DO need to do is to “re-invent” a portion of the concept of “school”.

Here’s what I mean.


Reinventing the Concept of School

Schools, at virtually any level, will need to be virtually and interactively linked to an extensive array of external resources. This means that the “traditional” board, markers and OHP will need to give way to additional, integrated resources that expand the classroom environment to an almost unlimited degree. I mean the works; audio, video, internet, webcams, IM, TXTing, chat, e-mail, RSS, even real-time multi-media input feeds. The classroom and its students would be linked to additional resources like:

Corporations

Libraries

Museums

Government facilities

Science, technology and medical centers

Industry

Laboratories

Other learning Institutions


In this way, students would more normally utilize learning activities such as web quests, inter-active dynamics and virtual tours to expand and deepen their knowledge on principles and concepts. The learners would no longer be limited to the knowledge, resources and facilities available at the institution where they attend classes. Instead, the world, literally, is their classroom.

Impact on Learning

How would this directly impact learning?

Well, if you’re learning computers, wouldn’t direct access to Microsoft Corp. materials and training be a real boon? Technology students would doubtless derive immense benefit from direct links with MIT (http://web.mit.edu/), Cal Tech (http://www.caltech.edu/), or Lucent Corp. (http://www.lucent.com/) Engineering students would thrive on access to NASA located online at: (http://www.nasa.gov/home/index.html), Boeing (http://www.boeing.com/), Westinghouse (http://www.westinghouse.com/home.html), Dupont (http://www2.dupont.com/DuPont_Home/en_US/index.html) or a host of other high-tech corporations.

Law, Government, Human Rights and Political Science students would be at the top of their game hard-wired into Federal, State and local government databases, or FBI (http://www.fbi.gov/), the London Metropolitan Police (http://www.met.police.uk/), the CIA (http://www.cia.gov/) and ATF (http://www.atf.treas.gov/ ) databases with their accompanying local, regional and national resources. Health majors could be up to date with real-time events in Pathology, Epidemics research, natural disaster response resource information and population health threats through the CDC (http://www.cdc.gov/), medical and health networks or the UN (http://www.un.org/).

The possibilities are almost endless.

So, I agree that the “traditional” approaches to teaching and learning, not only English and other foreign languages, but numerous other fields as well, will continue to evolve to serve the needs of learners, business and educational institutions. With CBL (Content-Based Learning), well-prepared TEFL English teachers, armed with knowledge, skills and continually developing technology, have nothing to fear from computers. Technology is yet another powerful tool in promoting the acquisition of new knowledge and skills, now and in the future.

What do YOU think?

Using Songs as Authentic English Language Texts

In English as a foreign or second language teaching (EFL, ESL), if you ever need to come up with an authentic English text of any kind, i.e., newspaper, magazine, movie clip, etc. that you need to present to the class and you’ve been powerfully influenced by music your whole life you might chose to take the song approach. You'll be okay using a popular song as authentic language text - which it certainly is. I'd go with popular songs, like "Imagine" by John Lennon, which have more appeal. You can get some additional mileage out of the song using cultural aspects as well as some others. Profiling, doing a biography of and discussing John Lennon as an example in this case.

Here are some ways to go about it.

Select and Concept Check the Lexis

Be sure to select at least six to eight key lexis (minimum) from the song. To aid in concept checking you should create a series of short exercises such as:

• a True - False exercise
• a short matching exercise and perhaps
• a fill in the blanks exercise

In each of these exercises you’ll be using the lexis (vocabulary) you've chosen. You might also try to find a few pictures or photos to visually - graphically illustrate both the key lexis and themes or phrases from the song. You can also prepare a re-order exercise using the song lyrics by cutting the lyrics into strips, mixing them up and having the learners re-order the lyrics line strips of the song by listening to it.

Re-Ordering Sequences

Play the song again afterwards to have learners check their re-ordered sequence. Try to have a picture or drawing that represents each of your chosen lexis for you to use to help elicit the key lexis from the learners before they hear the song. For a REAL test of this system (which I regularly use, by the way) is to find and use a song that you think the learners don't know!

You'll get kudos for this one for sure. It’s especially effective when the class is multi-cultural; that is, composed of learners from different countries and diverse language backgrounds. (Russia, Iran, South Korea, Mexico, and so on) Using a snappy but “unknown” song will help to ensure a ample amount of “learning” on the part of your students, in more ways than one.

Finding Unique Songs

So how would you find such songs – easy; just check out songs from other genres, songs sung in other varieties of English and popular songs from past eras aka “oldies but goodies”.

Some suggestions you might consider include:

• country and western
• oldies from the 40’s, 50’s, 60’s and 70’s
• jazz vocals
• soul or rhythm and blues songs (especially from previous eras)
• comedy songs
• Bluegrass songs
• Folk songs
• Ballads

Process Need Not Be Difficult

If you don’t have the time or inclination to do the extra preparation you can just go with the activities I've mentioned for your presentation. The process needn’t be overly difficult at all.
Let me know if you need any further guidance or some actual exercise examples.

I’ll be happy to send you some.

Good luck.


Larry M. Lynch is an Intellectual Development Specialist, ELT Teacher Trainer, expert author, photographer and experienced world traveler who teaches language at a university in Cali, Colombia. He helps language teachers to improve their skills and develop dynamic language classroom teaching techniques. His writing has appeared in Transitions Abroad, South American Explorer, Escape from America, Mexico News and Brazzil magazines, in addition to hundreds of online websites. He is the author of the astonishing new English language teaching system; “The BREAKTHROUGH! English Language Teaching System: Dynamic Techniques & Strategies for Teaching English to Any Learner Anywhere in the World”.

For no-obligation information, questions or comments send an e-mail to: lynchlarrym@gmail.com After today your language teaching will never be the same.

English Teaching Tips from Sponge Bob Square Pants

Practical wisdom can be found in some of the most unexpected places. Today, wisdom bubbled up from a pineapple under the sea. I suddenly realized that everything you’d want to know about English language teaching for your EFL learners can be taught by Sponge Bob SquarePants and his friends. When you teach your young learners, secondary school, adult or university student classes, which of these characters are you most like?

Mr. Krabs:
This crustacean is focused on one thing and one thing only, making more and more and more money. Only a cartoon could actually have dollar signs drawn in his eyes. He thinks of no one, only how he can benefit. Is your teaching focused on you or on the learners? Are you providing guidance and practice or do you have blinders on, thinking only about how you can benefit or get through an English class session? If your classes are like a sales commercial, are teacher-centered or full of course book exercises, you just might teach English like Mr. Krabs.

Plankton:
The smallest creature in the sea is also one of the sneakiest. He’ll do anything and hurt anyone to steal someone else’s work (the Krabby Pattie secret formula). Write your own English class materials. Prepare your own lessons. Don’t be like Plankton. Don’t copy and paste someone else’s work, edit it, and try to pass it off as your own. You will be caught, and it just isn’t worth it. Take the same amount of effort and work on your own thoughts and ideas. Plankton never gets away with his schemes, either. He’s on Plan “Z” and is still pathetically failing at his attempts to steal the secret formula.

Patrick:
Sponge Bob’s best friend, the starfish, has a good heart, but isn't the brightest creature in the sea. Does your teaching make you sound like an expert? Are you providing valuable lessons or just pushing out from the book exercises and activities as fast as you can? Always double check for student interest and interaction. If you're challenged by limited experience or teaching skills and knowledge, start attending English language teaching (ELT) seminars and workshops to get new insights. Or slow down, get some good reference materials then read them before you start the next week’s classes. Consider going for some advanced training in ELT like a CELTA, or TEFL postgraduate studies.

Squidward:
Squidward is B-O-R-I-N-G. When teaching classes, are you a Squidward? Do you just give what’s “in the book” or are you finding a fun twist to make your classes more dynamic and keep learners willingly coming back for more? Take time to make your classes stand out from the many other dry, boring classes out there that your learners must attend by injecting your personality into your classes or just having some fun while teaching.

Sponge Bob:
This little guy always tries to do the right thing, and is a hard worker. He may not always end up getting the results he hoped for, but he bounces back and tackles his work with a renewed vigor. Sponge Bob works very hard, he's a good friend, he always thinks of others, and tries to have fun no matter what he is faced with. Hardworking, friendly Sponge Bob is the guy to be when teaching English classes.Although this is a sort of silly lesson in English as a foreign language teaching (EFL), I hope you'll remember the important messages our underwater cartoon friends have taught us.

1. Teach your classes to help your learners, not only with dollar signs (paycheck) on your mind.

2. Prepare your own classes. Don’t just copy others’ lessons or only “follow the book”.

3. Prepare your class lessons carefully, and provide valuable learning experiences.

4. Be interesting and dynamic in your teaching, not boring.

5. Be a “Sponge Bob”! Hard work and persistence genuinely pay off.

Follow these English teaching tips and before you know it, you'll develop a reputation for having informative and dynamic classes and you too will be a King or Queen of the sea.

*Article concept adapted from “Article Writing Tips from SpongeBob SquarePants” by Nicole Dean at EasyArticleMarketing.com

Using Toys as Educational Tools for EFL

Children love to play. Who can deny it? So why not use this universal characteristic to provide and promote English language learning as well? If you do, you can hardly go wrong. What child is going to say, “Teacher, I don’t want to play”? Sure, it’s ultimately possible – but so is a force five tornado in South America or an “Armageddon-level earthquake in Tibet. Just don’t hold your breath while you’re waiting.

Toys of all types and kinds are available worldwide. Why not turn this to your advantage to motivate your young learners? For that matter, your not-so-young learners could benefit too; especially those learners who are “young at heart”, for those of you who might be teaching adult learners. Let’s look at some “realia” or “toys” that are commonly available and could be called into play. (pun intended)

Stuffed animals and dolls –
a perennial learner favorite even my most mature adult students give up an “Awww”, whenever I whip out the likes of Winnie the Pooh, Mickey Mouse, Tigger, rabbit, puppy, Teddy or others of my stuffed animal menagerie. You can simulate conversations, use them to illustrate prepositions of place and position, as turn-taking devices or to “replace” learners in a game or activity. They (the stuffed animals) don’t mind being tossed around either.

Soft rubber or inflated ball –
How a classroom could function without at least one of these is beyond me. One learner can “select” another in a mill drill, TPR or group activity by simply tossing the ball to someone else. That way the teacher won’t “play favorites” during the activity. A ball can be used in a relay fashion to signal the next learner in a sequence or game. If it’s dropped or mis-handled, no problem, it just bounces a couple of times or so before returning to the game. Neat, huh?

Cars, trucks and other Vehicles –
Learners can “drive” to places in a neighborhood, from one part of the room to another or from one position on a game board to another. Small ones can serve as place markers in a board game, while larger ones can be used as props in dialogues, role plays and conversations. Don’t forget about using them for grammar and verb practice activities either. And oh yes, girls as well as boys like them too. Adults? Well I have to watch my vehicle props carefully or the adult learners will “steal” them!

Board games –
You really only need a small selection of board games if you have even a shred of imagination. Two or three will work nicely. Some all-time favorites are ones like “Scrabble”, “Monopoly”, “Checkers” and “Chess” which both use the same alternately colored squares board. Use the boards to “create” your own games too. Don’t forget a deck or two of Playing Cards either. No, not for Poker, but for simpler, faster-playing games like “War”, “Fish” or “21” (numbers – not Blackjack!)

Please Note:
I’m not a proponent of using guns or simulations of firearms of any type in the classroom – not even water pistols. No bats, hitting, or aggressive behavior promoting realia of any type normally enters my learning environments. True you can get aggressive behavior from some of the toys I’ve mentioned, but it’s easily squashed or put down without too much trouble. I just explain to the learners what’s allowed and what’s not. This of course, is by no means an exhaustive list. I’m sure you’ll come up with many of your own locally-available favorites for use in your classroom. In fact, if you have some unusual or unique realia that you use, I’d love to hear about it.

Drop me a line at: lynchlarrym@gmail.com.

And good luck.

Advice for Becoming Certified to Teach English Before You Leave for A Foreign Country

When a reader wrote in to ask, “I wonder what you have to offer in the way of advice for becoming certified to teach before I leave for some other country from the USA?” I couldn’t help but take the time to respond a bit to a person poised on the brink of such a potentially life-altering event as this. The reader further added, “Do you think that an online TEFL course would suffice, or would it be better to do a CELTA course?” What a loaded question that is. Can’t you just picture the trouble I could get into answering that one? Here’s some of what my response contained plus a few additions.

CELTA or TEFL?
While a good TEFL (Teaching English as a Foreign Language) course from a reputable school or institute can be a tremendous boost in preparing you for the rigors and challenges of ELT (English language teaching) abroad, my preference is towards the CELTA (Certificate in English Language Teaching to Adults). The quality of TEFL certificate courses can vary considerably and great care should be taken in selecting a TEFL certificate course. Personally, I recommend an official CELTA course first while in the USA, Canada or the UK for a more than a couple of good reasons.

First - CELTA training will provide you with well-founded teaching tools and skills that will stand you in good stead once you begin teaching. The CELTA course is rigorously monitored so quality is highly constant across a variety of different schools, institutions and organizations that offer it.

Second - The CELTA is recognized world wide as a solid EFL (English as a Foreign Language) teaching credential, meaning that your English level is high and that you have proven knowledge of English language teaching techniques. It also indicates that you have in fact practice taught at satisfactory levels and that you understand learner needs and how to approach them, among other essential ELT basic skills.

Third - Almost all officially recognized CELTA programs have job placement services for their graduates, which means you can land your first job before you leave the USA. You'll have local contacts provided for you and the reputation of the school behind you as well. You may even be able to get leads on a second or even third position from your CELTA course provider as time ticks on if you need a change. This offers an excellent introduction to teaching while helping to minimize elements of the "culture shock" often experienced during your first overseas job.

Fourth - A CELTA course is designed to prepare you for the realities of teaching EFL abroad to learners who may know little or no English. With the confidence and ability to teach English to foreign learners without a knowledge of their L1 is an important skill that will often place you head and shoulders above many other "local" English teachers who frequently rely heavily on use of the learners' L1 (first language).

Fifth - Taking the CELTA in the USA, an English-speaking country, will enable you to start preparing your own "care package" of materials before you leave for your new job. It happens that many locations where we find ourselves teaching English simply do not have an extensive array of materials available. At home in the USA however, virtually any materials you'd like to use is not only available in abundance, but is usually dirt cheap as well.

If you need more information you can check out my article series on English language teaching at ezinearticles.com. I sincerely hope this offers you some guidance. Best wishes for a great career in a location that’s interesting for you

… and good luck, you’ll need it.

English Language Teachers: Why Teach English?

"Why do we have to study English?" When your reluctant learners ask this dreaded question how do you respond? How can you motivate them to really want to learn and use English? Here is an approach I've used successfully.

Often when I give an academic presentation plenary speech or English teacher training session, I ask the audience, “How many countries have Spanish as the first language?” Since I live and work in South America you’d think the response would be swift and forthcoming. Usually it’s not. After the group has sweated it out for a couple of minutes or so I ask, “Would you like to see the list?” They do, of course so I project the 20 key Spanish-speaking countries, which are:

Spain
Mexico
Honduras
Guatemala
Nicaragua
El Salvador
Costa Rica
Panama
Venezuela
Colombia
Ecuador
Peru
Bolivia
Chile
Argentina
Uruguay
Paraguay
The Dominican Republic
Puerto Rico
Cuba


The Fun Begins

Then the fun really begins. My next question is, “How many countries have English as a first or official language?” To twist the screw just a bit more I add, “You’ll all English teachers, so you should know where the language is spoken, right?” They agree that they should and for the next few minutes set about fathoming the English L1 list. More squirming, a few shouted out queries and I let the pressure off. “How many do you have on your list?” Rarely does the number exceed ten or fifteen. Take a moment; how many can YOU list?


Countries with English as the Official L1

“Would you like to see my list?” I ask. You know what the response unanimously is. “Do you think that is something that might be useful for an English teacher to know?” A resounding “Yes!” always follows.

In truth, there are at least thirty-five English L1 countries!

Surprised? Most English teachers are. And my current list might not even be all-inclusive by now. At any rate, here it is:

United States, Trinidad & Tobago, Belize
Barbados, Canada, U.S. Virgin Islands
Guyana, British Virgin Islands, Australia
Falkland Islands, England, Grenada
St. Nevis / St. Kitts, Jamaica, India, Bermuda
South Africa, Bahamas, New Zealand
Cayman Islands, St. Vincent, Grenadines
Samoa, St. Lucia, Seychelles, Sierra Leone
Singapore, Liberia, Ghana, Ireland
Hong Kong, Zimbabwe

Why not check out the official country websites for these and other countries for some eye-opening information on the impact of English on their respective cultures? Many foreign country websites include news, local current events, audio, radio and streaming video as well. Need more information? Just “Google” the country name to get a trainload or two of related websites.


What's the Point

So what’s the point? Just that it’s helpful to provide practical aspects to learning English. World travel and commerce are just two of the many reasons to be cited for the practicality of English-language learning. The internet, e-mails, chats and forums all contribute to a preponderance of English-language use online. A plethora of English teacher resource websites and a growing cadre of English language learner websites help contribute to the usefulness of the tongue.

http://www.etprofessional.com/
http://promo.net/pg/
http://www.quia.com/
http://www.weblogalot.com/ping/
http://www.eslcafe.com/forums/teacher/
http://www.eslbase.com/

The international news is online at so many websites it’s almost embarrassing to try to keep up with them. Did I also mention music, radio and entertainment?

http://www.allyoucanread.com/newspapers.asp
http://www.radiotower.com/
http://www.live365.com/
http://www.cnn.com/

How about online and computer games, fun places to learn and practice grammar and usage, or getting assistance in researching a hard-to-find-information-on theme and podcasts?

http://www.zillions-of-games.com/demo/
http://zone.msn.com/en/root/downloads.htm
http://www.eslpod.com/website/index.php

Scientific, technical and medical knowledge are posted online in English first, even when the initial production of the knowledge was not in English. Linguistic Imperialism? Hegemony? Perhaps, but reality nonetheless.

So next time you get the question, “Why do we have to study English?” don’t pout, start ponying up with some practical aspects for your learners. It may well help them to see things in a different light. Learning English can be both fun and useful. Help your learners to see how and you may rarely have to face the dreaded, “Do we have to study English?”

Developing English Language Speaking and Conversation Skills in LEP Learners

Focus on Speaking

When asked by the Department Director to “focus on developing speaking ability” with a group of adult university learners supposedly in the upper intermediate level, I embarked on a program involving multiple integrated skills. These were LEP learners with passable knowledge of grammar, but below-standard oral communications skills. Their English language speaking skills needed urgent development.

Speaking and listening are complimentary language skills. (S. Thornbury, 2002; Brown and Yule, 1983) “If you can say it, you’ll understand it when you hear it”, is a mantra I’ve taught and learned language by for more than a decade of my English language teaching experience.

Useful Criteria

In developing speaking and conversation skills I’ve found the following strategies to be useful:

Use a survey or questionnaire to determine learner interests, background, learning styles, etc. (L.M. Lynch, 2004)

Play speaking and vocabulary games for practice

Give frequent and regularly recorded oral evaluations
(M. Thompson, 2001; Eggan / Kauchak, 1994; Hilles ref. by Thompson, 2001)


A Speech Development Program

Preparing a speech development program begins with an oral evaluation of each learner. A voice recorder or video camera both are useful aids. Played back, the teacher then has opportunity to analyze speech patterns and problems in more detail, noting such aspects as:

- Pronunciation (G. Kelly, 2003)
- Connected speech (G. Kelly, 2003)
- Grammar use in context (M. Swan, C. Walter, 2002)
- Discourse markers
- Fluency
- Vocabulary / lexis use in context (A: Worrall,1965; H. Setzler, 1981; R. Dixson, 1983)


Analysis Tools

A video recorder (analog or digital) allows the teacher to make note of physical mannerisms that accompany the learners’ speech as well as the speech itself. Relevant and recordable speech-associated traits (C. Ashcroft, 1993) include:

- Rocking motion of the body or head
- Arm, hand and / or facial gestures
- Foot tapping, leg swaying
- Posture, head and / or body positions
- Other physical idiosyncrasies

A survey or questionnaire which takes the learners only a few minutes to check off, select or answer short questions can provide needed, in-depth information on their interests, hobbies, family, preferred learning styles, motivations and other aspects essential in preparing and conducting an effective speaking development program.

Effective Speaking Practice Activities

A selection of speaking practice activities to offer multiple opportunities for oral discourse must be programmed. Although many learners are shy or self-conscious about speaking in front of others, with practice, this soon diminishes to manageable levels as learners gain confidence.

Effective Activities are ones such as:

- Speech – generating Games (A. Lloyd, A. Prier,2000; J. Hadfield, 1984)
- Oral communication – based short activities (P. Ur, A. Wright, 1996)
- Oral presentations (D. Gutierrez, 2005)
- Dialogues (E. Hall, 1967)


Summary

Since speaking and listening are complimentary language skills, by applying a program based on complimentary speaking and listening comprehension development, learners can improve their English language speaking and conversation skills by using multiple integrated skills-based activities. Using language experience with adults (K. Kennedy, S. Roeder, 1975) and teaching vocabulary / lexis in context are highly beneficial in speaking skills development. (V. French, 1983) Regular practice, assignments and oral production involving a spectrum of oral discourse methods will be an invaluable resource for both the English language learners and the English language teacher.