Reflections on Extensive Listening Homework

I have been teaching an elective intermediate Authentic Listening class for two years at one of the universities I work at. During that time, I have had my students submit extensive listening journals as part of outside class study (something institution-wide). This is a place I am going to put down a few ideas about what has been more and less successful over the last 4 semesters.

Problematising listening

In setting the listening journal homework, I had my students log what problems they had with the authentic texts they were listening to. This allowed me to see whether there were problems with decoding, using top-down strategies, dealing with allophones/phonemic variation and more.

This has been most useful when done thoughtfully, though some students had just treated it as a proverbial hoop to jump through and logged the same problem week on week with insufficient detail.

Subtitles

In the first three semesters I requested students not to use subtitles with their listening. My rationale was that this was not sufficiently authentic and that all some students would do is read the subtitles and not listen sufficiently. In August 2019, though, I went to New Sounds and saw a great presentation by Natalia Wisniewska and Juan C. Mora (2019) on the use of L1 and/or L2 subtitles in listening. In her study, she stated that L1 subtitles allowed learners to gain more meaning, while L2 facilitated more accurate pronunciation.

Seeing as both types of subtitles had their benefits, I set my students to listen with a mix of L1 subtitles, L2 subtitles and no subtitles in the semester just completed. The results were rather good for the students who followed my instructions properly. It also resulted in more homework actually done than in previous semesters, although quite a few students did less listening without subtitles than I would have liked.

A balanced listening diet

TED talks are extremely popular with my students, though not my cup of tea, to be honest. Where students have used a lot of the same type of text, I tried to recommend something very different, such as dramas or bits of films for the TED enthusiasts, and some interviews on a popular video site for the Netflix addicts. Most students tried to balance their listening here, with at least two listens to something a bit different, but we all have our preferences, and sometimes it’s hard to expand a listing palate over just one semester. This is something I do want to build on, though.

These are just a few ideas that I plan to build on and reflect on over coming years and syllabi.

References

Wisniewska, N., & Mora, J. C. (2019) Can Watching Captioned Movies Improve L2 Pronunciation? (Presentation) August 31, 2019. New Sounds 2019 Conference, Waseda University.

Relational Cultural Theory in Language Teaching – Braindump 1

It’s almost the end of the semester in Japan, and therefore time to be considering new syllabus ideas and whatnot. Also, somewhat serendipitously, I heard the Teaching in Higher Ed podcast episode with Harriet Schwartz, where she talked about Connected Teaching and Relational Cultural Theory (RCT) . It sounded interesting, pondering how we react to the relationships we have with our students.

Basically, RCT started in psychiatry, and was a reaction to the science of treating everyone based on studies by/for white men. It is a radical theory that, boiled down, says we thrive on relationships and support rather than hyper-independence and individualism.

The outcomes of connected relationships brings about more energy (‘zest’ in the literature), clarity, sense of worth, empowerment and a desire for more connection (Hartling & Sparks, 2008). This should, in my opinion, bring about more motivation to spend time in the classroom and for autonomous study outside to prepare for deepening communication for deeper relationship building in the classroom. It also benefits teachers (or me, seeing as I am looking into it for my own classes), to have more sense of worth and purpose, and more energy, etc. That can’t be a bad thing, either.

All of this, I think, links to building/co-creating learning and Freire, and also with critical pedagogy in general. I am planning to write more on this, and will flesh out links to other concepts and applications then.

Reference

Hartling, L., & Sparks, E. (2008) Relational-Cultural Practice: Working in a Nonrelational World, Women & Therapy, 31(2-4), 165-188, DOI:
10.1080/02703140802146332

Discussion Stations – an activity

I have to teach with a coursebook once a week. It isn’t terrible but it kind of sets boundaries a bit on what the twenty five students feel they can talk about. To prepare them for an assessment I am busy sorting out, a timed discussion, and extend beyond the book, I set up the following activity:

  1. Talk with the person next to you about the biggest issues and problems regarding garbage on a world scale.
  2. Go around, take the major themes of these discussions. Set up 6 stations to talk about those themes, one theme per station. Students have 6 x 3 minutes to have short discussions. They must visit at least three stations, and may choose to stay longer at some if it is particularly interesting.
  3. When finished, log the three most interesting/striking/important points in their notebooks.
  4. Find three people that they didn’t talk to at all in our lessons that day. Have three different conversations about those points and the three other people’s points.
  5. Edit and add to their own points. Homework is to research a bit deeper.

I am going to follow this up with some work on discourse markers for argument structure next week.

The activity worked really well and I am likely to repeat it in the future for other EGAP/discussion classes. The students were really interested in making the topics their own and expanded upon it very well, with vocabulary fed in and a bit of hot correction.

This is a Journey into Sound – Part 2

I was intending to have this up a lot earlier. Hopefully it gives some food for thought!

20190811_00002_001.jpg

References

* Hayes-Harb, R., Nicol, J., & Barker, J. (2010). Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input. Language and Speech, 53(3), 367–381. https://doi.org/10.1177/0023830910371460

** Mathieu, L. (2016). The influence of foreign scripts on the acquisition of a second language phonological contrast. Second Language Research, 32(2), 145–170. https://doi.org/10.1177/0267658315601882

Showalter, C. E., & Hayes-Harb, R. (2013). Unfamiliar orthographic information and second language word learning: A novel lexicon study. Second Language Research, 29(2), 185–200. https://doi.org/10.1177/0267658313480154

*** Glanz, O., Derix, J., Kaur, R., Schulze-Bonhage, A., Auer, P., Aertsen, A., & Ball, T. (2018). Real-life speech production and perception have a shared premotor-cortical substrate. Scientific Reports, 8(1). https://doi.org/10.1038/s41598-018-26801-x

**** Iverson, P., & Kuhl, P. K. (1995). Mapping the perceptual magnet effect for speech using signal detection theory and multidimensional scaling. The Journal of the Acoustical Society of America, 97(1), 553–562. https://doi.org/10.1121/1.412280

You Need a Mess of Help to Stand Alone (status update)

Well, the Summer was busy and the start of the Autumn was quite busy too. I was supposed to be revising a paper to get it published but what happened was that I revised it and still didn’t get it published because it is the account of unsystematic mess.

I went to the busiest conference I’ve been to so far (New Sounds 2019) and met lots of phonology and phonetics people. I presented and didn’t mess up, so it was relieving because I felt a bit like a fish out of water. Or Aquaman’s weakling brother.

There was the usual stress over student questionnaires, which is unreasonable because I know that much of the feedback is positive or neutral but my brain focuses and cycles through the negative stuff as my own cinema of the damned. I am just about over it now (thanks to slightly out of sync workplaces), and wish I could find a way to just move on from this.

Other than that, I had my first overnight trip with students which was quite fun, even if I wouldn’t choose those activities myself. Directly after that, I had the start of the semester, so I had to remember what I planned at the start of the summer (and what I planned to change).

Anyway, here is some stuff that is working for me:

LMS as document repository so I don’t spend hours a week photocopying.

Adapted Cornell notes, for myself, and also for my (intermediate and up) listening students, which will likely be written up soon as a blog post.

Bullet Journaling for myself (still) for daily agenda and log and ultrashort lesson plans which is exactly as you imagine.

No longer freelance

Well, the title says it all, doesn’t it? As of next Monday, I work my final freelance lesson so as to better manage my life and mental health. It’s been a bit weird in my newish job: I thought reducing the number of workplaces I go to would reduce the mental load but instead, stupidly, brain makes tons of suggestions of things to do. I also started some different research projects which are exciting (to me) but also time consuming.

Now, even though I am not a freelancer any more (for the time being?), I am very much doing my own thing with my professional development. Work is very laissez-faire about what I do but I can as to order any number of books for our intensive course teachers’ library, and have had this for a while and honestly it’s brill to just know that I can get stuff basically whenever.

Anyway, this is a bit of a rambling post, but basically, some stuff that I have been looking at that relates very much to TESOL teaching issues and such are:

Giulia’s post about her bag, which is essentially any freelancer’s office.

Bullet Journal, which I have dabbled with, went to buy a different book about productivity and couldn’t find it so bought Ryder Carroll’s The Bullet Journal Method.

The latest Teachers as Workers post on working conditions (which says that working conditions in Germany are similar to those in Japan); keep your eyes peeled for a new post by me on the iTDi blog, too.

I am also looking quite critically at task-based language teaching stuff: not especially negatively, just critically, and hopefully will have a paper out about it sometime in the next year or something.

Anyway, those of you on holidays, enjoy them. Those still teaching, thanks for stopping by while you are so busy.

Creating creative creativity in ELT. ExcitELT summary

Went to ExcitELT on Sunday. The theme was creativity, which is a horrible word in that it’s so positive and everyone wants to be seen positively or as nurturing/fostering positive attributes. Of the plenaries in the morning, what sticks in the midweek after? We develop skills and use these creatively, according to Stephen Ryan. Chhayankdhar Singh Rathore was saying that we create our relationships with our students. Of the afternoon plenaries, Lina Gordyshevskaya gave an overview of foreign language anxiety, and Drienne Verla Uchida did some stuff about rejigging a set curriculum that was set by administrators. The evening plenary stuff I remember was Russ Mayne and Julia Fearn-Wannan talking about cognitive biases.

The standout feature of ExcitELT for me are the hangout sessions, because they are dialogic. James York did a session on games and/versus gamification and which I learned about some games I want to find and try. Amanda Harper’s session on mixed media was informative. Peter Brereton and Shoko Kita’s hangout was hybrid presentation and hangout on creativity in our jobs, and these themes were touched upon by Julia Fearn-Wannan in her hangout on self-directed professional development, which was a must see given the name of this blog. Anna Bordilovskaya looked at creativity across cultures in the classroom and reinforced for me the impossibility of using creativity as any kind of metric for assessment because it’s so fuzzy and too subjective.

I missed the video plenary because of a mixture of ADHD-assisted ants in my pants and fatigue.

Anyway, glad I went. I kind of wish that some sessions were longer so as to go deeper. I think I should also have taken a rest for a session as well, but with interesting stuff available, the brain wants what the brain wants.

Reaction to Paula Rebolledo Cortés’ IATEFL Plenary

Unlike some of my favourite people on Twitter, I haven’t gone to IATEFL conference in Liverpool. It would have been nice to meet people I know face-to-face, especially colleagues in the SLB co-op. Anyway, this isn’t about that. It’s about Paula Rebolledo Cortés’ plenary on Teacher Empowerment. Loads of people were tweeting about it. I was wondering if it might live up to the hype, which says more about me (horrible, hard to please, cynical) than about her.

Against ‘gurus’

In my opinion, as somebody who tends to fixate on side details, I wondered about the tweets which said Ms. Rebolledo was sick of gurus. I guess yes, it was true but it wasn’t the kind of anti-expert stuff that’s sending half the world (at least) to hell. It was about claiming expertise in our own experience and also examining it carefully and reflecting and testing our assumptions. She was championing classroom research, which is very important, even on a personal level but also more widely because we can compare and contrast between classroom experiences and outcomes.

‘Empowerment’ doesn’t mean anything

One of the biggest things for me was that Ms. Robelledo seemed quite annoyed by spurious claims of empowerment made by people trying to sell stuff or promote themselves. Yeah, I know, I am blogging, and am part of a Task-Based Language Teaching course but I am not eating foie gras with Bill Gates in Davos. My main job is very much based around my 30-odd contact hours of teaching at universities. Anyway, empowerment happens when development and education are supported and appreciated but teachers feel. disempowered when this development and education is rejected.

So, this is a flashback to the immediate aftermath of my DipTESOL. All this effort and learning and what happened with the language school/agency I worked for? Complaints that I was teaching beyond the materials. What happened at school? I got to change things a bit, through ‘job-crafting’ (Wrzesniewski & Dutton, 2001; Falout & Murphey, 2018), often without permission, if I am totally honest. This is where I think I have to go off on a tangent about being empowered.

Empowerment is everything

You have power, at least some of the time. I mean, obviously there’s a difference between the circumstances of needing to get money to actually provide food and shelter in the short term and the slack that comes with having savings and low unemployment. In my case, I could just quit if I wanted to because I was with five different employers at that time. You might also have the power if it’s more inconvenient for your boss to fire you than to keep you even when you don’t agree with their decisions and undermine them when it’s justified. This sounds unprofessional, and I suppose it is if you see professionalism as sycophantic in support of business and capitalism; however, I see it as highly professional because I was supporting my own expertise and knowledge, and more importantly my students’ learning opportunities.

It’s the connection in my head between this plenary talk and Rage Against The Machine. “We gotta take the power back!” (Rage Against The Machine, 1992). My worry when I heard about this plenary was that it gives the corporate pigs at the ELT industry trough enough of an opportunity to assimilate teacher empowerment into the hegemonic narrative, and turn it into something it isn’t. There could end up being moves made to ’empower’ teachers through student monitoring exercises written into poor coursebooks that don’t address the needs or desires of the people in the room. However, what we could see is the teachers who can afford IATEFL tickets standing up to their bosses and not compromising on principles for the sake of purely financial concerns. Hopefully, this trickles down in stories to other teachers elsewhere and then maybe we might have a chance at getting the profession into the state it deserves to be in.

References

Falout, J., & Murphey, T. (2018) Teachers Crafting Job Crafting. In Mercer, S. & Kostoulas, A. (Eds.) Language Teacher Psychology. Bristol: Multilingual Matters.

Rage Against The Machine (1992) ‘Take The Power Back” in Rage Against The Machine (Track 3). Sony Music.

Rebolledo Cortés, P. (2019) Teacher Empowerment: Leaving the Twilight Zone. IATEFL 2nd April 2019. Liverpool.

Wrzesniewski, A., & Dutton, J. E. (2001) Crafting a job: Revisioning plus as active crafters of their work. Academy of Management Review 26 (2), 179-201.

How Have I Developed? How Can I Develop?

I think I’m a pretty busy person as a teacher, in that my teaching load is quite large (for a part timer at three universities, freelancer and co-op member) and I juggle quite a lot on top for continuous professional development. Sometimes it stresses me out – the actual balancing of the things I want to do with the things I should do and the things I absolutely have to do.

20171011_1616522143287734.jpg

Why on Earth am I so bothered about developing professionally anyway?

I don’t know whether it is pride in my work or not. Probably a sense of reward in knowing that I haven’t messed up, and have helped people learn something faster than Continue reading “How Have I Developed? How Can I Develop?”