For the last three years, I worked at British Council Riyadh. For various reasons other than that we were in Saudi Arabia, those three years were fairly painful. The Council in Riyadh had a pitifully poorly trained management which made working for them like walking through sludge!
So when we decided to leave BC Riyadh, despite having fabulous offers in hand (and in Saigon – which we both absolutely love), my husband and I decided to take a break and recoup. We wanted to spend time with our baby as a family and watch her grow, and we wanted to grow as a couple. We wanted to write – both of us love to write beyond blogs and emails – those stories that were screaming to be told but are hard to put down into words while working full-time jobs. We wanted to spend time with family and friends in India and reconnect with them (me) and grow new bonds (the husband).
For years, I have regularly scouted EdX and Coursera for great courses I would love to take. (more…)
Skilled leaders and managers develop the knack of reading situations with various scenarios in mind and of forging actions that seem appropriate to the understandings thus obtained. They have a capacity to remain open and flexible, suspending immediate judgments whenever possible, until a more comprehensive view of the situation emerges.
– from Images of Organization by Gareth Morgan
From the title above, it would seem like I chose a rather easy topic for my second systems LSA. Well, the actual title of the LSA was Teaching Past Counterfactual Conditionals to High-Level Learners. What the..?
‘What the..?’ is exactly what I said and felt when I heard the more technical term for conditionals.
More often than not, ESL books divide conditionals into four categories – zero, one, two, three. Easy peasy. This is also probably the terminology you are familiar with from when you studied grammar in school (or at least when I did, in the 90s in India). But of course, it is very likely that you were taught traditional grammar in a boring, non-communicative manner. However, as has been well-proven in my own experience and that of learners all over the world, a traditional approach to grammar teaching does not increase communicative competence. (more…)
..or phrasal verbs?
My second LSA was a systems one, and I chose vocabulary. Chunky, piecemeal, lots of fun activities to keep learners engaged and quantifiable ways to demonstrate learning towards the end – this was going to be fun!
And it was – fun. But it wasn’t easy. Multiword verbs are such a vast field of language that it took me a lot of reading to wrap my head around their semantics and systems. Not only that, I had to understand what the Lexical Approach is and then, how to teach vocabulary using this approach – because hey, we’re in 2012 (and now in 2016!) and you can’t not be using the lexical approach in teaching vocabulary. (more…)
I started my Delta in early 2012 and did a face-to-face intensive Module 2 over eight weeks. There are four assignments, or LSAs, one needs to pass in order to pass Module 2, two of which need to be skills-based and two systems-based.
I thought I’ll start easy and chose to focus on skills for my first LSA. I thought I could teach speaking but I was quite surprised that I was expected to plan a whole 60-minute lesson focusing on speaking skills.
Until this point, I had only taught speaking as an incidental part of teaching reading, listening, writing, grammar, or vocabulary lessons. But speaking to our amazing Delta tutor, Beth Grant (if you get a chance to work with her, jump at it), I thought I could take this on as a challenge and learn to teach speaking not just in the brainstorming, activating schemata, or post-reading/listening discussions, but as a rightful skill in itself that deserved focused teaching of its various nuances. Come to think of it, this is why most students go to language centers or freelance teachers – to learn how to speak – and yet, most ESL teachers do not know or realize the value of teaching speaking as a skill in itself. (more…)
I’m so happy to announce my first-ever guest post on Ms.ESL. This one is by Stuart Price, a fantastic ESL teacher with about eight years teaching experience, who also happens to be my husband! Without further ado…
I love writing and I love teaching writing but since coming to Saudi Arabia, I have found it a tough task. When it comes to writing, Saudi students have a unique set of problems, apart from the ones that plague nearly all ESL students:
- the whole Roman script thing
- no vowels in Arabic which leads to astonishing spelling problems
- writing from left to right and
- a lack of ideas to put into a paragraph of short piece of writing
As well as the usual paragraph structure / ideas flow issues, this makes writing a particularly demotivating task for students here. But as I said I love writing and like a moth drawn to a flame, with the inevitable frazzled end, I can’t but try to pass on, if not my love, then at least a glimmer that it is possible to write 150 words about your last holiday or to cobble together a story from a picture board.
So I sat down and gave it some thought. And after some serious mulling I figured I would need a two-pronged approach to 1) address their structural / compositional needs and 2) increase the amount they wrote (to give them practice) but in a way that wouldn’t seem labourious, or like ‘oh-no-not-more-writing!’. (more…)
Whether you have zero experience teaching or a few years’ worth, if you are considering the CELTA, you have probably wondered what you will learn from it? There is a reason the CELTA is the world’s leading TEFL certification and even though the intensive course is only four weeks long, the CELTA certificate is globally recognized as one of excellence. So what tools can the CELTA give you which you will need as an ESL teacher? Or if you already have some experience, what new tricks can a four-week course teach you.
As a CELTA trainee back in 2009, I was one of only four people in my group of twelve that had no prior teaching experience. As I struggled to keep my head above water planning lessons, writing assignments (you can download my CELTA assignments here), and dealing with a two hour commute everyday (yeah, I lived in San Jose and drove to the BART, then took the train to San Francisco to attend the course.. I honestly don’t know how I ever managed to pass the course!).
Anyway, as a trainee all those years ago, all I knew at the time was that there was a very steep learning curve for me. Last year, after I did the CELTA Trainer-in-Training, I realized exactly how steep that learning curve is. (more…)