Authenticity as a Continuum

Reading Time: 2 minutes

My most recent publication is in the ELTED Journal, all about Authenticity in English Language Teaching.

This paper outlines a workshop which I conducted in Tokyo and Osaka in 2013 as part of an INSET program accredited by the Japanese Ministry of Sports, Education and Culture (MEXT). The course, entitled Using and Adapting Authentic Materials to Help Motivate Students, aims to give teachers a better understanding of the concept of authenticity as it realigns itself with the way English is used and taught around the world for international communication. My aims as the teacher/researcher were to understand more about how L2 teachers of English perceive the notion of authenticity and how this concept could be broadened to try and empower L2 users of English by helping them to start reconceptualising authenticity from a more international perspective. This paper first looks at some of the issues that arise when attempting to define authenticity and then, building on the distinctions laid out by Widdowson (1978), that authenticity is not something absolute but relative to learners, I suggest that authenticity might be best viewed as a continuum which incorporates international voices and moves away from culturally embedded definitions. With that in place I will describe the contents of the workshop, followed by an explanation of the data I collected as part of the workshop and how analysis showed that participants reported the notion of an authenticity continuum to be empowering and even increased their motivation to try and make their own classes more authentic.

In order to develop a more inclusive concept of authenticity, rather than trying for a single definition, authenticity should perhaps be seen as a continuum with various dimensions.

The Authenticity Continuum
The Authenticity Continuum

Read the full article here

Upcoming talks and conferences

Reading Time: 3 minutes

I have been busy lately. So busy in fact that I still have not written up my report of the lecture I went to see by Jenny Jenkins at Waseda University’s 3rd English as a Lingua Franca (ELF) International Workshop. Coming soon

One of the reasons I have been busy it that I recently completed a proposal for a large writing project which has been accepted to my great astonishment and delight. Again, I will post up more details at a later date when things are confirmed. I have also been sending proposals to international conferences and conferences here in Japan and I just wanted to share some of those here since I am hoping to meet the rare and wonderful people who read this blog and thank them for their support.

I am very excited to announce that I will be attending this year’s EFL Teachers Journey’s Conference which will be held in the historical city of Kyoto on June 22nd. My presentation will be in the category of  Narratives of teacher development and change in which I will talk about my professional development and how this has shaped and evolved with my beliefs about teaching and learning. I am especially excited about this conference because here in Japan I feel sometimes out of touch with the wider EFL community, and this conference seems to share some of my passions for narratives and research which focuses on individuals and their beliefs.  You can view the abstract here.

EFL Teacher Journeys Conference, Kyoto June 22, 2014
EFL Teacher Journeys Conference, Kyoto June 22, 2014

I will also be presenting at the British Association of Applied Linguists (BAAL) Conference in September. This conference is being hosted by the University of Warwick where I am a PhD student at the moment, so I am glad to be able to participate and present. My piece will be about a research project I conducted last year. I took the data from a teacher training session which is part of the Ministry of Education’s teaching licence renewal. I worked with Japanese high school teachers in Osaka and Tokyo and the research focuses on reactions to authenticity and an attempt to move away from the dominant culture of native speakerism by shifting the focus of authenticity into the realm of English as an international language. This will also be a published article which will come out later in the year:

Pinner, R. S. (forthcoming). The Authenticity Continuum: Empowering international voices English Language Teacher Education and Development, 16(1).

BAAL 2014: Learning. Working and Communicating in a Global Context 4 September - 6 September 2014
BAAL 2014: Learning. Working and Communicating in a Global Context
4 September – 6 September 2014

Finally, I will also be presenting at the JALT conference in Tsukuba in November. This presentation will be similar to the one I’m giving at BAAL – I’m too busy to do three completely different presentations. Having said that, I have already given two presentations this year which I failed to mention on my blog. I spoke at the fantastic LiberLit conference (click here for the full schedule) and I also participated as a speaker and panel member at the International CLIL Research Journal Symposium in April.

I've been busy
I’ve been busy

So, I’ve been busy. The PhD, the teaching and being a father is taking its toll on my hair colour and sanity, but at least I’m still passionate and enthusiastic about my work and my professional identity. If you have any comments please feel free to share and also, let me know if you will be attending any of these events or can recommend ones I am missing!

 

 

The Architecture of Language Reconsidered: Noam Chomsky Lecture

Reading Time: 6 minutes

Chomsky

 

 

 

 

 

 

Today on a very rainy day in Tokyo, I had the pleasure of watching a softly spoken 85 year old man stand in front of a microphone, speaking and answering questions on such diverse topics as chimpanzees, bird songs, software programs that try to pass university entrance exams and the choice of whether to use a hammer to build a house or bash someone’s face in. The speaker was Noam Chomsky, the world’s most cited living author.

I knew I might not get to see the Chomsky lecture. Seats were limited to 700 places and they were likely to be gone quickly. It was being done on a first come first served basis. What I didn’t know was that they were available from 8 am. When a student told me this at around 10:30, adding they were almost all gone, I ran to the auditorium but of course too late. This preamble is necessary as it was only thanks to my friend and mentor Makoto Ikeda that I was able to get to see the lecture, and not only that but from a seat from which, if I had wished, I could have thrown a screwed up piece of paper and seen it bounce of Chomsky’s head.

In the language instinct, Stephen pinker (a former colleague of Chomsky’s at MIT) mentions something about Chomsky being a pencil and paper theoretician. So, despite having a very cool poster for the lecture series event and lots of screens, theses were all turned off at the start of the event. Chomsky delivered his lecture with only a few pages of crumpled notes.

Chomsky was introduced twice and then, to my surprise, stood up to deliver his lecture. For an 85 year old to make his way all the way to Japan and still be lucid enough to deliver such a deeply technical lecture was impressive, but to do it standing I thought was just downright cool. He was cool, as well. In truth, being an applied linguist myself rather than a linguist, Chomsky sort of orbits my world rather like an impressive comet. Going to see his lecture was kind of like going to a rock concert for me. I didn’t expect to enjoy it in the moment so much, I just wanted to be able to boast that I had been. It was the experience I was after.

He did raise interesting points. His citation range was very deep, mainly historical and philosophical. He talked about Darwin on language and the meaning of ‘foremost infinite’. He also quoted Galileo on the alphabet being “an achievement surpassing all recognition”. But he was also contemporary and contextual, citing an article which had appeared just that morning in The Japan Times about a machine which could pass the Tokyo university entrance exams. He did point out that the machine was pointless, saying once it got in to University it would be finished.

Other choice moments were when he said language allowed for innovation without bounds, as language can engender thoughts in others. He also mentioned Humboldt, who said language made infinite use of finite means.

Then it got a bit technical, and some heads began to nod. Chomsky was talking about X + Y merge into Z and he kept saying merge over and over again. So I decided to survey the audience quickly and take stock of the cross-cultural elements and simultaneous translations that were taking place to accommodate people from diverse linguistic backgrounds. This is a strength of Sophia University and one that makes me proud to work here. There were people doing simultaneous translations into Japanese which was being relayed by headphones wirelessly. Pretty good. But most interesting were two separate sign-language camps. People were sitting in these camps and watching signers who had a feed to Chomsky’s microphone. What made this doubly impressive was that Chomsky, as I mentioned, is a soft spoken man. His sentences contain a lot of asides and can get quite embedded. He’s a mumbler too. All of which is part of his endearing demeanour but I couldn’t help but think that Chomsky wasn’t the only impressive linguist in the auditorium that day. I especially wanted to make a point of mentioning those heroic people who made Chomsky’s talk accessible for others.

It was a very interesting talk, and I felt a great buzz to be in the presence of such a famous man who I respected (note, there are more famous people than Chomsky who I wouldn’t throw water on if they were on fire in the street – celebrity isn’t a big wow for me). Great lecture or not, clearly the Q&A was always going to be the most interesting part. Even if you evaluate it only on the purely quantitative basis of how many notes I took. Looking back over my notes, Chomsky’s entire lecture, which lasted almost exactly an hour, took up two and a half pages of my little notepad. The Q&A took up five pages.

The first question was, in my opinion, the best. A girl stood up, thanked Chomsky for the lecture and then asked him a long question basically about his view on how language is used for some ill purposes, such as propaganda or worse when people don’t speak out at all when they should. It was a heartfelt question and one which beautifully synthesised Chomsky’s two main areas – linguistics and human freedom. His answer was fantastic. He said:

“Language is like a hammer. It’s just there for you to use. You can use it to build a house or you can use it to bash someone’s head in.”

Now that I write this up I find it interesting that he used a tool as his central metaphor for language, which reminds me of Lev Vygotsky.

Other choice quotes which I scribbled down as close to verboten as I could manage include:

“The States don’t need a State Secret Act if people are so obedient and conformist that they don’t question what’s in front of their eyes.”

He also talked about, following George Orwell, how ideas can be supressed without the use of force by the media and their agendas, which often lie in the pockets of wealthy capitalists. The media mind-control experiment is quite sickening to behold on a global level. Especially in so-called developed nations where we have a notion of free-speech, because there are observable trends in which freedom is becoming endangered right under our noses because we are lulled into a fake sense of security. Chomsky also said:

“Our intuitions about the world are a starting point for inquiry, but we can’t rely on them.”

An excellent call for people to exercise critical thinking, starting with their own beliefs and prejudices.

As a language teacher and applied linguist though (and also wanting to keep politics out of it since that’s the theme of his lecture tomorrow) I was very happy when a fellow British member of the audience asked:
“Is there any way your theories can apply to second language acquisition?”
To which Chomsky replied:

“Well, that’s really for language teachers to decide.”

That got a few laughs, but it also confirmed something I already knew about Chomsky. He’s not a language teacher, he’s a linguist.

Also worth mentioning was the rather odd moment when a person in the audience got the microphone to ask a question and then asked if he could use Japanese. There was an almost audible groan from the audience, I could feel the prickles as people wondered “who would come to a Chomsky lecture and ask him a question if you can’t even frame it in English?” Chomsky was trying to use a special headset so he could get the simultaneous translation. There was a bit of feedback from the microphone. The audience awaited the offending question. It was asked. I really had trouble understanding it, and unfortunately I couldn’t catch what the guy asked. It seemed to be something about building a house. It seemed to be related the first question, asking about his politics. The curators were making signs to each other to move on to another question, which was done swiftly. The next question came from on of the signing groups which I mentioned earlier. The signer stood up and signed his question to the interpreter. She translated it from Japanese Sign Language into English with an effortlessness that was impressive, and the question was beautifully simple. The man just asked “Are you interested in sign language” to which Chomsky basically replied “yes”, although in a lot more words. Another question came about music and language, and that’s how the birdsongs came up. There was another question about signing and Chomsky mused “do signers dream in sign?” indicating a possible area for research. And then the questions were over and the auditorium filled with applause.

For me, the most impressive thing was that Chomsky’s lucid mind (which must have been jet-lagged as well) was able to listen to questions on such a wide range of topics, many of which outside his specialism, and answer each one with relevance and insight in a way which was truly inspiring to behold.

Sadly I won’t be able to attend the lecture on politics tomorrow because the tickets are all sold out. Despite working at Sophia I was too late to reserve my seat and, as I mentioned earlier, I almost didn’t get to watch it today either. But it was hands down a fascinating and inspiring experience. Thank you again to Makoto Ikeda for getting me the seat, thanks to Sophia and SOLIFIC for organising the event and thanks to Noam Chomsky for coming all the way out here to engage our minds.

 

 

You will be able to watch both the Sophia lectures at this link http://ocw.cc.sophia.ac.jp/

Tokyo CLIL Workshop July 6th 2013, Senshu University

Reading Time: < 1 minute

This is a quick report on the workshop given at Senshu University last weekend. Many thanks to Stephen Ryan of Senshu for inviting us, to Kay Irie of Tokai University for her enthusiasm and support, and for leading a great panel discussion. We would also like to thank Mr. Tsuchiya at the Language Laboratory at Senshu which organised the event. We are also especially grateful to all the attendees who came and took part, it was a great day!

The slides are shown below in order of each presenter.

Makoto Ikeda – ABCs of CLIL

Richard Pinner – CLIL Demo Lesson: Factory Farming

Handout:

Chantal Hemmi – Critical Thinking in CLIL

Interview with Philip Benson – Autonomy

Reading Time: 6 minutes

 

This interview took place between Richard Pinner and Philip Benson via Skype. Philip Benson is a leading researcher and expert on Language Learner Autonomy. He is the author of several books on Autonomy and currently teaches at the Hong Kong Institute of Education. 
 

07/12/2012

RP: First, the new edition of your book. Is there anything new in there that wasn’t in the first edition?

PB: Yes, there’s a lot more. It says on the description of the new edition that there are over 300 references added. The first edition came out in 2001, and at the time I tried to do all I could to gather the most important aspects in the field from the last 30 years. But in the last ten years or so, a lot of new work has been done and the amount of research has almost doubled, all in just the last ten or so years. There have been a lot of important developments since the first edition, so the second edition brings everything up to date. There’s also a section on teacher autonomy there too, which wasn’t in the first edition. Also, in the first edition there was already a section on technology, but that’s been significantly expanded now. Obviously the technology then and now has developed a lot, particularly in things like communication and the widespread use of the internet.

RP: So well worth purchasing, even if you have the first edition. I’ll have to go on amazon, because I’m still on the old edition. When I saw you speaking at Temple University, Japan, which was part of the Distinguished Lecturer series that they offer, you dedicated a fairly significant amount of time to your definition of autonomy. Is that also something that is new in the second edition?

PB: No, actually that is work which mostly carries across from the first edition. What I’ve been doing recently is investigating the idea of capacities for control, but that definition hasn’t changed since 2001. I don’t think it’s useful to add more definitions and to keep trying to come up with new ones. Obviously, what we need to do is to drill down into it, rather than widening the definition beyond something that’s useful. I think if we are going to get anywhere then we all need to be talking about the same thing and using terms in the same way. In my definition, I refer to autonomy as “a capacity to control learning” and I’ve just been trying to further define each of those terms.

RP: So, how did you first get involved in working with autonomy?

PB: Well initially it was through technology and my involvement with CALL. Basically, in one of the places I was working they decided to set up a self-access centre, and because I was into computers they asked me if I wanted to be involved in that. When I first started working in autonomy, I suppose I was initially approaching it from a self-access viewpoint, but of course the more I got into autonomy, you know it developed and there is a lot more going on.  I have a background in CALL. Back in the 80s and 90s CALL was about creating programs or applications for language learning. But now, CALL also features an aspect of globalisation –of how people are using technology socially now. Technology has really advanced, so, it used to be that you would look at a program and think “how can I make this better for language learning?” and you would develop the software. But now, you can’t possibly create anything as good as what there already is. You couldn’t create anything better, than, for example YouTube.

RP: So you initially got into autonomy as a natural progression of your interest in technology’s use in language learning? That’s really interesting because that’s quite similar to me in fact, I initially started this blog to be all about CALL and technology, but now I’m more interested in technology and motivation, particularly authenticity and motivation, which I suppose YouTube is a good example of authenticity. In your lecture, you mentioned that there are of course strong conceptual links between autonomy and motivation…

PB: Yes…

RP: … and you said that when students ask you, or you know, say that they would like to write their thesis on the link between autonomy and motivation, you usually advise them not to do it!

PB: Yes, well. I think the thing with autonomy and motivation is that, as you say, there are some strong conceptual links there and in fact there is often an overlap in the terminology. I mean motivation, it was really Deci and Ryan, when they proposed Self Determination Theory, autonomy is a component of that. What they argue is that motivation is dependent on three things; autonomy, competence and relatedness. They talk about autonomy as a kind of freedom. In my breakdown of the term “capacity” in the definition of autonomy, I talk about freedom as being part of the capacity for control, and that’s obviously an aspect of autonomy but I think they are slicing the cake differently.

RP: So when they talk about autonomy in Self-Determination Theory they are talking about the freedom to be able to choose what they learn rather than being forced, say, by having to do a compulsory course?

PB: Yes, I think so. So I think that we are in agreement there, but for me autonomy is about more than just freedom as well, there are other things that we look at when we study autonomy.

RP: Right, I see. I’ll have to bear that in mind when I work on my PhD because my tutor is Ema Ushioda, and she was primarily concerned with autonomy and then she got into motivation research through that.

PB: Yeah. Well, as I say there are strong links between the two, but as I said in the lecture at Temple, there is a widespread problem in Applied Linguists in terms of defining abstract concepts, such as autonomy and motivation.

RP: And I’m foolishly trying to tie up three of them in my research. Sounds like I need to do a lot more reading. Do you have any new books coming out in the near future?

PB: Yes, actually, a few things coming out soon. At the moment I am working with sociocultural theory. There is a new book coming out, which is one I’ve co-edited with Lucy Cooker. It’s called The Applied Linguistic Individual: Sociocultural Approaches to Identity, Agency and Autonomy and it’s part of the Studies in Applied Linguistics series published by Equinox. It’s going to feature chapters from experts in the field of sociocultural theory, such as people like James Lantolf and Martin Lamb. One of the criticisms some people have levelled against autonomy research was that it was too individualistic. This book aims to bring the importance of the social context of autonomous learning out. It’s an examination of how individuality is conceptualised. So that’s been really interesting to work on and the book is coming out at the start of next year. The other book that I’m doing is called Narrative Inquiry in Language Teaching and Learning Research which is published by Routledge in the Second Language Acquisition Research Series. I’ve co-authored this book with Gary Barkhuizen, and Alice Chik.

RP: So you’ve been very busy recently I take it?

PB: Always busy. But in terms of current research, right now I’ve been looking at a lot of what happens outside of the classroom. Again, going back to YouTube, there are thousands of people out there it seems who are using YouTube for language learning. If you look at the comments below the videos, it seems very clear that a lot of these people are practising their second language skills, and there is evidence of them using YouTube for development. Now, there are lots of people doing what we call “translanguaging” which is things such as  a Chinese star speaking English in an interview, or an American singing a song in Chinese in Taiwan. And if you look at the comments on there, there is a lot of evidence of language learning taking place. There are people commenting about accent or pronunciation, sometimes aspects of grammar. This is a project that I am currently working on at the moment.

RP: That sounds very interesting. Well, thank you so much for your time and for the very interesting conversation.

PB: Ok, thanks very much.

 

 

 

 

 

 

 

 

 


Phil Benson – Autonomy Lecture at TUJ

Reading Time: 4 minutes

I attended the lecture given by Professor Phil Benson as part of the Temple University Japan Distinguished Lecture series. Previously I have attended a talk by Ema Ushioda in the same series and I always find them to be of interest. The first three hours are free, but for a small fee of 12,000 yen you can attend the full weekend of workshops. Sadly, due to work commitments I was only able to attend the first three hours. What follows is a breif description of Professor Benson’s lecture.

Phil Benson is a leading expert in the field of learner autonomy, and he literally wrote the book on it.

 

Professor Benson works at the Hong Kong Institute of Education.

Benson started off the lecture by talking the difference between learner autonomy and autonomous learning about what he had identified as the six different definitions of autonomy.

Learner Autonomy Autonomous Learning
Independence from teachers or teaching materials Learning by yourself (naturalistic)
Independence from teachers Learning by yourself (self-instruction)
Initiative in learning Self-initiated, unpredictable learning behaviour
Responsibility for learning Self-directed learning, learners make decisions.
A capacity to control learning Learning that displays a capacity for control.

Benson’s own definition is the last one in the table, that learner autonomy is “a capacity to control learning.” He then went on to expand on this and to break the components of capacity and control down into how they relate to the learner and their context.

What is a capacity?

 

 

 

 

 

 

 

 

 

When talking about the word desire he explained that he had purposefully avoided the term motivation because of what he termed to be a widespread problem in the field of applied linguistics in defining abstract concepts. He went on to explain that Autonomy suffers from the same issues, i.e. that short definitions tend to be too broad and all encompassing, whereas longer definitions exclude too much. He acknowledged the overlap between authenticity and motivation, but joked that when students wanted to write their dissertations about the links between autonomy and motivation he usually discourages them from doing so because it would be too much of an abstract set of concepts.

Benson then explained what he meant by control. He had done a meta-analysis of the research in order to see how the word control was used in relation to language teaching and learning. This lead him to arrive at the following categorisation, which he explained whilst pointing out similarities with the term capacity, although the two do not map perfectly onto each other, he noted.

Controlling What?

 

 

 

 

 

 

 

 

For Benson, autonomy has moved a long way from being synonymous with self-access or self-study. For him the autonomy debate is much more of a conceptual question which relates directly with what approach is used in class and how teachers and learners interact in and around the classroom. However, he acknowledged that much of the work on autonomy focuses on adult education and his current research at the Hong Kong Institute of Education has brought him into contact with teachers who work at schools with young learners. He sees no reason why autonomy should be limited to adult education.

He also quipped that in many ways the teacher is seen sometimes as the enemy of autonomy because they impose what is learnt on the students, preventing them from choosing themselves. Benson advocated that ‘control over the learning content’ or learners having a choice of what is learnt is central to autonomy. For me, this is what made the session very relevant to my own research into authenticity. Benson’s ideas on the need for interest and choice in the content being used for language practise strongly coincide with my own on authenticity (see Pinner 2013)

Benson also talked about who controls the learning, and how there are many constraints on autonomy. He mentioned a recent study he had done (Benson, 2010) where teachers had attended an autonomy training seminar, but said after that they could not initiate such a methodology in their own class because they thought parents would complain, despite the fact that no parent had ever previously complained about such an approach. Finally, Benson talked about how students learning experiences of constraints of autonomy are all mediated through teacher. Despite pressures from the government and the department heads all influencing the teacher, the students’ experience of this all comes directly from the teacher and thus teachers are usually seen as the ‘enemy’ of authenticity.

This led the session onto a discussion about teacher autonomy. Benson said that teacher autonomy may be an unuseful [sic, un-useful as in not very useful but not useless] phrase because it is very different conceptually from learner autonomy. Unfortunately in the three hour session there was not enough time to get into detail about this, and this was another reason why I wished I could have attended the full weekend session.

Overall this was a really enlightening session and I took a lot away which I think will be useful in my research. I gained a better and updated view of what autonomy is and how it is being researched today.

References

Benson, P. & Voller, P. (Eds.) (1997) Autonomy and Independence in Language Learning. London: Longman

Benson, P. (2001) Teaching and Researching: Autonomy in Language Learning. London: Longman Pearson

Benson, P. (2010) ‘Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching’. Language Teaching Research, 14 (3), 259-275.

Pinner, R. S. (2012) “Unlocking Literature through CLIL: Authentic materials and tasks to promote cultural and historical understanding” in Watanabe,Y.,Ikeda,M.,&Izumi,S. (Eds). (2012) CLIL:New Challenges in Foreign Language Education. Vol. 2,Tokyo:Sophia University Press.

Mind the Gap

Reading Time: 3 minutes

 

 

 

 

 

 

 

 

Do you need an MA to be a better teacher? How does learning about theory help you improve your practice?

There is a big gap in language between theory and practice. This is not just true of language teaching, but of many professions and especially more generally in the field of education. There are obvious exceptions, and we try to be one of them here at engnet-education, but for the most part practitioners are too busy with planning and marking to keep up to date on the theoretical side, especially when they perceive it has no relevance for their actual teaching. A good example would be the classic debates about things such as Universal Grammar, X-Bar theory and of course the critical period hypothesis. If you are teaching adults, the critical theory hypothesis – which states that there is a particular age after which learning a second language becomes much more difficult – will be of no use to you because you can’t simply tell your adult learners to all go back in time and study hard when they were children. In the same way, X-Bar theory is of no use to someone, even if you are teaching grammar specifically, because X-Bar theory is only useful to fill holes and add credibility to the idea of Universal Grammar. Even if you agree with Universal Grammar, it doesn’t help you teach a language. Why should teachers and practitioners trawl through peer reviewed research journals about these issues unless they can be fed back into class?

In the same way, theorists will have little or no contact with practitioners when they are researching abstract concepts such as whether language is innate or whether chimpanzees can be taught sing language. However, the examples I have just presented above are in fact extreme and they are really not illustrative of the field of applied linguistics and language teaching. There are countless theories from applied linguistics and even linguistics which have direct relevance on the things we do in the classroom to help our learners acquire language. The Involvement Load Hypothesis is a good example, it can directly influence materials design and the way we structure tasks in the classroom because it shows what type of activities are better for learners in retaining the vocabulary they have learned. For a summary see my essay here. Also, Speech Act theory, although in itself a rather abstract and yet at the same time obvious set of characteristics about how discourse works and what effect it has, can be adapted for the use of developing authentic materials with realistic dialogue and context.

There is a lot more cohesion these days between theory and practice, but people still talk about the gap as if it were a chasm. It is much closer to a simple step like the one on the London Underground – as long as you know it’s there it is not hard to step over it.

If you would be interested in doing a course all about language learning theories that can directly influence your teaching please get in touch with us. I also heartily recommend doing a Masters’ Degree if you are particularly keen and want to seriously enhance your career. King’s College London, the University of Warwick, Manchester all offer good programs which are well respected. Feel free to use the comments box below to add any other programs and thoughts on this topic.

The new ‘dog ate my homework’ & the importance of Backups

Reading Time: 3 minutes

Believe it or not, I once used “the dog ate my homework” as an excuse for not doing my French homework. It has, for a long time, being a standing joke that this is the worst and most inexcusable excuse available to students. However, there is a new “dog ate my homework” which I have been hearing students use more and more and which I find equally inexcusable – “my hard drive died”.

As someone who encourages students to type their written assignments and to submit them online through email or through a moodle assignment activity, I hear excuses about lost work which was not backed up quite often. I am quite religious about backing up my own work, ever since a close friend turned to me and told me he wouldn’t know how to continue with his life if he lost all the work on his computer. We have moved on from a society that uses floppy disks and CDRs to store our important files. With digital cameras and online shops such as iTunes and Amazon.com selling music and films for download, many of us now have considerable capital invested in the contents of our hard drives. On my hard drive there are several gigagbytes of films, music and software not to mention all my recent photographs and a growing collection of essays, articles and lesson plans. If I were to lose all this it would be a very crushing blow, something akin to having my house burgled. And yet, computers and hard drives are much more likely to go wrong than a person is to get burgled.

I use several applications to securely backup and synchronise my work. My virus and PC security software is Norton 360, which comes with a small amount of online backup storage which can be scheduled to run automatically. This space is just about enough to backup email contacts, browser favourites and so on. However, for browsing I use XMarks, which is fantastic as it not only backs up your bookmarks but it also synchronises them with another computer and allows you to access them from the cloud on any machine. The other service I couldn’t recommend highly enough is Dropbox. I find this invaluable both as a cloud accessible online storage service and also as a synchronisation tool between my desktop and laptop. It is incredibly easy to use, after installing the program a simple file is created in the My Documents folder and you can simply drop files in there and they will be backed up automatically. If you have more than one computer, the next time you turn it on the new files will be synchronised as long as you have Dropbox on there and registered.

Of course, there are limits to these cloud services, especially for things such as my lesson bank and music files. I invested in a 1 terabyte external hard drive a while ago and I use a free program called FreeFileSync which is very versatile and allows you to create automatic or mirror backups in just a few clicks. Of course, some people create .bat files and use scheduled tasks to automate this process, but I find this method works best for me as I use my computer at different times of the day and night and scheduled tasks don’t always get the chance to run.

When I begin a term and meet a new class of students, I think it is important to explain to them clearly and in no uncertain terms that lost homework from failing to have a backup will not be accepted as an excuse. It is not only a bad excuse, it is a dangerous lifestyle choice to fail to keep your work backed up at all times. If students don’t have a USB stick or don’t want to use any of the free services such as Google Docs, Hotmail SkyDrive or Dropbox then they can simply email themselves the essay they are working on and that will also suffice as a backup.

Although we often think of our students in terms of ‘digital natives’ I think that we can easily forget that they are not digitally experienced although they are digitally literate. Unless you have experienced first hand the pain and frustration of losing a body of work due to hardware malfunction the hard drive can seem like too much of a robust and impenetrable safe box. If we can explain this issue to our students then we not only teach them the worthlessness of the dead drive excuse, but we may save them from the  genuine danger of losing their work.

ELTons 2011

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Good news! The British Council’s prestigious ELTon Award for Innovation in ELT has shortlsisted my colleagues and I from Kaplan International Colleges’ Learning Innovations department for our work on the distance online course which we created. Very pleased to be on the shortlist, the winner will be announced at the ceremony on the 23rd of February.

Click here for a list of other shortlisted applicants and to see the ELTon awards’ website.