Whether you find yourself addicted or at a loss when it comes to things like Facebook and twitter, more and more people are using social networks for personal and professional reasons. For example, LinkedIn has active discussions about language teaching and various professional groups of teachers and applied linguists. Many schools and institutions have Facebook pages which they use as an extension of the school’s social programme, and thousands of people stay up-to-date using information from twitter. These sites all have valuable applications for language teaching, not just in the ways described above, but as part of actual lessons as well. In this article I am going to discuss the reasons social networks can provide such rich and authentic language practise for students and explain ways to keep your own private life separate from your professional use of social media in class. I will also discuss some simple practical ideas which you could easily use in your own classroom.
Many teachers who use social networks in their personal lives may not know how they could be used for language teaching. If that is the case, what about those teachers who are not even comfortable using social networks in their personal lives, let alone in a professional context? In my work I have encountered many people who admitted they could see the value of social networks for connecting to other learners and speakers of the English. This is especially true for teachers in an EFL context where the students do not get many opportunities to interact with people outside of the classroom. Unfortunately, there are two major problems with social networks for language teaching. Firstly, many teachers may not wish to mix up their own personal lives with their professional lives (such as adding students as friends on Facebook) and secondly, teachers might feel uncomfortable about advocating for their students to make contact with strangers through a social network, especially if you teach younger age groups. A third complication could be that some teachers are unfamiliar with social networks even for personal use, and as such feel that they could not possibly recommend them to students.
These are all valid concerns. In order to avoid these problems it is important to start off with security in mind. The way social networks function is by having users enter personal information about themselves, which is then searchable by other users. All this personal information is stored in a database and much of the information provided is available for anyone to see and search. If users are not careful then it is possible to gain phone numbers, addresses, birth dates and even find out where people are going to be at a particular time. It is often possible to get all this data simply by looking at the information that comes up when you view someone’s profile. For this reason, I recommend you take one of the many quick privacy reports before even attempting to use social networks with your class. You can also view recommendations about how to improve your privacy settings there and improve your privacy rating. Once you are comfortable about your own online privacy you can turn to your students to ensure they do the same.
If you are planning to add your students as friends it is highly recommended that you make your profile as private as possible because your students and your friends will get mixed together and that could lead to issues. A possible solution is to have two accounts, or if you are uncomfortable having your students as ‘friends’ on Facebook then simply don’t accept their requests. You can still utilise social networks in your class without adding your students as friends.
Here are a few tips for teachers to remember when using social networks with your students.
Don’t get caught with your pants down. If you do have deeply personal content in your profile or on a site, request that it be removed or remove it yourself – this is good general practice. Alternatively, you could avoid getting into these situations in the first place, whichever is easier…
Test the sites are accessible from the students’ machines. If you plan a lesson involving the use of a site such as Facebook, always check that you can access the pages you intend to visit from the students’ machines, preferably using a student login otherwise your entire lesson could be ruined.
Keep the class together. You can create a group or page which is especially for your class, so you can keep members organised and together. If you create a group, you can also connect with students without having to add them as friends, thus ensuring privacy for you and for them. This is also how many institutions manage their students on social networks.
Each of these may require a little bit of work in terms of learning your way around whichever particular site or social network you have chosen to use, but the knowledge will help you maintain your professional image online.
For anyone unfamiliar with the term, netiquette is etiquette for the internet. Your students will hopefully have a good idea of what it means, but it never hurts to go through the list with them for good measure.
make contact with people you don’t know or have never had previous contact with unless there is a good reason.
accept connections with people who you don’t know or have never had previous contact with unless there is a good reason.
post offensive materials or comments which may offend other users or result in you being banned from the site
reply to other people’s public posts about topics which are of interest, even if you don’t know the person this is ok. For example, if you are fans of a celebrity who has a public fan page, or members of a particular group online, it is fine to chat and respond to people’s posts on these public areas because the nature of the discussion is open. This is not the same as sending a friend request to someone you don’t know.
check back on the site in your free time and see if someone has responded to your post.
The above rules of netiquette are by no means extensive, but if you go through them as a brainstorming activity with your students before attempting any of the following practical ideas I am sure you will compile a comprehensive list.
Some Practical Ideas
Below are a few lesson plan ideas which you may wish to use. They use a variety of different sites but hopefully the general ideas could be exploited in other ways for more variations.
Agony Aunt / Problem Page Lesson
This lesson works well if you have been learning about ’giving advice’ in class and you would like to give your students some authentic, meaningful interaction with other English speakers. Although you may need to screen the pages you use carefully, you could take your students to a site which allows people to write in with problems or ask for advice. First your students could create their own posts asking for advice (make sure they only write about something they are comfortable sharing with the class, such as the feeling that they are not learning fast enough or have no one to practice with. If they can’t think of anything they could write it on behalf of an imaginary friend). After that they should follow the thread and also try to reply to some other people who are having a problem which they think they can help with. Although it may sound risky, I have done this lesson a few times with mature classes and students always get a lot out of it. If you explain that the class will be sharing the posts then people generally do not post up anything too personal or that they are uncomfortable sharing, and my students are always respectful of other people. The real advantage of this lesson is that it goes beyond authenticity and is actual real world use of the target language. This really gives such a class the edge over any contrived language practice lessons. A lot of rich, real language also comes out of these lessons, which students can ask about and share in class later. This project can span several classes and provide a great deal of rich authentic language interaction.
There are lots of groups on Facebook and other social networks which are specifically for language learning. For example, the BBC has a learning English Facebook page which allows wall comments and photos. This is a great place to get your students commenting on things and replying to posts. They could ask questions about something specific on the wall or post a link to something they found useful. Although this might not take a whole lesson, it could be treated as a homework or used as a study suggestion. Alternatively, you could have students go and post something on the wall and search other posts for something interesting to share with the class. The Facebook page is also a great way to run services such as word of the day and to promote school excursions, or to run study-buddy pairing.
If your class enjoys a bit of competition, why not ask students to create a new twitter account and to see who has the most followers after a week, who can manage the highest number of tweets in a week, and who can manage to get a famous person to follow them. There could be a running commentary of the scores going on over the course of the week and the final lesson where the winners are announced should be quite exciting. Twitter is also a great media for the consequences game, where students contribute blindly to a story and read the final result at the end.
These are just a few ideas but as you can see, there is no need for privacy to be invaded or personal space encroached on just because you are using social networks with students. The key is to try a few of these things out yourself (perhaps in a language you are learning yourself) and then get the students to have a go.
Despite the precautions needed to ensure privacy for yourself and your class, there really is a lot of scope for using social networks as part of a class. In addition, the benefits for students in terms of meeting other people to practise with and retain contact after the course is finished make using social networks a very powerful tool at the language teacher’s disposal.
originally published in Modern English teacher, 20(3), 37-39. 2011.
It was a nice surprise to see that my own article had appeared on the RSS feed from Language Teaching Research as the advance online access is now available! I have had this RSS feed on my blog for several years and now finally I have a paper in this excellent journal, which is ranked 40 out of 169 journals in Language and Linguistics.
Seeing this made me take a snapshot and draw a smiley face (using a mouse hence very crudely) which I now wanted to share with everyone!
Here is a link to the article, which outlines my use of Self-Assessment to increase autonomy and motivation. The paper is practitioner research, using narrative inquiry and exploratory practice.
I would also like to share another article which was written by my good friend and colleague Robert Lowe which looks at the Shadow Education industry of Japan, specifically Juku or Cram Schools and their impact on ELT. The article is really interesting and I agree with his call for more research in this area. Here is the link.
Continuing the spirit of sharing, I would also like to note that the fantastic TEFLology Podcast has received a favourable review on Russell Mayne’s excellent Evidence-based EFL blog.
So, good news all round and here’s to a productive and insightful 2015!
This weeks’ TEFLology Podcast features a guest speaker – me! I was very flattered to be invited by the TEFLologists to their top-secret recording location where we discussed Steven Krashen, Teaching foreign languages at Primary schools and of course authenticity.
The main thing about the conference was that it was quite focused, intense and engaging. There were about 170 participants and the conference lasted three days. Each day I was travelling by bus to the campus early in the morning and returning late at night, mainly due to the excellent social events attached to the event and the many friends (new and not so new) that I was meeting and talking with as well. In this short write-up I will go over each plenary chronologically, mentioning any particularly interesting parallel sessions as well. However, in the interests of brevity, I will leave out the main content of each one. This is mainly because the entire conference was designed as a kind of ‘book launch’ for the edited volume by Dörnyei, MacIntyre, and Henry (2015) which is released by Multilingual Matters.
The first plenary was by Diane Larsen-Freeman, who talked about the field of motivation from an outsider (her own) perspective. This was an excellent plenary, and Diane was a great person to start the conference off because the main theme of the event was to see to what extent Chaos/Complexity Theory and Dynamic Systems Theory (DST) can facilitate a better understanding of the nature of L2 motivation. She gave a detailed and well-informed overview of the history of L2 motivation, and in particular highlighted elements that showed how well DST could complement the field. She put up quotes from Zoltán Dörnyei and others in which words like “complex” or “dynamic” or “interactions” were already being used to describe motivation and the way it changes and adapts over time. This was interesting, and provided an important starting point for the rest of the conference. Although Diane Larsen-Freeman’s plenary was excellent and provided a great tenet for applying DST to L2 motivation, I would have liked to have a bit more of an explanation about exactly what DST is and the basics of how it works. I have read papers about DST and Chaos/complexity theory, but I still felt a little lost at times when people spoke about attractor states and state-space landscapes. Dynamic Systems Theory is a complicated and technical theory, one which is used in physics and astronomy as well as multiple other disciplines. For this reason, although I have done some reading on the theory (De Bot, 2008; Larsen-Freeman, 1997; Larsen-Freeman & Cameron, 2008a; Martínez-Fernández, 2008), I still felt that some of the more technical aspects that occurred later in the conference (not so much in Diane’s plenary) were over my head. Luckily, this was addressed later on, on the last day of the conference during the panel. I will revisit this later, but during the closing panel Diane was asked to stand up and give her take on the conference. She said that for her “Complexity theory is a theory about teaching” and it reflected the interactions that take place in the classroom. All theories are tools for understanding, as Kim Noels later said, and Diane Larsen-Freeman certainly echoed that in what she talked about.
The second day was kicked off with a plenary from Zoltán Dörnyei. Before I mention his speech, I should also mention the wonderful introduction that was given by Marian Williams. Rather than introduce the man whose work we all knew so well, she told us that despite his fame he was not recognised by Microsoft’s spell check, and she read out the alternatives that it offered her. As she was talking about when she went to Hungary twenty years ago to meet Zoltán, a butterfly flew into the room. The butterfly was fluttering about during the whole introduction, and also parts of Zoltán’s talk. This seemed very apt to me and to others in the audience – it seemed to be a not just a reference to the butterfly effect which is an essential component of chaos theory, but also it represented the playfulness and joy that Zoltán himself exhibited throughout the conference. Zoltán’s plenary was a very interesting personal narrative of his experience from within the field as it changed and evolved from what it was in the early nineties to what it has become now. He talked about the paradigm shift that is taking place in applied linguistics and SLA in particular, and he regarded this as a good thing. He also criticised some of his own old models for being too linear, and he was visibly excited about complexity theory and the more dynamic representations of motivation it allows. However, in Larsen-Freeman and Cameron (2008b) the research methods which best fit DST are described unequivocally as being qualitative in nature, and obviously this could be a big problem for the field of L2 motivation, which has for a long time being marked by a preference for large-scale quantitative studies. This is something which Ema Ushioda has spoken about (and against) for some time (Ushioda, 2009, 2011). However, Zoltán Dörnyei pointed out that it would be counter-productive to ignore or forget all that has gone before. He concluded by advocating mixed-methods research as the best way to investigate motivation as a complex dynamic system, and he argued for research that focuses on the whole system and seeks for a holistic understanding rather than isolating certain components. This seems to be something that his students (many of whom were represented or presenting at the conference) have taken on already, and many of the papers being presented were mixed-methods. However, with this approach there is still a danger that the quantitative results are given precedence and that the qualitative data takes a back seat. This is not necessarily always due to poor research design, but this is a kind of washback effect of the field. For example when I was trying to get my MA thesis published I sent it to two journals, both of which came back with comments asking me for more focus on the questionnaire and quantitative elements of my study. I noticed too, that many of the parallel sessions I attended exhibited a preference to the quantitative data. Zoltán himself described such data as “nice” and describing a “perfect world” or “simple” view of it, although he also said that such quantitative data was failing in a big way to describe dynamic interactions. Zoltán highlighted the importance for journal editors and publishers to be more accepting towards qualitative studies. When somebody like Zoltán Dörnyei says such a thing, I think it really is indicative of a paradigm shift. Overall his plenary was excellent and provided a lot of food for thought, and made me very excited to see the book Motivational Dynamics in Language Learning. There was also a “random alligator” in his slideshow, which nobody knew why it was there. This was picked up on by many other presenters and became a kind of meme in the conference.
After that the first parallel sessions broke out. In the interests of brevity I will only mention the most notable sessions that I watched, and of course there were many great sessions that I watched, and even more that I missed. It really was painful sometimes choosing whose session to watch, since they all looked fascinating. Amy Thompson gave a very interesting talk about the anti-ought to self, in which she provided a very strong narrative of her research with very engrossing personal stories from two different learners. She talked about threatened or eliminated behaviour, giving the example of telling a child not to get a tattoo so the child gets one, and how this is a common cause of psychological reactance. She concluded that the anti-ought to self was initially a conflicting component of motivation, but that often it became complimentary, and she highlighted the small choices and chance decisions that contribute to people’s shallow and deep attractor states over time. Christine Muir gave a fascinating talk about Dynamic Motivational Currents or DMCs, and I also enjoyed Kay Irie and Stephen Ryan’s fascinating talk about learner’s self concept before and after study abroad programs, something which is certainly a big topic in Japan where I work. Their work used narratives and an interesting Q-methodology approach which allows for quantitative data whilst still prioritising qualitative methods and insights. Using narratives the authors were able to get their participants to reflect on powerful self-defining events which the students may not have realised the importance of until they were asked to provide the narratives.
After a short coffee break it was time for the third plenary by Kim Noels, who talked about Self-Determination Theory (SDT), using the example of an amoeba (self) and a paramoecium (L2). She also told us about an interesting project at the University of Southampton’s Centre for languages, linguistics and area studies (LLAS) which uncovered 700 reasons for studying a foreign language. Like many who subscribe to sociocultural perspectives, she argued that identity is negotiated through social interaction and that “SDT is a useful lens to understand dynamic systems theory”. She mentioned that all theories are tools and these tools are supposed to help us to understand reality. She also inserted a random alligator in reference to Zoltán Dörnyei’s early image and that got a lot of laughs. She ended by telling us all about the International Conference on Self-determination Theory which will be taking place next year.
After Kim Noels’ plenary I attended a parallel session by Tammy Gregersen and Peter Macintyre, which detailed their teacher training and empowerment sessions. It was presented brilliantly and featured a lot of practical ideas from their book (Gregersen & MacIntyre, 2013) which I ended up going and placing an order for since I was so impressed. The next session I attended was by Yuzo Kimura who talked about teacher motivation and self. He used retrodictive qualitative modelling in the form of an ethnographic narrative of one Chinese teacher of English. What he discovered when interviewing his subject that really struck me was that in his 7 year longitudinal study his participant talked about her “shame” in being an L2 Chinese teacher of English, even though this person was clearly fluent in English. This has confirms my own research findings (Pinner, 2014) and is the main impetus behind my advocating a more in-depth look at the concept of authenticity as it relates to the self and motivation. Kimura (2014) provides more detail about this in his chapter in The Impact of Self-Concept on Language Learning (Csizér & Magid, 2014) which I purchased from the Multilingual Matters stall at the conference. The next session I watched was by Julia You and Letty Chan about Imagery in the L2 Self. The looked at 164 participants and presented a mixed-methods study which showed how imaging the self is an essential part of the process of actualizing your ideal and ought to selves, and that in the process of imaging one’s self affects not only the self but also the process of learning.
The final plenary of the day, and for me the most exciting one, was Ema Ushioda. Ema was, as usual, an engaging and well-laid out speaker. Her talk focused mainly on research methods, and of course she was fundamentally advocating the need to consider person’s in context and see our research subjects not as subjects at all but as people, as individuals (Ushioda, 2009, 2011). But she was certainly aware of the impracticalities that doing such rich and in-depth research would entail, and I suppose the key word for her presentation would have to be “however”, since almost every methodology she looked at had its flaws. I was very intrigued when she mentioned something she called ‘trace data’, and I thought “that’s something I want to be doing”. I was very relieved when she came to the end of her talk and outlined the various and multi-modal methods of collecting such data and I found that I was already doing most of them for my PhD research, even the cool sounding trace data! It shouldn’t have been so surprising really, since she is my supervisor, but I was still happy to know I was on the right track, especially with my first panel meeting looming in the nearby future (the main reason I was in England). Trace data, for those interested, is data which is collected mainly through online interactions, and is an “unobtrusive approach to collecting naturally occurring data”. One example would be the interactions of a user on social networking sites or discussion forums, since these leave time-stamps and other identifying marks which makes them perfect as data snapshots, they are also naturally occurring and unobtrusive (provided you have the permission of the participants). The crux of Ema’s argument was the distinction between etic and emic research, and she mentioned Adrian Holliday’s term about the “small culture of a classroom” (Holliday, 1999), and her talk made me want to dive back into my classroom and carry on with my research, as well as filling me with confidence about my panel (which was a bit tough as it turned out!). Much of the methods she drew on came from Rodriguez and Ryave (2002), and when I pointed out to Ema that her recent work seems to be mainly dealing with research methodology these days and I wondered if she planned to write a methodology book, I was a little disappointed when she laughed the idea off. A gap in the market?
On the final day of the conference, Peter Macintyre’s final plenary was great as well, in which he provided insights into doing mixed-methods research, but one which focuses on events and context. He used the fascinating example of the Ryōan-ji garden in Kyoto, which contains 15 rocks but wherever you stand in the garden you can only ever see as 14, you can never see all 15 rocks at once. He used this to highlight the importance of perspective when doing research into motivation. He advocated an idiodynamic approach to motivational research, and he even has special software which can help. The method basically looks at general trends but also looks at outliers, and it does not discard the differences from the norm. That way, results are more about the whole picture rather than the generalisation. This was an excellent lead-in into the talk I attended straight after by Damon Brewster and Kay Irie, in which they presented a long longitudinal study spanning over 5 years – the entire length of their subject’s undergraduate degrees. It was an honour to be present at the talk in which they both finally seemed to gain a sense of closure on what had been a long and clearly invigorating topic in which they had used narrative case-studies to examine persons-in-context. Rather than summarise, I would simply mention two excellent papers of theirs in which they discuss some aspects of this research (Irie & Brewster, 2013, 2014). Next I watched fellow PhD student (also under Ema Ushioda’s tutelage) Gosia Sky in her enlightening discussion of Dynamics and Complexity in Teacher Motivation. Her research revealed some fascinating insights (which also corroborate my own research on the authenticity continuum) about how L2 teachers of English perceive themselves with regard to native-speakerism. Gosia said that she was not even looking for this type of finding, but that it arose naturally from interview participants as her line of inquiry developed. We were very interested to meet each other at the conference and excited to learn that much of our research interests converge.
Finally, there was the Panel which featured Martin Lamb, Judit Kormos, Zoltán Dörnyei, Peter MacIntyre (who could only attend the last part), Kim Noels and Ema Ushioda. It was chaired by Alastair Henry and for me this was the climax that the conference had been building towards. Each panel member gave an individual address and then took questions from the audience in which they chipped in as and when they felt moved to do so. I could easily write another 3,000 words on all that was said here, but below is a chart which summarises basically what each speaker said that stood out most for me:
Exciting new paradigm shift. What is the Ideal Future Self of Motivational Research? What is the feared future self of Motivational Research? Let’s look forward but not loose what came before.
Psychologists often study themselves. “Research is MeSearch”. Don’t throw out the baby with the bathwater (like ZD was saying)
Focus on the “applied” part of applied linguistics. What is the relevance to practice? How can Complexity theory help us understand rather than leading to an even greater level of abstraction? From an ethical point of view, we have a responsibility to make it practical. (note: Ema was the only panel member to receive a round of applause after her address)
Shared a very vivid view of the future by drawing a humorous but also serious sketch of the 5th International Conference on Motivational Dynamics and SLA which would be held in 2025 in a sunnier place than Nottingham. He said that 80% of the research would still be from tertiary settings, but he hoped that at least 20% would be from schools and other contexts, reflecting a more balanced array of context for research.
Asked the audience/presenters who had presented about participants with disabilities or from socially disadvantaged backgrounds. She, like Martin Lamb, hoped that these people would have more of a representation in future research. She echoed Ema’s comments about our responsibility as researchers.
Overall it was interesting to note that not all the scholars were yet willing to openly side with Complex Dynamics System Theory, there were many cautious voices. I thought this was a good thing, and again this represented the high level of criticality which demonstrated that Complexity, despite being a current buzz word, represents a true paradigm shift rather than just being another bandwagon that people wish to jump on. During the discussion Dianne Larsen-Freeman was asked to interject and she explained that for her, Complexity Theory is about teaching and that it makes sense to her as a teacher. For me, this again was essential and this is why I am very glad that I attended the conference and glad that I went to the effort to write up my notes in this post.
I would recommend for anyone interested in the conference or its theme to buy a copy of the book Motivation Dynamics in Language Learning around which the conference was themed and to look further into the various authors I have mentioned here. Overall I think that Complexity Theory has a lot to offer the field of Applied Linguistics, and motivation in particular. I would like to thank all the organisers (especially Christine Muir for her help with my mix ups and Laura and Tommi at Multilingual Matters) and speakers of the conference for a very enlightening and stimulating conference and I hope that there will be a follow-up very soon!
Csizér, K., & Magid, M. (Eds.). (2014). The Impact of Self-Concept on Language Learning. Bristol: Multilingual Matters.
De Bot, K. (2008). Introduction: Second language development as a dynamic process. The Modern Language Journal, 92(2), 166-178.
Dörnyei, Z., MacIntyre, P., & Henry, A. (Eds.). (2015). Motivational dynamics in language learning. Bristol: Multilingual Matters.
Gregersen, T., & MacIntyre, P. (2013). Capitalizing on language learners’ individuality: From premise to practice (Vol. 72). Bristol: Multilingual Matters.
Holliday, A. (1999). Small cultures. Applied Linguistics, 20(2), 237-264.
Irie, K., & Brewster, D. R. (2013). One Curriculum, Three Stories: Ideal L2 Self and L2-Self-Discrepancy Profiles. In M. T. Apple, D. Da Silva & T. Fellner (Eds.), Language Learning Motivation in Japan (pp. 110 – 128). Bristol: Multilingual Matters.
Irie, K., & Brewster, D. R. (2014). Investing in Experiential Capital: Self-efficacy, Imagination and Development of Ideal L2 Selves. In K. Csizér & M. Magid (Eds.), The Impact of Self-Concept on Language Learning (Vol. 79, pp. 171-188). Bristol: Multilingual Matters.
Kimura, Y. (2014). ELT motivation from a complex dynamic systems theory perspective: a longitudinal case study of L2 teacher motivation in Beijing. In K. Csizér & M. Magid (Eds.), The Impact of Self-Concept on Language Learning. Bristol: Multilingual Matters.
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165.
Larsen-Freeman, D., & Cameron, L. (2008a). Complex systems and applied linguistics. Oxford: Oxford University Press.
Larsen-Freeman, D., & Cameron, L. (2008b). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 200-213.
Martínez-Fernández, A. (2008). Revisiting the involvement load hypothesis: Awareness, type of task and type of item. Paper presented at the Selected proceedings of the 2007 second language research forum, Somerville, MA.
Pinner, R. S. (2014). The Authenticity Continuum: Empowering international voices. English Language Teacher Education and Development, 16(1), 9 – 17.
Rodriguez, N. M., & Ryave, A. (2002). Systematic self-observation: a method for researching the hidden and elusive features of everyday social life (Vol. 49). London: Sage.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In E. Ushioda & Z. Dörnyei (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters.
Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao & T. E. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11 – 25). Bristol: Multilingual Matters.
This is a quick post to recommend a brilliant new podcast all about Teaching English as a Foreign Language (TEFL). If you think that a podcast about TEFL sounds rather dry and boring, you will be surprised at how listenable, upbeat and interesting the TEFLology podcast is. This will become apparent right from the catchy theme-tune, which is sung by one of the presenters and has TEFL-related lyrics! This is not a podcast for people who teach TEFL but have no interest in their work, or for people who go backpacking around the world and teach English as a way to pay for their air-fares. This is a serious but fun podcast for people who want to know more about the present and the past of language teaching. The TEFLology podcast deals with interesting and relevant issues as well as looking back at the history of TEFL and different approaches to teaching languages. It is done in a light-hearted and upbeat way by three “self-certified TEFLologists” who certainly know their business very well, but who focus more on discussion than academic debate or name-dropping.
The podcast is released bi-weekly and each episode lasts about half an hour. The episodes are split into different sections, including a section on TEFL news, TEFL pioneers and there is also a section in which the TEFLologists discuss various methods or teaching approaches. The three hosts of the show, Rob, Matt and Matthew, demonstrate an excellent balance of rapport, preparation and ad-libbing and I find listening to the podcast is always both fun and informative. I don’t know if this makes me a TEFL geek or a “TEFLolophile” but I just wanted to share the podcast with readers of my blog as I can highly recommend this as a download for your commute or as something to listen to on one of your numerous but short-lived coffee-breaks.
This is a quick post, composed between parallel sessions, about the BAAL 2014 conference which I am currently attending. Unlike many of the attendees I am no good at Live Tweeting since I am already multitasking in my own life so much that if I tried I would lose focus on what’s actually happening. However, I wanted to take the opportunity to post something as the conference is taking place, mainly regarding my own presentation which I delivered yesterday (4th September) entitled Authenticity in a Global Context: Learning, Working and Communicating with L2 teachers of English. I have uploaded the slides from the presentation, as well as the audio below for anyone who missed the session or (very unlikely) for anyone who was so entertained that they simply must listen to it again!
[below is the audio file]
When I return to Japan and get back to work I will be posting a full review of both the Nottingham 2014 International Conference on Motivational Dynamics and the BAAL 2014 conference. Until then please enjoy the rest of the conference, whether you are here in person or digitally auditing and come back soon for more updates.
I am delighted to announce that my piece for English Today entitled “The Authenticity Continuum– towards a definition incorporating international voices” has been accepted and is scheduled for publication sometime in the near future. The piece expands upon the need for a less culturally embedded view of authenticity in language teaching. I am very pleased to have been accepted in such a prestigious journal.
I have just attended the Anaheim open TESOL seminar, and I am on the way back, typing madly into my tablet so as to get as much transcribed as possible before I get home because as soon as I get back I have to slip into a yukatta and enjoy the hanabi summer fireworks festival with my family tonight.
The conference at Showa Women’s University boasted some big names in the TEFL world, not the least of which was Professor Rod Ellis, along with Hayo Reinders and David Nunan. Sadly for health reasons, David Nunan was not able to attend, and so he was replaced by Anaheim colleague Craig Lambert.
The first speech was from Showa Women’s University professor and long ago PhD student of Rod Ellis, Dr Tomoko Kaneko. She discussed the globalisation programs underway in Japan and in particular highlighted Showa Women’s University’s program which actively encourages study abroad. She talked about the decrease in Japanese students studying abroad, and explained how Showa Women’s University had been able to secure a grant from MEXT to support globalisation in education, called the Project for Promotion of Global Human Resource Development. MEXT explains:
The Project for Promotion of Global Human Resource Development is a funding project that aims to overcome the Japanese younger generation’s “inward tendency” and to foster human resources who can positively meet the challenges and succeed in the global field, as the basis for improving Japan’ s global competitiveness and enhancing the ties between nations. Efforts to promote the internalization of university education in Japan will be given strong, priority support.
What struck me was how excellent the exchange programs offered by Showa Women’s University seemed, and I was surprised to learn that Showa Women’s University has a campus in Boston, established in 1988, where students can go and live for various lengths depending on their programs. Whilst in Boston the students do various activities to help the community such as volunteering at a soup kitchen, visiting old people’s homes and so on. However, I couldn’t help noticing that much of the globalisation attempts were based around what I would call a culturalist globalisation fallacy. For example part of MEXT’s imposed goals for the program were to increase TOEIC scores by a certain amount. This seemed to be part of the conditions for receiving the additional MEXT funding under the Global Human Resources project. Also the exchange programs required a certain TOEIC score. Although Dr Kaneko was able to demonstrate increases in student TOEIC scores and she did point out that this was only one kind of measure, I think that to acquaint TOIEC with globalisation is to miss the point a little. If this is part of MEXT’s imposed measures I feel it to be rather flawed, since TOEIC is not a particulry good measure of English ability, let alone a measure of Globalisation! At the end Dr Kaneko asked if we had any comments about how to motivate the demotivated students and I wanted to reply that perhaps reducing the emphasis on TOEIC would help. To get the rise in TOEIC obviously the university would have to teach compulsory TOEIC courses. If this is MEXT’s requirements for TOIEC, I feel that they have fundamentally misunderstood the idea of globalisation. Also, although Showa has programs with other international universities in countries such as Poland, much of the emphasis was on the Boston satellite exchanges. Boston is in the USA, and again for me this does not reflect globalisation, but just internationalisation. I think there is a difference here, and this is linked to what Yamagami and Tollefson (2011) observed in their examination of the media discourse in Japan around the use of the word globalisation. MEXT used to say kokusaika (internationalisation) but now globalisation has become the most favourable term. However, globalisation can be seen as a threat, so is often just paid lip service. Therefore I think that what really seemed to be happening was a rather watered-down version of globalisation; a native-speaker centric idea of globalisation and not a true representation of diversity that I associate with globalisation. This is not a criticism of Showa Women’s University or Dr Kaneko’s excellent speech, it is more a criticism of MEXT if in fact they are using TOEIC to quantify globalisation and use it as a gatekeeper for exchange programs (see also Jenkins, 2014 for further evidence of this). Another target (not met) was to increase the number of foreign faculty, which I took to mean native speakers as this is a common rhetoric in Japan. However, although it is easy to criticise a university’s attempts to be more international and more global by claiming them to be native-speakerist, I should point out that these efforts are well-meant and clearly taking a step in the right direction. I was very interested to see that as part of the program evaluation Showa Women’s University also administers a self-evaluation on globalisation, the rubric of which included cross-cultural communication, IT skills and critical thinking. This was a much better measure than TOEIC I thought. Overall, I was impressed with the programs Dr Kaneko outlined, despite my reservations about MEXT’s emphasis on TOEIC scores.
Next Dr Hayo Reinders came on and he was brilliant. Best speaker I’ve seen in a while, I really liked him and he was very charismatic. In a talk that rang bells with the EFL Teacher Journey’s Conference plenary speech by Bill Snyder about informal teacher development, he showed a picture of an iceberg and asked how much learning goes on in class and how much goes on outside of class. Dr Reinders said that very few formal studies have been done and we have an unclear picture. He talked about the problem of assessing learning and also the problem of research not reflecting learning, citing Larsen-Freeman and Cameron (2008, p. 131) who pointed out that research shows different abilities under different settings. He mentioned his forthcoming book with Philip Benson which attempts to understand learning beyond the classroom using as a continuum which includes Location, Formality, Pedagogy and Locus of control – see Benson and Reinders (2011) for earlier work on the subject. He added to this he complexity of intentional and incidental learning, and explained just how complex this issue was. Then he outlined seven areas for further research into this area, which he said had a ‘potentially powerful’ link if we as teachers can establish a connection between what we do in class to what the students do outside of class, i.e. in connection with their personal life and their different selves.
Dr Reinders cited a study he had done in New Zealand with Stella Cotterall (2001) on how much exchange students use English on study abroad programs. He cautioned the assumption that students who go on study abroad will use English all the time, in the study he cited the majority of learners reported that they only used the target language ‘sometimes’. It seems a common and rather reductive assumption in Japan that to get fluent you have to live abroad, which negatively impacts the work of language teachers in Japan and could lead to the fallacious belief that one can only get fluent by leaving the country, and also that learning in Japan will not help you achieve fluency. The final and most important of his seven research areas was on teachers promoting learning beyond the classroom, particularly what do teachers do to encourage learning beyond the classroom.
During the Q&A I asked Dr Reinders how the issue of authenticity relates to the two contexts he outlined (in the classroom and beyond the classroom). His answer was quick, and he basically gave a definition of authenticity using the words ‘relevance’, ‘personal’ and the idea that it ‘comes from themselves [learners]’. He clearly felt that learning beyond the classroom involved students engaging with authentic materials. He also mentioned that people used to complain learning a language was hard because they don’t have access to the TL, “of course that’s nonsense in 2014”. I liked that part very much.
The next speaker was Professor Rod Ellis, who spoke about individual differences. He explained that there are stable permanent differences and dynamic situated ones. Professor Ellis listed personality and language aptitude under the stable differences, but I found personality listed as a permanent trait to be rather problematic. Menezes (2013) explains that our image of self is constantly re-imagined, and several other studies also view self as a dynamic construct which adapts and evolves constantly (Mercer, 2011; Mercer & Williams, 2014).
He criticized several well-known handbooks for language teachers – Nunan (1991), Ur (1996) and Scrivener (2005) – for failing to adequately mention how to deal with individual differences in the classroom and how to incorporate them into teaching. He mentioned that Self-Access Centres were one good way, but he then mentioned that SACs rarely cater properly for individual differences in terms of the resoruces they provide, noting that Reinders (2012) had once referred to them as “walled gardens”. He then outlined three methods which teachers could employ which might help them to allow for individual differences. These were Individualization – allowing learners to work on tasks best suited to their learning style, Eclecticism – using a lot of different types of task and material, and finally Receptivity – characterised as “a state of mind that is open to experience” (Allwright & Bailey, 1991, p. 157). Ellis argued that, since each has its limitations Receptivity is probably the best option because it allows a degree of personalisation and can therefore lead to more motivating learning experiences. This connected with the idea of authenticity for me again, since my view of authenticity is that it is basically a process of personal and social validation, connecting with reality by making something relevant. Ellis then went on to talk further about motivation, criticising the common staff-room complaint that “my students are not motivated” as a lack of onus on the teacher. In his view, it is the teacher’s job to motivate students. Acknowledging individuality is an important part of the classroom learning and teaching process. He mentioned transportable identities (Richards, 2006; Zimmerman, 1998) and explained that students must be allowed to speak as themselves. This is exactly what Ema Ushioda calls for in her person in-context relational view of motivation (2009, 2011), and something that I find central to my beliefs about teaching and learning, a defining component of my view of authenticity.
During the Q&A, Jo Mynard of Kanda University of International Studies stood up to defend SACs and Professor Ellis acknowledged that he had already mentioned that Kanda had the best SAC he’d ever seen. Another participant asked about individual differences in the teacher (as oppose to the learner) and this was a very interesting point. Ellis mentioned the ‘chemistry’ that happens between learners and teachers and acknowledged that there had to be some kind of match between teachers’ beliefs and learners’ styles. This was identified as an important area for research.
The final speaker was Craig Lambert, who is based in Japan. He was interested in the concept of Engagement and cited several very interesting works on the subject. One of the most interesting of these was Maehr’s Theory of Personal Investment (1984) in which he implicates the importance of Meaningfulness, Investment and Performance as being essential factors in motivation. Lambert used these as justification for an approach to task design that prioritises learners being able to generate their own tasks through a process of personal engagement. I found this to be a very useful contribution to the discussions on motivation and personal involvement that had already surfaced earlier on in the talks by other speakers.
All in all it was a very engaging day of talks by some leading figures from Anaheim University’s Applied Linguistics programs. I was impressed and as I headed home to watch the fireworks with my family, there were already fireworks exploding in my head from the stimulating discussions of the Open TESOL seminars. Thanks to all those who made it so engaging, especially the organisers and presenters. I am particularly grateful to Mikio Iguchi for recognising me and saving me a seat and to Rob Lowe for telling me about the conference.
Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Benson, P., & Reinders, H. (Eds.). (2011). Beyond the Language Classroom. Basingstoke: Palgrave Macmillan.
Jenkins, J. (2014). English as a Lingua Franca in the International University: The Politics of Academic English Language Policy. London: Routledge.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics: Oxford University Press.
Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In R. E. Ames & C. Ames (Eds.), Motivation in education: student motivation (Vol. 1, pp. 115-144). San Diego: Academic Press.
Menezes, V. (2013). Chaos and the complexity of second language acquisition. In P. Benson & L. Cooker (Eds.), The Applied Linguistic Individual (pp. 59 – 74). Bristol: Equinox.
Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346.
Mercer, S., & Williams, M. (Eds.). (2014). Multiple Perspectives on the Self in SLA. Bristol: Multilingual Matters.
Nunan, D. (1991). Language teaching methodology: A textbook for teachers (Vol. 128). New York: Prentice Hall.
Reinders, H. (2012). The end of self-access?: From walled garden to public park. ELTWorldOnline. com Vol. 4, June 2012.
Reinders, H., & Cotterall, S. (2001). Language learners learning independently: how autonomous are they. TTWiA, 65, 85-97.
Richards, K. (2006). ‘Being the teacher’: Identity and classroom conversation. Applied Linguistics, 27(1), 51-77.
Scrivener, J. (2005). Learning Teaching: A Guidebook for English Language Teachers. London: Macmillan.
Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In E. Ushioda & Z. Dörnyei (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters.
Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao & T. E. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11 – 25). Bristol: Multilingual Matters.
Yamagami, M., & Tollefson, J. (2011). Elite discourses of globalization in Japan: The role of English. In P. Seargeant (Ed.), English in Japan in the era of globalization (pp. 15-37). Basingstoke: Palgrave Macmillan.
Zimmerman, D. H. (1998). Discoursal identities and social identities. In C. Antaki & S. Widdicombe (Eds.), Identities in Talk (pp. 87–106). London:: Sage.
I sit here on the Shinkansen home to Tokyo, the obligatory post-conference beer and bento box at hand. I have just attended the EFL Teacher Journeysconference in Kyoto, part of the Teacher Development SIG at JALT, and it was easily one of the best conferences I’ve been to in a long while. I think it is a sort of hidden gem among language teaching conferences in Japan. I’m very glad I discovered it. I didn’t know anyone there, but I met so many people who I feel will likely become firm friends. Thanks to the community spirit of like-minded individuals, of people telling their stories and listening to the stories of others, this was a fascinating and engaging conference. I was excited about the EFL Teacher Journeys conference, it seemed to be a perfect fit for me because it prioritizes narratives, qualitative inquiry and the issues of identity and development that regularly preoccupy us as teachers. I was delighted when my proposal was accepted. It makes me very happy to report that this conference was fantastic and truly delivered even more than I had hoped for. Although I didn’t know anybody, I was instantly made to feel welcome and introduced around. I even met people who were familiar names that I was citing in my PhD thesis, or people whose work I had read in journals and book chapters. The first talk started at 9:30, I found it hard to choose each of the individual presentations because they all sounded interesting, but I opted first to watch a talk by Sachie Banks. Her talk had a similar theme to mine I thought, being a professional narrative of her development as a teacher, so I wanted to see her talk in order to gauge just how much of a “story” I could put into my “story” presentation. Her talk was exactly as I had hoped, a very personal and contextualized journey from her life as a teacher of Japanese and English, her educational and teaching background detailing her personal and professional growth. It was interesting and although deeply personal and centered around her individual journey, it struck a lot of chords with me and other members of the audience, as evidenced by the lively and interesting discussion that took place after her story was over. People asked other questions or shared their own experiences, which chimed with or added support to hers. Next it was my presentation. I was quite amazed with the large turnout, I had an almost full house with maybe 20 or 25 participants (the conference is nice and small with maybe 70 or 80 people in all). I hadn’t really scripted or prepared what I would say beyond my very visual slides (inspired by the Beyond Bullet Points Approach), and I found myself talking about things which I hadn’t expected I would talk about, being very open because of the receptive audience. And in telling my story, I learned things about myself. I am new to narrative inquiry so this is still a very refreshing experience for me. I especially enjoyed talking about my time at Nova and how I managed to get through all that and come to see language teaching as a life-long career. Many friendly and supportive people congratulated me on my talk afterwards. Slide show here
Next was the first featured speaker or plenary talk by Keiko Sakui. Her talk was amazing, I would even say brilliant. She had it all, in perfect balance. She had up to date citations but she also knew her history, she had personal details and a story which connected with others in the audience. Another big theme of hers was Social Capital. The main thing was lots and lots of time for discussion with fellow participants. This was very much a theme which characterized the whole conference. She also showed some great videos, which I will be using in my own classes next week. One of these which particularly stuck in my head was the way people had been encouraged to take the stairs rather than the escalator using gamification:
This is really relevant to me as it combines education with social issues. I told Keiko later on that her presentation had been very influential in making me more optimistic about the future, since generally I find myself quite pessimistic about people’s ability to adapt to the inevitable power-down we will be faced with in a post-carbon society (don’t get me started! I write about this under a nom-de-plume because it is rather emotive for me, but see here for information* BTW, Heinberg is not my nom-de-plume). As you can see, some of the most eye opening or enlightening topics Keiko Sakui picked up on were Fun in Learning and Gamification. I had, in truth, not thought gamification was something I would be interested in, seeing it as a fad, but what Keiko Sakui did was to put it in context for me and make it seem like something I could genuinely benefit from both as a teacher and as a learner. In her talk she also cited Nicole Lazzaro’s classification of 4 types of fun – Easy Fun, Hard Fun, People Fun and Serious Fun. She also talked about motivational inertia; doing things enough that they become habit and rewarding in themselves, which Bill Sykes who was sitting close to me pointed out was connected to Flow Theory. Bill wrote about Flow in the ELTJ and I also mentioned it in my talk.
After the first plenary, a big group of us went to find lunch, but we all split up when it came time to buy food and not all of us were able to regroup in the labyrinthine underground networks of shops near Kyoto station. I thought it was interesting how we were all very aware of each other’s individual preferences and yet there was very much a desire to stay together as a group as well. Lunch was also a great learning experience for me, and I met interesting people and talked with them, doing some networking which in itself was also a big feature of this (and all) conferences. After lunch I went to see Ethan Taomae who gave a great speech about a piece of research he had done by collecting reflective papers from colleagues who were all teaching a new discussion course. He found that teacher’s beliefs were influenced greatly by contextual factors, and his presentation gave further weight to reflexive practice in general and was eagerly discussed by all the participants, although I think Ethan got kind of bombarded at the end of his talk with questions! I should also mention Michael Hollenback, whose talk was about embracing English as a Lingua Franca. I really wanted to see that, but I did at least get the chance to chat with Michael later. Afterwards I watched Tanja McCandie who talked about how teachers are influenced by those who taught them, and how teachers’ experience as students shapes how they form their identity as teachers. The second featured speaker was by Bill Snyder, whose article all about Flow I found very interesting and am citing in my PhD. His talk was about the importance of informal learning, and he cited the work of Jimmy Cross who says that 80% of learning at work takes place in informal contexts. He stressed the importance of communities of practice and explained that learning is not about a producer and consumer model, but about interactions between practitioners. He also talked of Social Capital and encouraged us to reflect on our own experience at the conference. I remember that at one point he said that “we actually don’t remember that much” which made us engage with what we might remember from the conference in a week, a year or even ten years. For me, the thing that I would remember was the people and the informal community building which is so essential to any profession, but perhaps especially teaching and certainly language teaching which is all about that rare and essential type of communication that takes place between people with different cultural backgrounds. He said “teaching is grounded in uncertainty” which is something I felt I could relate to, especially since I also mentioned Chaos/Complexity Theory in my talk even though I was still getting to grips with it on the train down to Kyoto. Tired and keen to return home, I almost didn’t stay for the last session, but the topic of Cameron Romney’s talk was irresistible, and I was not disappointed with his very quirky and perfect-as-the-last-of-the-day style talk about using Japanese ( the student’s L1, his L2) in his class. Like all the talks, he framed this as a narrative into his own teacher development, but he made each of his slides in the theme of an internet meme, a format that was both funny and strangely effective in making mini-summaries of the most salient Meta observations from his story. I felt bad that I didn’t have an internet connection since he was quite a high-tech person. Cameron had been live-tweeting my talk and I wanted to return the favour. Sadly, he was a bit ahead of us all there, but we all sat and listening attentively, laughing regularly as he told about how he had always been told not to use Japanese in his class, but as his Japanese improved he found it essential. He had conducted some action research and found that his use of Japanese in the class was vital in forming connections with the students and that they used English with him more when they knew he spoke Japanese, whereas they used English less even when he had enforced an English only policy. For me this rang a lot of bells with my own experience, which I had written about in one of my first articles. By acknowledging students as Bilinguals rather than people who should leave behind their L1 (and with it their cultural identity) when they attempt to learn an L2, I was able to value the students more and see them as people with their own Cultural Capital. I also like to find common ground with my students, and when they know I too am a language learner, this is a vital part of the rapport I try to build with my students. Since language is central to what we teach, it seems absurd to leave L1 out of the class. Overall the conference was unforgettably enlightening, and made me really respect the context in which I teach. As an EFL teacher in Japan I am extremely lucky that there is such a thriving community of practice here, and I think I have finally found my people at the EFL Teacher Journey conference. I would like to thank Mike Ellis, Thomas Amundrud, Catherine Kinoshita and Mizuka Tsukamoto as well as Dominic Edsall and Martin Hawkes who made up the conference team. Particularly Mike for his kind and encouraging words to me at the start of the day. I’d also like to thank those people who came to my talk, and those whose talks I watched. Sharing my story was almost as much fun as listening to other people’s, but the whole experience of sharing and reflecting on our teaching journeys and feeling that I could join a thriving and vibrant community of practice in Japan made me very happy and I will certainly be going again next year and joining the TD SIG as well. A journey of 1,000 miles starts with a single step, as Lau Tzu (Laozi) says, but I would be happy to hear each step described in detail by colleagues as long as they were able to contextualize and personalize them as well as we did at the EFL Teacher Journeys conference.