Tag Archives: Headway

But of course, you couldn’t do that in Japan! Part One

An old post of mine about the thorny issue of how and why teachers may want – or need – to tackle issues surrounding diversity in the classroom was recently quoted in a very interesting post on similar issues, but from a Belgian perspective. In a piece on the excellent BELTA website, Eef Lenaers wrote about the frustration she sometimes experiences when her students come up with gross over-generalisations about other cultures and what can be done about this. Now, all of this got me thinking about an old talk I used to do on the conference circuit ten or so years ago, which tried to address similar issues, and I figured that as I’ve been utterly useless at blogging of late, amidst various madness that’s been visited upon me, it might be a good idea to dig that old talk up and turn it into a post. Better than nothing, eh? So here goes . . .

Frequently after classes, my students will come up to me and ask “But where are you from? You’re not very English!” Over the years, I’ve learned to delude myself into taking this as a compliment: it must be down to my warm, out-going personality, I assure myself; or perhaps it’s the fact I’m not that bad with languages, that I’m chatty, and possessed of a lust for life. These moments help me stave off the sad fact that really I’m scruffy, prone to mumbles and rants, and somehow inherently shabby in the way that only those reared on bacon sandwiches and milky tea can ever truly be!


At home, however, it’s often a totally different story. I have a non-British partner, and the last line of attack, the riposte to which there is no return, is always “God! You’re so bloody ENGLISH!” This can mean anything from you’re the kind of sad, repressed person who walks out of the room to break wind to why on earth can’t you phone someone just because it’s after 10 in the evening! It could be quiet rage at my not wanting to talk about sex – or even really talk at all very much full stop, or else anger at my refusal to ever admit to feeling down or pissed off when the brown stuff starts hitting the ventilation. Whatever, it still comes as really quite confusing. I am English by birth and by upbringing. I feel intensely connected to certain aspects of life in Britain, repelled and appalled by others. And yet in the eyes of the outside observer, I seem to flit back and forth across a line of some supposed cultural finality.

The first point to make here is that both national identity and the notion of culture that it is so frequently associated with are far more complex than the simple retorts above suggest. However, it still tends to be the trite and the simplistic which prevails within EFL. Culture in English Language Teaching materials is a simple black and white affair; or rather, it is all too often simply white: antiseptic, anodyne, bleached and sanitised and bland. As a teacher trainer, this becomes most apparent when watching trainees use widespread EFL materials. Trainees generally come to the classroom with little or no experience and thus view the coursebook as an expert source of knowledge and as somehow implicitly right. The notion of culture as propagated in coursebooks tends to either revolve around the presentation of literature as a vehicle for culture, so the old Headway Pre-Intermediate, which I once used on a CELTA course, had, for instance, an extract from Dickens which includes such choice lines as “The mild Mr. Chillip sidled into the parlour and said to my aunt in the meekest manner ‘Well, ma’am, I’m happy to congratulate you’”. The many hours of fun to be had by watching trainees on their second teaching practice slot trying to explain to bemused students what a parlour is or how exactly you sidle is tempered only by an awareness that this is singularly useless vocabulary for learners of this level to be learning!


Another angle on the culture issue crops up in a text in an Upper-intermediate book called ‘Soho: My favourite Place”. I’m not sure how many of you are familiar with the wonderful mess that is Soho, but the last time I looked, it was still as full of drug dealers, gay bars, meat-head bouncers policing dubious late-night binge-drinking establishments, transvestites and menacing-looking characters lurking in shadows as it has ever been. Not in Headway, though, of course! Oh no! The nearest any of this comes to impinging on the antiseptic world of the coursebook is the admission that “the place is a bit of a mess”, whilst readers are coyly told that there are “surprises around every corner”. Those of you familiar with a bit of classical mythology may also be surprised to learn that Eros apparently celebrates “the freedom and friendship of youth”! This is culture as a kind of white-washed national tourist board ad.


All of this is then compounded by a persistent triteness which reduces people from other countries down to their crudest stereotypes, as in yet another text from a well-known coursebook that looks at ‘Minding your Manners Around The World’. Here, trainees get to inform students that if they are expecting the arrival of foreign business colleagues, they can be sure that Germans will be bang on time, Americans will probably be fifteen minutes early, Brits will be fifteen minutes late and as for the Italians! Well, you’d best allow them anything up to an hour! The supposed veracity of these gross, offensive stereotypes is not even challenged by the methodology. The kinds of questions students are asked to discuss after reading the text are almost always simply comprehension-based, so they are forced into uncovering ‘Which nationalities are the most and least punctual’, for example.

It seems to me that three broad issues arise from all this: the basic question of what exactly culture is, how trainees can be made more aware of it, and how a broader notion of culture leads to methodological changes. I strongly believe that even initial preparatory courses such as CELTA should be addressing these sensitive areas. Here, though, I’ll just try to outline some basic notions of what culture might actually involve – and look briefly at how this could impact on initial training.

The title of this particular post comes from a comment made to me early on in my teaching career. It was, presumably, intended as useful guidance to a rookie teacher and also perhaps as some strange form of protection for any mono-cultural Japanese classes that might later be encountered. The myth of the difference and uniqueness of the mono-lingual, mono-cultural context is a very damaging one in that it insists on speakers of one foreign language somehow all being equal participants in a shared, mutually agreed upon culture. Those still clinging on to such an idea might like to discuss the following exercise (later adapted for OUTCOMES Advanced) which we frequently used to do with CELTA trainees on our courses.


1. Are the following part of British culture? In what way?

2. Do any of them mean anything to you personally? What?

3. Have you seen any of them mentioned in EFL materials? In what capacity?

God Save the Queen                      

bacon and eggs

Balti curries                                      



the Costa del Sol

a week in Provence                          


the Proms                                                   


Old Labour                                                  

Conceptual Art

The Beautiful Game                        

The Environment

bowler hats                                        

Notting Hill                          

French art-house films                 

Irvine Welsh

Cockney rhyming slang               



Sunday school



Direct Action                                     


car boot sales                                            

St. Patrick’s Day

kebab shops                                     


Chinese New Year                                   

ackee and salt fish

ackee 5

My own take on this is that all of the above form part of the complex fabric of modern British life in one way or another and that the degree to which each is relevant to any individual with any connection to British culture depends on the webs of micro-cultures we each weave for ourselves. As such, there is very clearly no such thing as ‘British culture’ in any monolithic sense – it is rather, as the axiom has it, horses for courses, and the whole is greater than the sum of the parts. You also cannot make assumptions that, say, reggae and marijuana will always overlap or that Islam should somehow exclude fish and chips! It should also be added that not only will the same intense involvement in a wide variety of micro-cultures be the case for all foreign learners, but that often – as moneyed, globally-oriented beings – many of our students will  frequently participate enthusiastically in exactly the same globalised micro-cultures as many native-speakers. This is where non-native speaker teachers, working in the countries of their origin, have a huge advantage over native-speaker teacher imports. The local teachers will almost always know far more about the macro-culture of the country they are teaching in and can thus use all of this knowledge to hook new language onto in ways that are pertinent and meaningful to their students. Once you accept that mono-lingual certainly does NOT mean mono-cultural, at least when one is thinking of culture in terms of micro-cultures, then the gap that then remains can be envisaged less as cultural and far more helpfully as a purely linguistic one, with any attitudinal differences that each participant in any micro-cultural discourse might feel then being acknowledged and negotiated through language. Such an understanding of the way we all contain and negotiate a vast variety of cultures within our day-to-day lives will hopefully result in the end of essentialising comments about what ‘Arab’ or ‘Muslim’ or ‘Chinese’ or ‘Turkish’ students can and can’t somehow cope with in classes, and will lead instead to a classroom culture in which students in ANY context are given the time, space and language to be first and foremost their own complex selves.

I’ll leave it there for now, but be warned: there’s a part two to all of this and maybe even a part three waiting in the wings.

I’ll see what comes back in response to this one first and take it from there.

Ways of exploiting lexical self-study material in the classroom part one: what the teacher can do

This post is essentially a response to a request by one the blog’s readers, Patrick Gallagher, who emailed me recently and asked for ideas on using material that’s essentially written for self-study in the classroom.

Now, initially I was struck by this because, naturally, as a coursebook writer, my immediate reaction is simply to ask why on earth you’d need to bring this kind of material into the classroom when there are already great lexically-rich materials out there written specifically for everyday classroom use.



However, as I thought about it more, it occurred to me that there’s actually a fair bit more decent lexically-oriented material geared towards self-study than there is geared towards explicit classroom study, and maybe this fact shouldn’t surprise. The Headway / English File atomistic structural grammar syllabus still dominates and within this framework, vocabulary is not only treated very much as second best, but is also all too often limited to a focus on single words or, at best, collocations. The harsh reality is that it’s hard to get lexically-rooted material into class as the main focus, so I guess many teachers out there get round being shackled with a coursebook they may not particularly believe in or have much philosophical affinity with by bringing photocopied extracts from self-study material in.

And there IS plenty of good stuff out there: my own personal favourite and the one I recommend to all my students is ENGLISH VOCABULARY ORGANISER by Chris Gough, but then there’s also the ENGLISH COLLOCATIONS IN USE series by CUP, the PHRASAL VERBS ORGANISER and IDIOMS ORGANISER published by National Geographic Learning, George Woolard’s KEY WORDS FOR FLUENCY series and so on.

So what might teachers do with this stuff if we do decide to bring it into the class? One of the problems with doing this is obviously the fact that this stuff is all written to be done and home, checked and gotten on with. I was never designed with the classroom in mind and so fails to leap off the page in any kind of obvious way. As a little thought experiment, I’ve picked one exercise from ENGLISH COLLOCATIONS IN USE Advanced and imagined what I might do with it were I to use it to supplement a class, in the hope that it might provide some food for thought and fresh ideas for some of you. So here goes.

The exercise I’ve chosen is on social issues, which I’ve selected simply because this week with my Intermediate class we were doing some work on describing changes and this came up (Unemployment has gone down a bit over recent months / The divorce rate has risen dramatically over the last few years, and so on.) Here it is.

Collocations exercise

Well, the first thing I’d do is look long and hard at what language is there to be exploited so that when I was going through the answers, eliciting them from the whole class, I’d know what I wanted to focus, what I could ask the class about, what extra examples I might want to give and so on. I think it’s important that the teacher leads the class through this process BEFORE asking students to anything more personal or creative with what’s there.

In class, I’d tell students we were going to look at a bit more language to help them talk better about social issues, give them the exercise and tell them to fill in the gaps with the best missing words. As students are working their way though, I usually go round and check what’s right and wrong. If they have wrong answers, I might just say something semi non-verbal and negative like ‘Uh-uh!’ and point at the offending item. If students ask about a particular item, I may give a quick contextually-relevant answer too. In between doing all this, I’d also be writing sentences up on the board, with gaps in them, to expand on what’s there on page in a minute or two. These sentences are just things I either plan in advance or come up on the spur of the moment and they’re all things that might be said / heard around the language that’s being tested.

Once maybe 60-70% of the class have finished, I stop the whole class and put them in pairs, tell them to compare and then round up once I can see a few pairs have basically checked and agreed.

The round-up / checking is the first way the teacher can bring some of this language to life. What’s vital is we do more than simply get the answers and write them up. Here’s how I might run through this part myself:

So, number 1? Yeah, right. ADDRESS. Where’s the stress? Good. ADDRESS. The second syllable. And what how could a government, say, ADDRESS an issue like alcohol abuse? What might happen? What might they do? Well, for example, they might MMM street drinking. They might make it illegal. Right, so they might BAN it. Good. Another thing they might do is to make it more expensive to buy alcohol, so they might MM-MM taxes on alcohol, they might make them go up, so? yeah, INCREASE. And one last thing they might do is they might make it harder for companies to advertise alcohol, so they might not ban it completely, but they’ll MM-MM it. Anyone? No? The first letter is R. No? RESTRICT it.

On the board, by now, I’d have added the three words I elicited – or tried to elicit – to the sentences I wrote up earlier, so I’d already have something like this:

Last year they banned people from drinking on the street. It’s totally illegal now.
They’ve increased taxes on alcohol again.
They really ought to restrict alcohol advertising, so that kids aren’t exposed to it as much.

I’d then ask if anyone else had any other ideas on how the issue of alcohol abuse could be tackled – and would either accept students’ offerings, or else rephrase / reword them, maybe writing up extra sentences, depending on what came back from the class. I might also ask what other kinds of issues governments might sometimes need to address – and would hopefully get back one or two ideas from the class.

Teenagers drinking alcohol

For number 2, I’d again elicit the answer and probably write it up on the board. I’d then ask if they could think a famous example of an aid agency (Oxfam, ActionAid, the WHO, etc.) and would ask what kind of things they might provide as emergency relief – and when. Again, I might add some of their ideas to an already-prepared sentence on the board. Perhaps something like this:

The provision of emergency aid / supplies / relief in the wake of the earthquake / flooding / tsunami / volcanic eruption saved thousands of lives.

Next, I’d elicit the answer to 3, and ask what happens when law and order completely breaks down. Again, I’d have already got a couple of sentences prepared to help narrow the focus and hone the input. As such, I’d ask something like this: So one thing that often happens when law and order breaks down is large groups of people go into the streets and fight the police or the army. They maybe throw petrol bombs or rocks at them, they might burn cars, that kind of thing. This is called a? Right, a RIOT. And RIOT can be a noun or it can be a verb, so here it’s a noun. OK. And another thing that often happens is people go into shops – large groups of people often, and maybe when the shops are closed, you know, they break in and then they steal loads of stuff, so they MM the shop. Anyone? Begins with L. No? They LOOT the shops. And what kind of thing might make all this happen? Why might people start rioting and looting? Yeah, right. It’s often when people are angry at the police because of something the police have done. And this makes the riots happen. It MM the riots. Anyone? Like a match, when you light a match, sometimes little MM fly off. Yeah, right. SPARKS. And it can be a verb too, you can SPARK riots or SPARK public anger. On the board, I’d then have this.

A man died in police custody and it sparked three days of rioting and looting. The police totally lost control of the whole area.


For number 4, after eliciting the answer, I’d check what the group thinks social workers do. I’d then ask what it means in this context, breaking the cycle of abuse, and check they understand that it means kids who are physically abused themselves are more likely to abuse their own kids – or other people’s – later in life. It’s a vicious cycle. I might have a sentence like this up on the board:

Kids who are abused are more likely to abuse others in later life. It’s a vicious circle that’s hard to break.

I might also add that in lots of regional conflicts around the world, it can be very very hard to break the cycle of violence. One side kills someone, the other side seeks revenge. There’s then revenge for THAT attack, and then yet more revenge and so it goes on. It’s really hard to step out of that.

I’d then elicit number 5 and point out that both tenses are possible, depending on whether it’s connected to something happening now or not. I’d add that you can also make a plea for peace or for calm. I’d ask when someone might make this kind of plea (after a murder, after a terrorist attack, after a terrible crime, etc.) and why (they don’t want things to turn violent) – and I might also add that charities can make a plea for help or for donations at times of real need. I might end up with something like this on the board:

The father of the murdered boys has called for peace / has made a plea for peace amidst fears that the tensions could explode into violence.

I might then tell the amazing story of Tariq Jahan, whose two sons were killed during the Birmingham riots of 2011, but who almost single-handedly prevented an ugly situation getting much worse through his calm, his compassion and his charisma.


Finally, I’d elicit the answer to number 6 and I’d ask how you might INCITE violence. I might add that Tariq Jahan could easily have incited anger and hatred after the death of his sons, and could easily have persuaded others to go out and seek revenge, but chose not to. I might then add that there are relatively new Hate Speech laws in place in the UK that outlaw hateful, threatening, abusive, or insulting communication that targets people on account of skin colour, race, disability, nationality, ethnic or national origin, religion, or sexual orientation. It’s not uncommon for extremists to go on trial accused of inciting racial hatred, for example. I might add / complete one final sentence on the board, perhaps something like this:

He’s some kind of neo-Nazi. He’s on trial at the moment. He’s accused of inciting racial hatred via his website and his online publications.

Hopefully, this will give some pointers as to how the teacher can bring a fairly dry self-study piece of material to life in the classroom and use it to revise and recycle language students already know, to allow exposure to plenty of fully grammaticalised sentences, to connect the classroom material to the wider world outside and to provide space for students’ own ideas, theories and questions.

In the next part of the post, I’ll go into some more detail about how teachers can next get students to do a range of interesting things with any kind of self-study material they might happen to bring in. Until then, I look forward to your comments and questions.

Twenty things in twenty years Part Four: the way I was taught to teach grammar crippled my understanding of grammar!

I feel it best to warn you in advance that this is a post that could potentially spiral wildly out of control! It may also, I fear, contain themes I’ve entered into from slightly angles during other recent posts. This is down to the fact that this is a topic that’s exercised me mightily for a good number of years now, and one which shows little sign of reaching any kind of rectification or resolution in the wider ELT world as a whole, where demand for coursebooks that are based on and revolve around the presentation and subsequent unpacking of discrete grammatical structures shows little sign of abating. Indeed, where such demand remains so strong that publishers are generally reluctant to seek out and encourage those suggesting other ways in which language teaching might be conceived of and packaged. Or maybe that’s harsh. Maybe it’s simply that there just aren’t too many folk out there thinking along the same lines as me. Who knows?

Anyway, what is indisputably true is that the Murphy’s English Grammar In Use / Headway / English File template has long been – and will, I fear, continue to be – insanely popular and powerful within language teaching. The belief that mastering a language essentially remains a matter of being able to understand rules for a set of grammatical structures – predominantly tenses – that unfold in a predictable sequence, of being able to do form-focused exercises manipulating these structures, and of then learning plenty of single words to fill the empty slots in sentences generated by these structures is undoubtedly the dominant one within our profession, despite the fact it no longer has any theoretical validity and is thus deeply flawed, and in spite of other more theoretically valid approaches now being available.

The way many of us are taught to think about language is rooted in Chomsky’s ideas about Generative Grammar, perhaps best encapsulated in his meaningless – but possible – utterance Colorless green ideas sleep furiously. We are trained to see grammar as some kind of engine or machine that produces the bones or skeleton of our communication, with words being the bits we drop in to flesh things out, as it were.

Right from the very beginning of my career as a teacher, I was basically taught that what would make or break me as a teacher would be my ability to show grammar forms, explain their meanings – often in preposterously subtle (and spurious!) detail, a point I’ll return to in a later post – and compare and contrast similar but different usages. My understanding of grammar was based very much on the canon handed down to me on my CELTA and subsequently reaffirmed by the coursebooks I used, which generally saw grammar as essentially to do with tenses, with additional bits and pieces such as conditionals, passives, modals and so on tagged on. I was encouraged to base most of my grammar teaching around PPP lessons – Presenting the structure, getting students to practise it in narrow, controlled contexts (such as a Murphy’s exercise!) and then praying like hell they’d maybe be able to produce it in some slightly less controlled, but frequently still fairly contrived, speaking activity, which I’d listen to intently in the hope of hearing one or two slips with the structure so that I could round my hour off with a bit of form-focused correction. I’d then return to the staff room, talking about how we’d ‘done’ the present perfect simple, say, and gear myself to take on the present perfect continuous next lesson.

Many dialogues in many of the books I used to use were deliberately written to contain as many examples of one particular structure – in as many different shapes and forms – as possible, and far too frequently contained little if anything else. What follows is spur of the moment parody, but based on the memory of a text I’ve taught at least twice in the past:

A: So what’re you going to do for your holiday this year?

B: I’m going to go to Florida.

A: No, you’re not. You’re not going to go to Florida, because we’re going to change your holiday. We’re going to send you round the world on a cruise. You’re going to have the time of your life.

B: Wow! That’s amazing. So where am I going to go?

So where am I going with all of this? Well, the next big lesson I came to learn in ELT is that this way of teaching teachers to teach grammar is limiting, results in poor teaching and learning and cripples our understanding of how language actually works. I mean, let’s get real here: does ANYONE seriously believe any more that students actually learn how to use grammar in a wide range of different contexts by studying grammar rules and doing very narrowly-focused form manipulation exercises? And even if they do, what theories of Second Language Acquisition (SLA) is this mad idea based on? Despite all this, though, as I’ve said above, the industry continues as though this were God’s own gospel truth and that there is no deviation possible from this One True Path! And we wonder why extreme counter-reactions like Dogme have come into being?!

The bad teaching – and poor learning – that results from this approach to grammar boils down to the fact that acquisition simply doesn’t work like this. All the evidence seems to point to the fact that accuracy emerges slowly – and it comes in fits and spurts; it’s far more to do with repeated exposure to typical examples of commonly used structures in everyday use, along with the ability – or encouragement  t0 – notice and pay attention to these examples, to both the context of usage and the co-text that exists alongside the structures in question. By insisting on one big block of time spent on each particular structure, usually explored in isolation, we misunderstand – and misrepresent this harsh reality, thus making it far harder for students as they generally don’t get the chance to explore structures in use from one lesson to the next, unless we impose some of ‘communicative’ revision game on them that forces use of particularly problematic structures.  This problem is compounded by our insistence on teaching lexis as single word items – or at best without much gramaticalisation / exemplification, thus further reducing the opportunities students have to see structures in action.

The dominant paradigm also assumes that most error is somehow easily diagnosed as resulting from malfunctions with structures already presented, when the reality is far more complex. What, for instance, are we to make of errors such as these, which my students have made over the course of the last few weeks?

It is forecasted that there might be a tsunami in this area caused by the former earthquake.

The area has been deserted after a huge flooding 3 years ago.

His family is really big and there are something like twenty members in his family.

They nearly froze to death when they tried to catch the northern light in Norway.

This book is very interesting and the highlights exist in every part of it.

As if this isn’t bad enough, the way language is presented to students in dialogues such as the going to + verb parody above distorts the true nature of language, where we are perpetually asking in one tense and answering in another, or answering without really using grammar at all. Why did you decide to do that? we ask – and get told Well, I’d been thinking about it for ages, to be honest. Have you spoken to anyone about it? elicits the response Not yet, but I will. Don’t worry – and so on! None of these are freak exceptions. They are simply the way language is when we use it.

These dialogues also deny the existence of natural patterns of conversation. How can it be, for instance, that so many Elementary students learn the question Where are you from? without every learning that almost invariably the next question they’ll be asked is Whereabouts? Because one practises present simple questions, the other doesn’t . . . so their contextual closeness is avoided! In the same way, students rarely get told that one very common follow-up question to What did you do last night? may well be How long’ve you been doing that?  Again, it’s patterns of single structures that drive the car, sadly, NOT patterns of discourse / conversation!

So all of this makes us stupid and makes us make our students stupid too. But it gets worse still. The fact that we’re presented with a canon of grammar – the Murphy’s canon, if you like – means that it’s that much harder for us to think outside of the canon and to become more aware of other patterns – and other grammatical forms – that exist within the language. The list of things excluded from the canon is lengthy, so just a couple of examples will suffice here. There’s the use of SO before an adjective to introduce a cause clause, which is then followed by a result clause – perhaps the most common way of expressing cause and result in spoken English (e.g.: I was so tired I just went straight to bed as soon as I got home); there’s the marking of lateness implicit in the use of NOT . . . . UNTIL – as in He was a bit of a late starter. He didn’t have his first girlfriend until he was 21; there’s the fact we often produce long turns by talking about an action – the kind usually focused on in the canon (I went to Spain, I’m going to a conference, etc.) followed by a time phrase (last week, for a few days) and then a reason / result (to visit some old friends of mine / to give a paper). It’s grammar, Jim, but not as we know it – or certainly not as we’re TAUGHT to know it. Until training courses develop a broader perspective on how language works, the only real way to learn more about these kinds of patterns is to spend more time looking at – and thinking / talking about – real language in use.

In addition to all of this, the way we’re taught to focus on forms and basic meanings blinds us to facts about even the grammar we’re supposed to feel most comfortable working on – tenses and the like. We persist in insisting that similar forms are somehow interchangeable – all those mindless and pointless What will you do if you win the lottery? versus What would you do if you won the lottery? lessons, all those active / passive transformations that result in students coming to class and uttering lines the classic “I know the passive. I walk the dog. The dog is walked by me!” There’s also the fact that co-text is at least as important as the structures themselves if we want students to actually be able to use the language communicatively and not just fall into the grammar robot trap of answering mechanically in a kind of Have you ever been to Greece / Yes, I have been to Greece kind of way! To respond in a communicatively competent manner to such questions, students need to know items like Yeah, quite a few times, actually / Yeah, I went there last year on holiday / Yeah, I go there quite a bit for work, actually / No never, but I’d love to one day – and so on. Grammar is also far more limited by context and lexis than we care to acknowledge. Take the future perfect, for instance. Because of the fact that there really are only a small number of things we’re likely to talk about being finished by a fixed point in the future, the possible – or at least probable – utterances using it are so limited as to almost be learnable by rote:

I’ll have finished by tomorrow.

I should’ve done it by nine.

I’ll have left by then.

I’ll have been here ten years next month.

He’ll have forgotten all about it by tomorrow.

You won’t have heard of it

And not many more! The same limitations exist with many other tenses, and yet are rarely discussed or explored on training / development courses.

So there we have it. My whole training and development did little to help me deal with the complexities of the language. Outside of instilling the kind of grammar anxiety into me that I then instilled into my students for too many years, and outside of drilling in some basic grasp of form and function of a limited canon, I’ve come to see it did more harm than good. It’s based on an outdated model of both language learning and language itself and until it’s replaced en masse by something more rooted in reality, we’re doomed to repeat the circle of abuse!

What that something may be – or at least what I believe it to be – is what I’ll come on to in the next part of the ongoing series!

In praise of non-native speakers part five: localizing texts

So here we go with the fifth and final installment in a series of posts initially inspired by a desire to counter the appalling Open English advert – and to point out the many potential advantages that non-native speaker teachers, especially those teaching monolingual groups with whom they share a first language, possess. Following on from the last post on translation, which generated a real flurry of responses and debate, I’ve been loath to wrap this series up for fear of going out with a whimper, rather than a bang, but here goes nothing.

The final way in which non-natives (or, of course, bilingual natives who’ve lived in situ for some considerable period of time) can offer students superior value for money – certainly when compared to rabidly monolingual recent arrivals – is through the way teachers tackle texts. All too often texts are included in coursebooks to convey facts about the world outside – and are treated as little more than factual entities to be analysed, ‘comprehended’ and processed, but not really responded to or related to the local environment.

In Britain in the late 70s / early 80s, there was a school of thought dubbed Critical Pedagogy, led by people such as Norman Fairclough, which advocated encouraging students to adopt a critical approach to the teaching materials and methods they were exposed to. Whilst I am not suggesting this is a realistic – or even desirable – goal for most teachers, there are aspects of this approach that can help us bring texts to life for our students, especially in non-native / bilingual contexts.

The most fruitful way to think about the role of texts in the classroom is to see them both as vehicles for useful or interesting language, and also as points of comparison with students’ own cultures and life experiences. Sadly, however, not all globally available classroom material shares this perspective – and this is where the local teacher can step in and help to bring otherwise neutral (or possibly even alien) material to life. Often texts can be fruitfully exploited with the addition of a few simple questions along the lines of: what do you think is the same and what’s different here? / does anything in the text remind you of any stories you have heard about? – and so on. As ever, the teacher who is most aware of the local context will be able both to frame these questions in a way which may well work best with local students, whilst also being more conscious of what kind of answers students might typically come up with, and thus what kind of language would be most worth feeding in.

Let’s look at a concrete example: earlier this year, I was using Headway Pre-Intermediate with a multi-lingual group in London and one particular day, I had the slightly dubious pleasure of teaching a text called Supervolcano – about the Yellowstone National Park in Wyoming: a perfect example of the kind of factual ‘global knowledge’ texts that dominate many books nowadays and that seemingly have little point of entry for students. Whilst the book does have personalized questions leading into the text – what famous volcanoes are there in the world? How many can you name? Are they active or extinct? What do you know about them? – and out of the text – Where do you think there might be other eruptions in the future? If an eruption did happen, what do you think you could do to try and survive? – there’s nothing that relates to students’ locale.

Simply asking students what they would tell foreigners about the most famous natural features of their own countries, any extreme weathers they have to deal with and any natural disasters that have affected their hometowns or countries serves as a far more meaningful lead-in and makes students more willing to then engage with a text about somewhere that may very well be outside their realms of experience. Of course, whilst students are chatting, you can wander round, monitoring, picking up on problem areas and using their ideas as a source of board-based input during your round-up stage, thus once again helping them to word their own worlds.

These small but significant localizing twists can be added in to classes time and time again – and all help the local bilingual teacher to bring the coursebook closer to the worlds of their students AND the worlds of the students closer to being realised through English.