My Profession, My Self

For all his focus on bringing back our American jobs, President-elect Donald Trump is not considering my job.

Or the job of tens of thousands of English language teachers who are needed to meet the needs of literally millions of kids, teens, and adults in our communities.

Of course, I'm not on board with most of what Donald Trump says, does, or claims to stand for. Yet, I thought we would at least agree that jobs are important.

They are.

Nevertheless, Trump's inflammatory anti-immigrant rhetoric, not to mention his proposed wall, immigration bans, changes to work/study visa programs, and promise to deport millions create a very real problem for my job.

I'm an English as a Second Language teacher. I serve my country (and my world) by teaching language skills and representing America as a place where freedom and equality are our guiding lights--not fear and intolerance.

If there are no immigrants, international students, or refugees, I'm out of the job, and that sucks. But I'm not looking for sympathy here. I want to keep my job not because it pays my bills, but because it represents my values and the society I want to live in. I could definitely do other types of work (it would sure pay better!), but I don't want to. I love my job, and I love the people I get to meet by being an English teacher. I value a diverse population of people, and I take pride in the America that welcomes people from other nations to work, study, and live in our country without feeling persecuted because of their passport, holy book, or skin color.

Students at the university in Thailand where I currently teach are worried that they won't be able to go on their work/study programs in the US next year, or they fear going to the US for any reason due to Trump's rhetoric about non-white, non-Christian, non-Americans. I'm embarrassed that my country is now associated with such hypocrisy. Outside of native peoples, in America, we are all descendants of immigrants, and in my family, my own step-father only recently attained American citizenship. He was born and raised in Germany, but moved to the US for an opportunity for the lifestyle he wanted. Immigrants are integral to what makes America great and competitive on the world stage in the first place.

I may not be saying anything new today, but what I'm saying is that English teachers must not stand for the growing movement of intolerance and hate in our country. We must be advocates for our students now more than ever. Politically, we must take action at the first signs of changes to visas that will limit bright scholars from joining the conversations at our universities. We must push for the US to do its part in the resettlement of refugees. The America that was once the most desirable place for foreign students to come is getting an unworthy reputation as a bullying, hateful place where foreigners are in danger.

That's not my America. My America values the contributions of people from around the world and welcomes people who believe America is still a land of opportunity.

Using Facebook Groups to Extend the Language Classroom

This photo of me is from a recent presentation with my colleague, Yuliya Speroff,
about using Facebook Groups in the classroom.

Check out our slides from Meliksah ELT Day 2015

From our abstract: 

ESOL Teachers are always looking for practical ways to facilitate communication withstudents and promote autonomous learning outside the classroom. Technology and the internet have opened myriad channels for communication and learning; however, today’s vast array of web 2.0 platforms (Dubravac, 2013) offer almost too many options for teachers. Moreover using multiple platforms for socializing and completing class work can create an unmanageable amount of separate accounts for students to check. To reach students easily, why not use a platform they are already familiar with and checking daily? Facebook offers a user interface that is simple, yet capable of many of the functions teachers want. Using a private Facebook group, teachers can easily post links to resources, multimedia homework assignments, and class reminders. Students receive notifications of posts from the teacher; and they can easily post videos and other multimedia back to the group, send messages to the teacher or to other students, and find new ways to participate in their classroom community. The extension from classroom to Facebook Group may help to promote autonomous learning and a sense of comradery in students who would otherwise depend on the teacher or coursebook as the only sources of input.

Want to ask a question about our presentation? Have a suggestion? Please leave a comment below, or feel free to join our Facebook Group for more info: Meliksah ELT Day 2015

A better day

I'm writing to follow up on the gloom and doom from the last post. Today I proctored the final speaking exams for many of my students.

To be honest, I was proud of them. Despite the challenges they posed for me, I got to know some of them pretty well; and despite their behavior, I actually liked many of them.

Today I felt sad to see them go. I won't miss teaching them, but I will miss them somehow.

Teaching trials and moving on

It's been a month since my last post. I finally finished the fourth and final teaching quarter at Meliksah. The last quarter was by far the most difficult--in fact, there really is no comparison to any teaching challenge I've ever faced in the past.

I was assigned to teach the dreaded "repeater" sections of students who didn't pass the 3rd quarter. Some of them didn't pass because of proficiency, but most didn't pass because of attendance or motivation issues. While the lowest 2 repeater sections gave up almost immediately and started watching subtitled films instead of working in the course books, my sections were supposed to trudge on through the material that students had already seen the previous quarter. You can imagine that my students and I were not so thrilled to review the exact same material again.

Things were bad. I felt like I had stepped into an alternate universe in which disrespecting and ignoring the teacher were normal behaviors, and a good day was one during which I only imagined strangling one student. Students would deliberately put headphones in when I was talking, flat out refuse to do activities, and in some cases, refuse to speak English to me. Students painted their nails, applied make up, played cell phone games, took selfies, sang along to the songs on their headphones, and even set up what looked to me to be a craps table using their books. Perhaps most annoying of all, many of my questions were not answered with words, but with this delightful gesture/noise. It's a very casual way to say "no" in Turkish, but it's really not appropriate for a teacher-student interaction, and definitely not appropriate to an open-ended question.
I cried in the classroom for the first time in my life.

These groups of students took me to a very dark place. For the first time in my life, I genuinely did not want to teach. I felt like my job was pointless. Honestly, I think my students were in a similar mode of apathy and ennui. The classroom atmosphere was heavy and dull--completely the opposite of how it usually feels.

Now that it's over, I can look back and see a few bright spots, but I was so relieved to finish my final hour on Friday. I'm usually sad on the last day of class, but not this time. It was a bad feeling for me. I want to like my students and help them and miss them when they're gone.

My colleagues and I had a great party last night to celebrate the end of the repeater classes, and I'm feeling much less toxic now. I'm ready to move on.

I'm looking forward to non-teaching time this summer to investigate my research interests in educational psychology and identity. I hope that I will feel refreshed and motivated now that I've survived such a difficult experience.

Open-mindedness, Tolerance, and Respect for Diversity

Yesterday I was confronted a very uncomfortable situation in my classroom.

I had students making xenophobic, insensitive, and ill-informed comments about people from other cultures.

Following a particularly offensive outburst from one student, I dismissed the class early. Tears welling up, I asked the lingering students to leave and get my teacher friends. I needed emotional support. I filed a report detailing the events and my supervisor has commended me for how I handled the situation. 

Following the incident, I have been reflecting deeply about my teaching philosophy and my personal philosophy as Jena Lynch. Being open-minded, tolerant, and respectful are at the core of who I am, and they are at the core of why I am a teacher. I have chosen a career that puts me in direct contact with people from hugely diverse backgrounds. I love learning about other cultures and people's experiences. Building relationships with people from other countries makes me feel like I have a place in the world. I feel most alive when I connect with someone who speaks a different language, who has a different background, or who is simply curious about the world we live in.

My philosophy has no place for hatred based on ignorance, closed mindedness, or lack of respect for humankind. My students' comments yesterday deeply hurt my feelings as a foreigner living in Turkey. Even though the comments were not about my country, the fact that my students were openly so disrespectful and hurtful was appalling to me.

Granted, at 19-years-old, many people aren't making their best decisions or saying the most intelligent things, but there is no excuse for the kind of behavior I witnessed. 

This incident brings me to the question: to what extent is it my job to teach tolerance in my language classroom? I get into the deepest muck when I question whether my values are somehow inherently right or better than those that my students portrayed. 

In the 21st century language classroom, I think my values of open-mindedness, tolerance, and respect for diversity are dead on. I think that part of teaching English as an international language is teaching respect, curiosity, and tolerance. People who interact with others must understand the impact of everything they say and do as a direct reflection of themselves, their country, and possibly even larger organized groups, like religious affiliations. I stuck to my belief yesterday that there is no place for hateful and ignorant speech in any classroom. 

If those students learn nothing from me about vocabulary or grammar, I hope they remember me as the teacher who could not tolerate a student's offensive comments about Iraqi people. That's a reputation I could live with.

Quarter 3 Highlights

Quarter three at Melikşah prep school tested my endurance. I had 5 different classes of students, each with 20 names and faces to remember. I'm sure many teachers out there are saying, "Yes, and...?"

I can appreciate the challenges of teachers of large classes and teachers with 100s of students to manage. I did manage to learn each student's name within the first 2 weeks, even with three Dilara's in one section.

Current ESL/EFL methodology encourages a communicative approach in which the learner is the center of the classroom. In my philosophy, this manifests as me trying to get to know each student, and tailoring my classroom activities to fit the class's personality. In fact, I often have particular students in mind when I create activities. I think the personalized attention I put into materials development is one reason that students respond to my lessons. As an example, one of my classes during the last quarter was super chatty. They also liked to talk about each other and give each other a hard time (in a joking way). I capitalized on this tendency to teach qualifier + comparative structures--For example, ______ is a lot taller than ______.  I created 7 sentence frames following the example pattern, but with different adjectives and the option to replace "a lot" with "a little." Students filled in the blanks with their classmates' names, and then we read them out loud. The sentences were often funny, and because students were talking about each other, they had real motivation to listen. The speakers also had great motivation to use correct grammar, because a correct "insult"has more impact than an incorrect one. We had a lot of fun with that activity!

The past quarter had some challenges reminiscent of the struggles I endured during my first weeks at this program. Among the most challenging aspects for me is getting students to be quiet and pay attention, especially following group work. Switching the lights on and off, clapping, and even using my lifeguard voice barely had an impact. In a short class period with lots to cover, the time lost trying to get students back to attention really adds up.

Despite some of the ongoing classroom management issues, I found success in vocabulary instruction with the help of PowerPoint and Google images. For each set of new vocabulary, I made a PowerPoint slideshow in which the first slide had an image related to one of the new words and the following slide had the picture and a meaningful sentence including the new word. I found that the pictures helped students recall the words, and the sentences helped reinforce how to use the word correctly. We reviewed these shows at the beginning of nearly ever class hour, and I felt that students were able to bring these words into their productive vocabulary more quickly due to the repetition. In addition, I printed the pictures and sentences on separate papers and then gave each student either a sentence or a picture. Working with their classmates, they had to find the appropriate matches and sit together. I found this to be an effective get-out-of-your-seat activity to introduce the new vocabulary in a communicative way. Students were mostly able to find the matches on their own, which I assume is more valuable to learning than simply absorbing the teacher's explanation passively.

Overall, a successful quarter, even if I did often feel zapped for energy. I blame that on the springtime weather tease: warm and sunny followed by snowstorm and wind.

Resume and Teaching Philosophy

My resume as of February 2015



I am an English as a second language (ESL) teacher by training, but at least half of my teaching experience has been in the university composition classroom. These two general contexts have informed my teaching-philosophy about how to approach a diverse group of students with varying needs and preferences.

Regardless of students’ language proficiency, my most important goal is to see students engage with the material. I’ve seen that careful planning, coupled with enthusiasm, creates a safe, yet dynamic and enjoyable, atmosphere for engagement and learning. My ultimate goal as a teacher is that students will apply what they learn in my class to other areas of their lives. The best compliment is a former student recounting how something we learned in my class helped her with a later assignment.

Creating a space where students feel comfortable to try (and sometimes fail) is essential for me as a language and writing teacher. My students need support from me and from each other in order to take risks, learn, and ultimately gain proficiency. During every class, I try to check in with each student, even if only during an attendance question. It’s important to me that I treat my students with respect and curiosity. In my assignments and grading, I always try to set my students up for success through well-planned prompts, but I believe that students deserve a second chance.

Another way I set students up for success is through lesson-planning. Lesson plans should account for course objectives, student needs, and learning preferences. Working to meet course objectives is the top priority as a classroom teacher. Ultimately, students will be tested on these objectives, and will need the information and skills developed in the course to be successful at higher levels. Beyond objectives, accounting for student needs, at a class and individual level has yielded positive results for me. Personalizing material for students can help them connect and engage on a much deeper level. In addition, being responsive to student questions and concerns builds trust and contributes to the safe atmosphere I provide. To account for students’ learning preferences, I try to vary the mode and method of instruction from class to class. For example, teaching vocabulary through student-created actions (or skits) adds a dimension of physicality that may help the new words stick for some learners. On the other hand, drawing a picture to represent the new word may help other students connect new knowledge to existing knowledge. Through experimentation, students develop a repertoire of strategies that they can take with them to other classes and beyond.

Teaching students strategies for learning is an effective use of teacher time. I believe that by teaching strategies alongside content, I am building not only knowledge for now, but skills for later. For example, I identify and teach strategies for decoding new words based on prefixes, suffixes and stems. I also post various strategies in the classroom or online as a reminder to students throughout the semester. The critical part of strategy instruction is to acknowledge the individual differences in student preference, as well as the sometimes slow process of working a strategy into one’s routine. Building a repertoire of strategies helps students feel supported and prepared for assignments and assessments in class, and also in future tasks.

My favorite teachers have been dynamic and alive in front of the class. I believe that the best way to get energy from my students is to give them energy. I am comfortable to be animated, enthusiastic, and spontaneous in front of students because it results in animation, enthusiasm and spontaneity from them. The dynamic classroom has clear goals to achieve, but may diverge from the lesson plan depending on how students respond to the material. Comprehension checks and participation are important elements of my classroom. I try to plan partner and group work, along with individual reflection, into every lesson. I believe that the human elements of the classroom, such as teacher attitude, student interaction, and capitalizing on unplanned learning opportunities make all the difference in terms of student engagement.

Overall, student engagement, long-term learning, and creating a positive environment are some of my top priorities in the classroom. During every lesson, these core elements of my teaching philosophy influence both what I plan and how I think on my feet. I believe that these elements have contributed to my success as a teacher.

Success in Quarter 2

Two quarters complete. One semester down. Half way through my first year teaching in Turkey.

My tumultuous first quarter prepared me for many of the challenges in this teaching context, including student motivation, last-minute changes, and difficult classroom management. However, the second quarter provided me a reprieve from the struggles of the first. I taught the top two sections of a CEFR B1 level listening and speaking class, using a textbook designed for English for Academic Purposes--my specialty. I also taught a mid-range section of CEFR A2, which kept me grounded in what the majority of teachers here trudge through on a daily basis.

Our classes work like this: based on proficiency and achievement test scores, students are sorted out first into A1, A2, B1, B2 levels. Then, within those levels, they are further divided into sections. The first quarter, we had 31 sections of A1 and handful of the others. The second quarter, 27 sections of A2. Our students basically progress en mass through the four levels. Each quarter, though, some teachers are assigned to teach in the other levels. I considered myself lucky to be one of the few teaching B1 students--they were absolutely awesome. My A2 section was fun in its own way, too. We managed to push through some very difficult material in A2, and I'm really proud of my students for picking up as much as they did. We had a lot of inside jokes in that class--"çay accidents" for spilled tea; "BRReak, BRReak, BRReak" for the end of a lesson. It was fun.

While I can chalk up a lot of the success I enjoyed in the second quarter to awesome students and different classroom dynamics (every teacher can relate to the seemingly random nature of groups of students who are productive together, and groups who are...not); I can also congratulate myself on personal growth as a teacher.

I handed out a syllabus on the first day of class with my expectations about classroom behavior, homework, and where empty tea cups belong (this is Turkey, after all). I was consistent with my "lights off means silence" policy all quarter, and it worked much better this time.

I did my best not to take students' behavior personally. I often reminded myself that these  are 18-year-olds who are experimenting with adulthood, meeting new friends, and experiencing university life for the first time. They want attention from each other. They want to be social. They don't care about relative clauses. I thought a lot about something a very zen colleague once said. "When I see students not paying attention, I think, he isn't ready to learn today." I like how that phrase takes the burden off of me. I focused on students who were ready, and did my best to get the others on board when I could.

One of my favorite experiments this quarter was using Facebook groups with students. Each class had a group where we could post and share things. I assigned students to make videos of themselves speaking English, write paragraphs, answer questions, and watch YouTube videos using Facebook. It was way better than I expected. Some students really took to it. Some were nonplussed, but that's normal. The students who liked it really seemed to enjoy posting and commenting on their friends' posts. Many students took advantage of the chat function to ask me questions, or wish me well on the weekends. While sometimes I wanted to escape from the messages, they were almost always important things or messages that made me feel good as a human being. Sometimes that doesn't happen enough to teachers.

Of course some students dug through my Facebook with a fine-toothed comb, finding some pictures that I might not choose to show them otherwise. You can imagine the horrifying moment shared by me and a student when a third student blurted out "Jena! Can I ask you about a picture Mahir sent to me? I didn't know you were like that!"  Oh no. What did I forget to delete? By the way, Sent to me.??Yes, they've been texting my FB profile pictures to each other. Oh boy. I'm not sure who was more embarrassed, me or the sender, but we actually talked about the picture, featuring a friend and me decked out in gothic Halloween make-up from 2007, and I think we all felt much less awkward after that. Even empirical studies suggest that sharing Facebook inherently makes teachers a little more open with student, and this is part of building a trusting community. See Mazer, Murphy, and Simonds (2007). Of course, the natural consequence is built in--students know more about you, and in a digital world, there can be an awful lot to know.

Did I delete that picture after school? Yes I did. I thought I had eliminated most traces of my undergraduate life from Facebook, but I guess I missed that one.

So, I'm leaving the second quarter on a high note, full of momentum. There's a pretty good chance that I will be slowed by the one month break from teaching, and that my next teaching schedule won't be so awesome, but I can take comfort in my newfound confidence and my expanding knowledge of this student population.

Reflections on my first quarter teaching in Turkey

Günaydın (Turkish for "good morning"). It's Saturday morning here in Talas, Turkey.

What I really wanted to write about this morning was a reflection on my first quarter of teaching English in Turkey and how the reality does and doesn't match up with my training.

First of all, classroom management was my most unexpected challenge. I remember wondering why one professor spent so much time on in in our practicum class. Now I know. Wrangling a bunch of 18-year-olds who share a common first language, and who are experiencing the freedom of university for the first time---is a lot harder than it sounds.

My groups of students last quarter were energetic and chatty, which is normally a good thing in the language classroom. However, when the chattiness continues while I'm giving directions or after I have turned off the lights to signal that it's time to finish the activity, I get a little frustrated. Pile this on day after day, even after seating arrangements, warnings, and every technique I could think of, and the result is a major breakdown in the middle of a meeting with my colleagues. I'm not sure I've ever cried at work before, especially not out of frustration, and I hope that it never happens again. My colleagues tried to warn me about the students, but I thought they were just being pessimistic. Nope. Turns out that students can be downright disrespectful and seemingly impossible to teach.

I was a very good student in my master's degree, so I know I paid attention during the classroom management discussions, but in a program focused on current research on language acquisition, some of these daily teacher things didn't surface as among the most critical information. A former yoga teacher once advised me that teachers are never fully prepared, you just have to get in front of the class and deal with it. I think this advice holds for me. In every new context, you can never be prepared for the students or the curriculum. It's a matter of getting in the classroom and dealing with what happens.

On the flip side, let me tell you about the last day of teaching one class that I had particular trouble with. For the last hour, I had planned a review game. however, when I came to the classroom, more than half of the students were gone, and the only people left were the sweetest female students who had shown me respect all semester. They bought coffee and cake for everyone and we sat in the classroom together, as human beings, discussing Turkey and my experiences so far. It was an incredible moment for me as a worn-down teacher---who at times during the first quarter questioned my ability and desire to be an educator---to once again feel the human connection that I love about teaching. My students used English (and I used a little Turkish) to talk and laugh about our differences and our similarities. Make-up and the head scarf were fun conversation, and we took a handful of selfies together. At some point, I realized that they were using vocabulary that we had learned in class, and I was beaming with pride. The language teacher's dream is to have students apply what they learn in a boring textbook to a context that they really care about.

C11 selfie--about half the class isn't pictured here.

Coffee and cake with the ladies of C10

Ladies of C10

Many of my Turkish colleagues, and I'm sure many of my colleagues in general, avoid getting to know students. Not because they don't like students, but because personal connection undermines authority. Instead, they maintain emotional distance and focus on the material. Their classrooms are what I imagine the military to be. Completely dominated by the teacher, orderly, and fear-driven. I'm painting a grim picture, but I know that traditional teaching follows this pattern. The teacher is the ultimate authority, and students never question it. This is also a leadership style that was common in the past, and remains in many parts of the world today.

My teaching style, though, doesn't run on fear. It runs on respect and genuine interest in student success. For better or worse, I make every effort to treat my students with respect as autonomous adults (I can hear some colleagues saying, "that's your first mistake") who deserve the best lesson I can give because they will go on to use English in their majors or in their careers.

For most of my, albeit short, teaching career, I have generally had success with this approach. I think students appreciate my approachability and my interest in their success outside of my classroom. However, the first quarter of teaching here basically took most of my teaching philosophy, ripped it in half and buried it in my bottom desk drawer under waded up tissues of my snot and tears. "Prepare them for the test, check their homework, threaten them with visits to the administration, and get the heck out of there" became my survival mantra.

***
On Monday, I will have three new classes. One general pre-intermediate class, and two sections of intermediate listening and speaking. I am really excited for the listening and speaking classes because they are students came into the program with higher proficiency (usually accompanied by better work ethic, in this context, anyway). The pre-intermediates will take more patience from me, as they are the graduates of the classes I taught last quarter. They are finding their way through a year of manditory English en route to their private university classes in Engineering or law (only some students will take university classes in English. Others will study in Turkish). Inshallah (God willing, or "hopefully") my students will respond more to my efforts to create an atmosphere of mutual respect. I'd like to pull my tattered teaching philosophy back out, dust it off and continue the success I've enjoyed in other contexts.

Ideas for teaching and reviewing vocabulary

I recently shared these ideas with my colleagues at Meliksah University. I hope you enjoy them!

“Don’t S.W.E.A.T. it” Vocabulary Homework

Rationale: Learners will build layers of knowledge about new vocabulary words by learning the word along with a synonym, antonym, example, and translation to their native language.

Procedure: The teacher can create simple worksheets with the following table repeated several times. Alternatively, the teacher can show learners how to recreate this table on their own paper. Assign learners a list of vocabulary words that are relevant to the current chapter or study topic AND to the learners’ general academic pursuits (if possible). Explain your expectations for filling in the table. Don’t forget to explain the English idiom “Don’t sweat it!” (i.e., Don’t worry, it won’t be difficult).

Word: Synonym:	Antonym:
Example sentence:	Translation:

Three low-to-no-prep ways to review vocabulary in class

Rationale: learners have preferences for ways in which they learn most easily. Teacher variation is the ways vocabulary is presented can engage a wider range of students. In classes where the demands of the pacing limit time for vocabulary review, a simple definition quiz can help learners self-assess their knowledge. The following exercises can provide varied and time-saving ways to reinforce the importance of vocabulary in your classroom.

Procedures:

·      Make it visual. Assign pairs of students to draw a picture representing a vocabulary word. Have students share their representations with the class, and hang pictures on the wall, if desired.

o   For the word comfortable, students might draw a sofa or large armchair.

·      Make it active. Assign pairs of students to create a gesture or action representing a vocabulary word. Encourage students to get creative! Have students share their representations with the class.

o   For the word “packet,” students might imitate ripping open a bag of chips. They might also add the ripping sound to help auditory learners connect the sound and the meaning.

·      Make it quick. Have students take out paper and pencil. Read definitions of 5 words and have students write the correct word on their paper. Read the answers and have students self-correct.

o   The teacher might say, “This word means the person who works with a cash register in a store.” Students would write “Cashier” or “Shop Assistant”

Some activities inspired by Cheryl Zimmerman's Word Knowledge (2009). Check out her book for much more info on the whys and hows of vocabulary instruction, as well as many activities for bringing vocabulary to your classroom.

Thoughts from the other side of the desk.

As my Turkish proficiency has become relevant to my life and work here in Kayseri, Turkey, I'm realizing some of the struggles that students in learning English. Here are a few of the components of a language class I'm thinking about.

1. Risk-taking. Even though I am always encouraging students to take risks in the classroom in order to grow as a language user, this is easier said than done. I find myself sometimes reluctant to try a new word or tongue-twister-ish Turkish verb construction. ...edebilir misiniz? I'm building empathy, but also seeing how I might motivate students to get past this roadblock. Despite my hesitation, I'm learning to just get the words out, on the basis of my second point.
2. Context-dependent use. If I don't have the occasion to retrieve and use a new word or phrase in context during interaction with others, I have a very difficult time retaining it. This experience will inform my teaching of vocabulary and rote phrases. Give students a chance to recall and use new items in an authentic context.
3. Bottom-up processing. Although I rarely used techniques like backward (or forward) buildup with advanced students, I am using it frequently in Turkish. Due to the heavily suffixed-ness of Turkish, practicing piece-by-piece is essential. ed. edebil. edebilir. edebilir misin. edibilir misiniz. I see this type of controlled practice as essential for building pronunciation and grammar knowledge. I will be using this technique at the word and sentence level.
4. Praise. While I've never doubted the importance of teacher praise, being on the other side of the desk has thrown light on the affective effects of teacher feedback. Teachers who are unenthusiastic or too quick to correct do nothing to motivate students who struggle. On the other hand, I've experienced feedback from my colleagues that made me feel proud of myself and therefore motivated me to continue speaking in Turkish--this is important feedback for learners.  I will be very mindful of the ways I encourage my beginner students, especially in speaking activities.

There is so much to learn and so much to consider as I start a new teaching position in a new country with a new language. I can understand the struggle that many students who study abroad my face. I hope that my newfound empathy enriches my teaching experience here in Turkey.

Nation and Newton (2009) Teaching ESL/EFL Listening and Speaking

Dear fellow TESOLers,

Today I'd like to write about a resource for ESL/EFL listening and speaking teachers.

Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York, NY: Routledge.

During my MA studies, I read a few textbooks focused on either listening, speaking or pronunciation. While useful, these three books focus on the skills mostly separately. I picked up Nation and Newton (2009) as an ebook on Google because I wanted a concise way to refresh my memory, and maybe find a few new ideas for my new teaching position in Turkey.

I like that this text surveys theory and research on the teaching of listening and speaking without overloading the teacher-reader with too much SLA or delving too deeply into controversies in the field. On the contrary, in a few concise chapters, I was able to refresh my memory of current trends, long-standing beliefs in the field, and even come across invigorating descriptions of language learning that hadn't encountered in my MA! My favorite among them was a justification for the prominence of listening instruction: "learning a language is building a map of meaning in the mind..To do this, [proponents of listening] feel, the best method is to practice meaningful listening" (Nord, 1980, p.17 in Nation & Newton, 2009, p.53). This metaphor of a "map of meaning in the mind" expresses what I have believed about language but not been able to articulate so cleverly. For me, a well-written textbook contains these types of springboard ideas from which teachers can build a philosophy of language learning and teaching.

More than the theory, however, I felt that the practical information in this book was outstanding. The authors have outlined basic principles to keep in mind while teaching (e.g., planning lessons with equal attention to "the four strands," or the "MINUS" strategy for teaching beginners). In addition, the authors have provided a plethora (around 100) of useful, low-prep (and low-tech) activities for teachers to employ in the teaching of listening, speaking, and pronunciation. To name a few that I'd like to bring to my classroom (also to my own Turkish learning): substitution tables, pre-dictation exercises, and distinguishing sounds.

I chose to write this (very) informal review today to help myself retain some of the useful information I have been reading in this text. I hope that other teachers or MA-TESL programs might consider adding this book to their resources.


***As a side-note, MA TESOL program coordinators might consider going totally electronic for textbooks and other materials, as graduates of your programs will likely move overseas and shipping prices are high and reliability of delivery is low. If I could do my MA over again, I would buy an iPad and organize everything electronically in one compact device, rather than hauling textbooks overseas and having to recycle literally thousands of printed articles (along with all my annotations).

Three Tips for Teaching Adult Beginners

I've recently moved to Turkey as an EFL teacher, and part of my pre-contract holiday includes a daily 4-hour intensive Turkish course. The class is very small--just me and my husband. I hope to shed a little light on the process of teaching adult beginners through reflection on my own experience.


Here are a few tips for teachers:

1. Encourage, encourage, encourage. Do your best to honestly support your students. Praise their correct answers and progress as true achievements. For adults, language learning can be more difficult because of higher affective filters. Your praise and encouragement as a teacher will help students feel more comfortable to take risks.
2. Listen, listen, listen. Your students will probably want to try to communicate with you, but it will be slow and difficult. Give them time to finish trying to use their language before you jump in. That is, give them A LOT of time (even if it is super awkward) to formulate and reformulate their spontaneous utterances to you. Cutting them off may discourage them, and you may misinterpret the meaning without even knowing it.
3. Be interested in your students' lives and experiences. You may be paid to get students passed on to the next level, but do not underestimate the power of a little human connection in motivating your students to practice and come out of their shells to produce language. In fact, YOU may have more fun teaching, too!

I would love to read your comments based on your experiences teaching adults or being an adult learner, too!

Using ESL training to help Native Speakers learn new concepts

I want to give an update about analyzing the whale-oriented websites.

Yesterday in class, we watched two short YouTube clips to practice analyzing rhetoric in a multimedia way. I divided the class into three groups so that I could assign each group a specific focus point during the video clips. For example, during the first viewing, one group of students was assigned to look for clues about the author, and the other two groups were focusing on audience and purpose, respectively. During the second viewing, students were watching for appeals to ethos, pathos, or logos, respectively. After each viewing, we discussed the clips and elements of rhetoric as a class. Then, we repeated the process with the other clip.

Whale Wars Intro http://youtu.be/MvfXjeA0Q9M
Round one: watch for content, what’s going on?

1. Author:
2. Audience:
3. Purpose:

Round two: watch for appeals

1. Ethos:
2. Pathos:
3. Logos:

Blackfish Trailer: (A little disturbing--step out if needed) http://youtu.be/fLOeH-Oq_1Y
Round one: watch for content, what’s going on?

1. Author:
2. Audience:
3. Purpose:

Round two: watch for appeals

1. Ethos:
2. Pathos:
3. Logos:

_______________________________________________________________

Students were very engaged in the clips, and our discussion yielded me a lot of insight into how students were grappling with these new terms involved in rhetorical analysis. For example, students had a difficult time identifying who the author of the Whale Wars clip was. I would not have anticipated this difficulty because it seemed straightforward to me that a director/producer from Animal Planet would be behind the clip. However, as student after student struggled to find the author, I was able to explain piece by piece what I was actually looking for when they identify an author--and why the author matters in a rhetorical analysis. Controlled chaos is sometimes a great environment for students to test out hypotheses. My ESL training informed how I included multiple viewings with specific points to listen and watch for. I find that ESL-informed teaching usually benefits all students, regardless of native language, because of its emphasis on clear instructions, purposeful listening/reading, and negotiation of meaning.

In addition to the learning outcomes related to rhetorical analysis, I saw students' thinking critically about their own beliefs, especially when we watched the Blackfish trailer. Many of them had never considered the ramifications of keeping whales in captivity, and some of my students told me that they planned to go home and watch the rest of the film. After the lesson, I felt very proud of the day's instruction. My students definitely thought critically about two issues related to whales, but they also worked together in a discussion to figure out what rhetorical analysis means. 

I look forward to seeing how they analyze the websites for their project. I hope that yesterday's practice proves fruitful for them.

Writing as global citizens--a hopeful reflection on my goals for this semester

As a teacher, I'm always looking for ways to increase student engagement in the material. In a required freshman-level writing course, it is essential that I create assignments that are relevant to their lives and more important, interesting.

This semester, I am trying to bring out global citizens in my students. I hope for them to gain an appreciation for other countries, cultures, and languages as they practice valuable reading and writing skills.

One way that my students are getting exposure to another culture is through pen pals at Far East University. I was contacted by a teacher looking to set up an exchange between her Korean (and other nationalities) students and students studying here at Northern Arizona University.

From the outset, I faced a challenge: the classes at Far East were smaller than expected, and my classes often overflow during the first week until everything settles out. Due to the short English camp at Far East, I wanted to get our project going right away--on the second day of class. Having 50 students to pair with the 30 or so from Far East, I assigned students to work in pairs to write their pals. Although I was concerned that my students would have trouble navigating a letter with more than one author, the pair work was a huge success. Students were collaborating in the truest sense by asking each other content and language-based questions. What do you think about this word? Would our pal understand it? Should we ask this question? How do you think I say say that? What I saw as they composed together was amazing in terms of communication and revision, and it was only the second day of class! I was so proud of my students, and I hope that their pals enjoy the letters. I can't wait to see what these students learn from each other and how their worldviews might change.

In addition to the pen pals, students in my class begin the semester doing rhetorical analysis. They write an essay in which they deconstruct a text and analyze the effectiveness of the author for a particular audience and purpose. In the past, I've given students a few choices of essays from our textbook to analyze. This assignment has worked in the past, but the main complaint from students is that it's boring. What a buzz-kill in a required class. The main reason that I chose essays from the book was that I wanted students to get their money's worth from the book--something I'd call: "on principle" rather than because I'm passionate about it. While I still think students should get their money's worth out of the book (they will!), I don't think it should be at the expense of fuller engagement with an important assignment that has so many interesting applications.

In order to capitalize on the flexibility of the assignment, my students will be analyzing the rhetoric of text- and media-rich websites. Digital literacy, including the ability to evaluate and analyze the wealth of information on the internet is one of the skills that university students must have. Not only for college, but also for life! Therefore, I want to help them see how the concept of rhetoric is applicable not only to essays, speeches, and more traditional modes of rhetoric, but how it plays out on the web and all around us. I also happen to be very interested in the rhetoric surrounding whales right now. The documentary Blackfish exposes the dark side of whales held in captivity, but the SeaWorld website makes an attempt to counter the claims made by Blackfish. On a related note, the Sea Shepherd organization, who are often called "eco-terrorists", have campaigns waged both on the ocean and on the web against the killing and mistreatment of sea animals. Students can choose between the Sea Shepherd website or the SeaWorld website to analyze for their essays, and we will watch and analyze the Blackfish trailer in class to get students interested. Because I read so many of these essays, it is certainly to my benefit to select topics for students that interest me. However, a side benefit of assigning a choice between these two topics is that it encourages students to think critically about a real world issue.  Examining the rhetoric around these issues becomes a natural extension of reading and thinking about the interesting (and often conflicting!) information on the websites. Thus, student engagement is up, and I hope to see that engagement reflected in thoughtful rhetorical analysis essays.

The dual focus on content about whales and writing instruction is reminiscent of a popular ESL teaching approach known as Content-Based Instruction (CBI). As my teaching career has included both ESL instruction (mostly English for Academic Purposes, EAP) and freshman composition, I have begun to realize the symbiotic relationship between these two seemingly very different types of teaching. My training in both areas often build on each other as a hybrid teaching style with a sensitivity to language use, international perspectives, and expectations in "the academy". In the coming months, I hope to reflect more about how ESL and freshman composition compliment each other, and how (and why!) I approach my non-native-speaker-only section of freshman composition differently from my sections made up mostly of native speakers.

Student Testimonials

I compiled this list of student testimonials and evaluations because these comments reflect my teaching philosophy. I absolutely love when students respond to the activities, atmosphere, and philosophy in my classes. Helping students improve a skill, develop a strategy, or just enjoy learning are some of the most important reasons why I teach.

Fall 2013 Students, ENG 105 Critical Reading and Writing for the University Community

“This course was very well done. The assignments were not overwhelming. They helped me become a better writer. The instructor ran a structured and organized class that

put all of the emphasis on learning the material rather than trying to figure out what the instructor wanted.”

“I think you created a great friendly atmosphere in the classroom and adapted well to the students' different skill levels and methods for writing.”

“I liked that we worked in groups a lot and that we all had a chance to speak our mind and ask questions. Every assignment was explained well and the working

environment was always positive.”

“I feel there was nothing major that could impede me from learning in this particular class. She does an exceptional job working with students. I hope my future teachers are

like her.”

Spring 2013 Students, Program in Intensive English Level 5 Listening and Speaking

“Her activities are really good, and we learn new things. Thank you, Jena. “

“She is a best teacher in level 5 for me because she has a good activities in class“

Spring 2012 Student, ENG 105 Program in Intensive English Section

“In my experience, the teacher did very well to deliver the information in many ways to us.”

Fall 2011 Students, ENG 105

“I really appreciated the fact that the instructor took all measures to ensure that all the students understood each assignment. She always sought out ways to better teach the material and always provided challenging and positive feedback for all of our writing assignments.”

“I think that she showed genuine interest in her students. She gave modern day media and actual examples that connected us back to the topic we were discussing. Allowing us to choose our topics (for the most part) motivated me to write the assignments.”

“She used many different strategies and it helped us learn. She made it fun too.”

“The teacher was aware of the practical applications for writing rather than just what a textbook says writing is for.”