Kaplan’s Views on Intercultural Education

There is a wonderful Chinese proverb that says ’a man without a smiling face must not open shop.’ At the most obvious level, this indicates the advice that you should not do business with anyone or start any difficult task if you are not capable of looking or sounding polite.  This says a great deal about the Chinese culture too.  It indicates the importance of ‘face’ values and of good manners as a part of doing good business. You would not pick up the phone and immediately ask your Chinese colleague to do what you want them to do. Instead, you use polite chit chat as a preamble to your request.

According to the words of The Prophet Muhammed, sallallaahu alayhi wa salaam, “Say what is true, although it may be bitter and displeasing to people.” (Baihaqi).[1] According to these words of wisdom, it is more important to be honest than to be impolite.  Clearly, you are not being asked to be rude but you are asked, perhaps, to be more direct with your honesty.

These are two contrasting ways of thinking and they speak volumes for the fact that “Rhetoric … is not universal” and neither is logic (Kaplan, 1966). Kaplan said that, as far back as 1966 but I still believe in the relevance of what he has said and the impact that this has on teachers or materials’ developers.  What we learn from Kaplan is that our ideas may not make sense to people from other countries and, therefore, even if we keep the language clear and simple, our students might not connect with the lesson.

This works both ways.   Big Ben and cucumber sandwiches are not what the United Kingdom is about but international students might have learned that. We should not be offended and we should not expect them to understand us because we use words that we believe they will understand.

 



[1] http://www.turntoislam.com/forum/showthread.php?t=36681

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A video of my presentation at IATEFL

At this conference of hundreds of talks, workshops and seminars, there will always be talks and discussions about IELTS (International English Language Testing System).
If you’ve been under a rock for the last few years, let me clarify that this exam is recognised in over 7,000 institutes and 135 countries (ielts.org). Here are the figures. In the General Training module, women do slightly better than men (ibid) but they both get an average of 6.1 in the Academic Module. In the latter module, candidates of German origin do the best and candidates of Qatari origin are the weakest but for the General Training Module candidates of Singaporean origin get the best overall score (on average) and Saudi students are the weakest. You can get the complete statistics for 2010 on the IELTS website. 2011 is not yet available on their website.
At IATEFL there were a variety of issues around IELTS that were raised. There were comments on how expensive the exam is in Africa, how to support Band 3 – 4 students and teaching strategies. My talk was about Languagelab.com‘s IELTS offering and how it developed and adapted to the number of students and types of student. I’ve shown two models of the delivery of our IELTS classes: the earliest one and the one we are planning for 2012. You can see the video of my talk above.
From the sizes of the audience at mine and other talks, I believe that IELTS is a subject that teachers still need to talk about.
I’d like to use this opportunity to invite teachers to a seminar on teaching strategies for IELTS in the month of May. Please contact me at iffaf@languagelab.com to express your interest.

My video is here: http://blog.languagelab.com/?p=1199, at the Languagelab blog.

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Jim Scrivener talks about being a teacher

I love Jim Scrivener. Not only is he an excellent teacher, teacher trainer and writer but his ideas in today’s talk at the IATEFL Conference cogently reflected the way I feel about teaching.

He reminded us that we shouldn’t be afraid to teach and should want to do more than just ‘wimp out’ as a facilitator. This includes more guided error correction, recasting or reformulations that clearly indicate what the error is and opportunities to learn from those errors.

I wasn’t so keen on his suggestion about being a ‘devil’s advocate’ and giving the wrong answer to the students, in order for them to remind you of the correct answer and then feel really good about themselves. Fortunately, he reminded us that this kind of feedback should be very gently done.

I’m eager to share his slides and as soon as he puts them up on iatefl.britishcouncil.org/2012 I’ll forward them.

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See you at IATEFL

IATEFL Annual Conference & Exhibition – Glasgow, March 2012

PRESENTER(S): Iffaf Khan

DAY: Tuesday 20th March

TIME: 12:15:00 PM – 1:00:00 PM

ROOM: Alsh 2

AUDIENCE CAPACITY: 96

EQUIPMENT: Computer & projection, Overhead projector (OHP) – for transparencies, Internet access

PRESENTATION: Talk

TITLE: IELTS in virtual reality – a case study

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Co-teaching

According to Dove and Honigsfeld (2010) “…when teachers engage in collaborative practices, they experience a reduction in isolation, enjoy more occasions to share their expertise, and appreciate the opportunity to shape the way the ESL program operates in their schools.”
Their seven models for co-teaching cover different types of interaction between teachers (such as one teacher covering more general English and the other teaching specific subjects or even one teaching and one assessing) give us a more informed view of Director of Studies is not only looking at administrative matters (ibid) but is also looking more closely at how teachers can, literally, work together.
Until I was actually asked to co-teach, I had my reservations. Clearly we had to have a meeting to discuss our roles in the classroom but who was going to do what? Were we going to take turns and also observe each other or were we going to divide the class into two groups? Thus, I used to always avoid opportunities to co-teach because I needed more guidance before my meeting with my co-teacher.
In the English City (www.languagelab.com), the collaborative teaching model has developed organically. Initially, all of the teachers had to be exactly on the same page and teaching items developed from themes. They were all mutually exclusive but intertwined with each other. These days, the English City is using a variety of collaborative models. You may find two teachers running one story line together, or all of the teachers agreeing on the same general idea for the following week. You will also find that the teachers themselves have the opportunity to come up with their own forms of collaboration. There is a lot of room for improvement and the development of co-teaching ideas. I am hopeful that that there will be more discussion groups that do look at how co-teaching can enhance the learning process.

Bibliography
Dove, M.Honigsfeld, A.. (2010). ESL Coteaching and Collaboration: Opportunities to Develop Teacher Leadership and Enhance Student Learning. TESOL. 1 (1), p3-22.

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Cultural Influences

“The entire process of education is shaped by the culture within which it operates. So long as a culture is shared by teachers and students, the problems of learning that arise are merely those of educational expectations and methods. Much less tractable problems arise, however, when students shift from one education system to another and the normally shared cultural assumptions no longer obtain.” – Ballard and Clanchy, 1991.

A teacher of English will often find that students ‘warm up’ and do better after their initial nerves but I believe that this is more to do with how they learn and how they adjust to the teacher. In online education, particularly in virtual reality, very little of the course content is covered because the learners are adjusting to the technology and how it affects their habits as learners. Indeed, the learner attitude towards knowledge is, in my opinion, exceedingly important because it affects the importance of knowledge in society and how students learn in the first place. This is an aspect of learning that schools who teach English are increasingly recognising. This is why we have orientation days, leaflets that explain our teaching approach and learner training in the first class of some courses.
The ramifications of learner training are that students in different countries have different approaches to learning. What they know is learned experience, and how they behave in the classroom is because of where they come from and how they learn. For example, students from some countries in Asia do not want to get into debates because they feel that etiquette demands that they show their respect through silence. In some other countries in Asia, rote learning or memorising, is essential, and not a critical discussion. For this reason, I believe that teachers need to pull together their knowledge about students from different countries and have workshops on how to change the way a student learns.

Bibliography
Ballard, B and Clanchy, J. (1991). ‘Assessment by misconception: Cultural influences and intellectual traditions’. In: L. Hamp Lyons (Ed.), Assessing second-language writing in academic contexts (pp19-36). Norwood, NJ: Ablex.

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Class-to-Class Connections Through E-mail

As most EFL teachers have worked abroad, and in more than one country, it is highly likely that they will be able to get in touch with and liaise with teachers from their old haunts with a view to creating a network of penpals for students.

The teacher could start the whole process off by setting a single question that requires individual responses. A personal question might encourage students to use a chatty style in their e-mails and get them used to corresponding with a penpal. The teacher could encourage them to illuminate their cultural and historic backgrounds and find topics that could be of interest. One such question could be ‘Think about a major event in your country’s history. How has it affected your family?’ Or there could be the light-hearted and more predictable ‘Describe your culture.’

Alongside this, the teacher may want to start looking for connections with students from other parts of the world by proposing e-mail exchanges with other teachers and their students.

Once the exchange has been set up both teachers can ask the students to answer the same questions, such as ‘Who am I?’ There are other ways to stimulate the interest of your students. You could expand the project and ask the students to do a little further research for their e-mails, such as finding out their family histories or their cities.

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Improving reading through online research

At the moment I’m working with my students on improving the way they find information. They are then putting their research on our department’s content management system, Blackboard – www.ble.ac.uk.

What has been particularly interesting is getting them to explore key words through Boolean Logic. You can find out more about Bolean Logic here: http://websearch.about.com/od/internetresearch/a/boolean.htm.

To make it more exciting I have turned this web quest into a competition. The students are given a concept to research and race to find data (do make sure they are not sitting together).

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I love Google TV

If you are one of the few people who have never heard of Google TV you have a chance to learn a little more about it by going to http://www.google.com/tv/.

There was a lot of excitement about it last month when it was announced that Google TV is coming to the UK (which is where I live). Of course, you can simultaneously watch a programme and look at a web page already. That’s not really new. We already have Sony Internet TV, LG smart TV and other Internet-enabled TVs, which you can learn more about from http://www.johnlewis.com/Electricals/Televisions/Televisions/All+TVs/5013/ProductCategory.aspx.

What I think is amazing is the ability to access apps and, indeed, just about anything. To learn more about Google TV and how it all works, please read ‘Search Engine Land’s’ post on his first impressions of Google TV, which is here: http://searchengineland.com/life-with-google-tv-my-first-day-impressions-53471.

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Improving How You Read through Online Digital Technologies

The Director of the Academic Writing Centre where I am working part time asked me to come up with a very short course – 8 hours – that trains students in how to research and read online.  She mentioned an interesting concept called ‘patching,’ where the student just grabs quotes from here or there, without actually thinking about their argumentation or whether or not the quotation helps.

While doing prepatory reading for this, I found Sally Rumsey’s How to Find Information (2004), Oxford University Press, ISBN 0-335-21428-2, to be particularly useful.  She discusses using a library for research and tells us that online library catalogues do not necessarily include electronic resources that they may also have.  In other words, if you are somewhere with access to a printer and an Internet connection but without a generous library, and are looking for resources, you may have to look for separate lists on a different web page that belongs to the library.  As an example, please have a look at http://catalogue.bl.uk/ where you’ll see an integrated catalogue and, on the bottom left of the page, you’ll see British Library Direct, Manuscripts Catalogues, The Sound Archive Catalogue and images online.  For all online British Library catalogues, the British Library also offers extra options for the researcher, such as writing to their experts.

 

Rumsey  (ibid, page 31) provides a useful table to explain  how important your key words are in search engines.  Have a look at her table below:

Example of a search using an author’s name

Search Term                                                       Number of Hits

Lawrence                                                              15,095

Lawrence, D.H.                                                     311

Lawrence David                                                    620

Lawrence, D.                                                          544

Lawrence, David H.                                              0

 

Which key words would you use?

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