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Standards of Practice For English Language Teaching

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ELT is in a mess. We need to recognize that and then clean it up with a fair and level playing field for all teachers. Let's start with some clearly defined standards of practice.

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Standards of Practice For English Language Teaching

  1. 1. Teaching English In English D. Deubelbeiss
  2. 2. Do you need to be from Mars to teach astronomy?
  3. 3. Non Native Coach Native Coach
  4. 4. Non-Native Player?
  5. 5. Non-Native Author?
  6. 6. Non-Native Music Teacher?
  7. 7. The Issues in Summary •Terminology, Professional Discourse •Discriminatory hiring practices •Language & Cultural Dominance •Privilege and Profiteering
  8. 8. Why “Native Speakerism” is in decline There is no standard “English” only Englishes
  9. 9. Why “Native Speakerism” is in decline The teacher is no longer to be a primary source of student language input
  10. 10. Why “Native Speakerism” is in decline Changing role and respect to the use of L1 in classroom instruction.
  11. 11. A Comparison Native Speaking Teacher • Pronunciation, accent • Intuitive knowledge • Cultural knowledge • Idiomatic fluency • Students want them as teachers Non Native Speaking Teacher • Experiential knowledge • Knowledge of students’ L1 • Grammatical knowledge • Permanency • Students see them as “real” teachers
  12. 12. A Comparison Native Speaking Teacher • Pronunciation, accent • Intuitive knowledge • Cultural knowledge • Idiomatic fluency • Students want them as teachers Non Native Speaking Teacher • Experiential knowledge • Knowledge of students’ L1 • Grammatical knowledge • Permanency • Students see them as “real” teachers
  13. 13. “Efforts to define native competence or native-like proficiency have yielded inconclusive results at best. This gives the progressively-minded applied linguist one more reason to claim not only that native and non-native speakers have equal rights in using (and abusing) the English language, but also that there is no use in setting up two separate categories”. (Medgyes 1991) Who Is A Native Speaker?
  14. 14. Native-speakerism begins not with the labels but with a far deeper and implicit neo-racist imagination about superior and inferior cultures of teaching and learning. This native-speakerism is therefore deeply and often invisibly behind any mention of the ‘native speaker’ and ‘non-native speaker’ labels. This means that whenever they are used within the domain of international English language education, this insidious neo-racism stands behind them, perhaps with the excuse of the modernist need to define and prescribe. - Adrian HollidayHolliday to define native competence or native-likedgyes 1991). More Than Words
  15. 15. Who’s To Blame? We All Are
  16. 16. Standards Of Practice • 1. TEACHERS ARE COMMITTED TO STUDENTS AND THEIR LEARNING. • 2. TEACHERS KNOW THE SUBJECTS THEY TEACH AND HOW TO TEACH THOSE SUBJECTS TO STUDENTS. • 3. TEACHERS ARE RESPONSIBLE FOR MANAGING AND MONITORING STUDENT LEARNING. • 4. TEACHERS THINK SYSTEMATICALLY ABOUT THEIR PRACTICE AND LEARN FROM EXPERIENCE. • 5. TEACHERS ARE MEMBERS OF LEARNING COMMUNITIES.
  17. 17. Standards Of Practice • 1. TEACHERS ARE COMMITTED TO STUDENTS AND THEIR LEARNING. - Character, disposition - Teacher expectancy
  18. 18. Standards Of Practice • 2. TEACHERS KNOW THE SUBJECTS THEY TEACH AND HOW TO TEACH THOSE SUBJECTS TO STUDENTS. - Content Specialists - Lesson Delivery Specialists - English Fluency
  19. 19. Standards Of Practice • 3. TEACHERS ARE RESPONSIBLE FOR MANAGING AND MONITORING STUDENT LEARNING. - Classroom Management - Assessment - Student Motivation - Stakeholder Communication
  20. 20. Standards Of Practice • 4. TEACHERS THINK SYSTEMATICALLY ABOUT THEIR PRACTICE AND LEARN FROM EXPERIENCE. - Reflective teaching practices - Commitment to improvement
  21. 21. Standards Of Practice • 5. TEACHERS ARE MEMBERS OF LEARNING COMMUNITIES. - Team members - Professional development
  22. 22. Teaching English In English Module 1: Basic Classroom Language School & Classroom Things Classroom Commands Questioning Module 2: Lesson Language Planning a Lesson Introducing a Lesson Closing a Lesson Module 3: Teaching A Lesson Introducing Vocabulary A Grammar Lesson A Reading Lesson Module 4 Teaching Skills Explaining and Modeling tasks Checking For Understanding Responding to Students’ Questions Module 5 Classroom Management Managing the Class Leading A Discussion Taking Up Homework Module 6 Teacher Feedback Giving Oral Feedback Giving Written Feedback Correcting Errors Module 7 Teaching Materials Using The Textbook Educational Technology Using The Board Module 8 The Teaching Profession Job Talk Staff Meetings Professional Development
  23. 23. Recommendations • 1. Teachers required to have professional accreditation • 2. Teachers meet basic fluency standards in EMI • 3. Use of the term “English Teacher” for all teachers • 4. Professional organizations adherence and promotion of equity • 5. Legislation and enforcement by local and national gov’t offices • 6. Professional development in the local language (L1) when possible • 7. Balance of local and “parachuting” speakers at conferences • 8. Local and culturally appropriate curriculum • 9. Programs to inform and educate
  24. 24. http://teflequityadvocates.com
  25. 25. References What is behind the ‘native speaker’ and ‘non-native speaker’ labels, Adrian Holliday, 2014 What teachers should know and be able to do. National Board For Professional Teaching Standards, 2016 The fallacy of standard English. Nur Raihan and D. Deterding In O. Kang, R. I. Thomson, & J. M. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (pp. 203–217). KACHRU, B.B. The alchemy of English: The spread, function, and models in nonnative English. Oxford: Oxford University Press/Illini Press, 1986. TEFL Equity - http://teflequityadvocates.com/ Images: ©2018 Images4Learning, Inc
  26. 26. david@eflclassroom.com

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