Newsletter of the JALT Teacher Education N-SIG

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Newsletter of the JALT Teacher Education N-SIG

Z... J:i ~ \ c':? Greetings Andrew Barfield

JAL T98 ~~*f."'-O)W';/J□ O)lllJlU(iJ>lt Invitation to take part in JAL T'98 Jill Robbins

3... ~ Poem Tim Newfields

4... Collaborative Journalling by E-mail: using the structure of Cooperative

Development to become a more reflective teacher Neil Cowie

1 2... E-mail -a::flj,Ej'j l,f.: ::i 5# v-1T-1::11/ 1" -j- JI, : ID,IIi]~~O),¥;;.tt~ill!-:, t El C'2:~.7,,.

0,Ui!i-a:: 131i1" Neil Cowie

2 2... Cooperative Development Workshop Odawara, June 14 - 1 5 1997 A Personal

Review Merinda Wilson

2 4... Cooperative Development 'J-:J:,,, 3 -:; -:f - fb.J!i 1J1EaJilt 6 Fl 14-1 5 El

Wilson

2 6... A Focus on Learner Needs: Interview with Don Hinkelman, Hokkaido

of Education Lois Scott-Conley

Merinda

31... ~l,l'\!!O)=.-;::(-a::<J:l,C.,1: Don Hinkelman (~t;liii!ifl(Jf:;/1::~) c(l))t;j~ Lois Scott-Conley

3 7... Staying connected on e-mail e-mail c:Eft~ 1 L, £. L, J:? Tim Newfields

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3 9... Hong Kong Conference Call for Papers

4 Q... ~ili!i~jiij7r_\ff5lljliJt3-i:ilflf. ~';I::., 3 /}Ell)'J~

1 . . . Mission Statement of the Teacher Education N-SIG

2... Communication Strategies with Young Adult Learners Alan Milne

4 3... J'iltA~1!/J'~O) ::i ~ :i. =.7-::., 3 ::,,;$; Alan Milne

4 5... The Secrets of Good Cooking Trish Skillman

4 6... J:-¥fcl::ISl~O)f,£,~ - -enc 'bJ:.:ftJ::!s'fl,\t(l)? Trish Skillman

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1998 Teacher Education N-S!G Committee Contact

48 ... 'fJa Voices

Welcome to the final 1997 issue of the Teacher Education N-SIG's newsletter .... ! hope you will enjoy this issue, and write for the 1998 newsletters! For 1998, contact Cheiron McMahill, Nobuyuld Takaki or Paul Beaufait, who have volunteered to be the newsletter co-coordinators ... They have many exciting plans for developing the newsletter further. They depend, like the other editors before them, on your continued support and active participation. Thanks! You can find their contact information on page 4 7 of this issue. Best wishes,

Andrew Barfield

At next year's annual conference, JALT '98, which will be held in Saitama, Teacher Ed N-SIG will be presenting a forum. The N-SIG 'Forum' is a new format introduced for this year. The format is open for each N-SIG to decide

Explorations in Teacher Education Volume 5:4

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according to the group's specific goals and focus. I will be the moderator for this event (unless someone else volunteers to take this role).

The topic for our forum will be "Action Research." I think it would be a pleasant change for Teacher Ed members who have _not_ presented at the annual conference before to try some action research and report on it in this forum. There's nothing like doing a conference presentation to make you feel like an active teaching professional!

If you are nervous about giving a typical conference presentation, imagine what kind of format would be comfortable for you, and possibly more rewarding for people who attend the forum. Let's talk about the possibilities and develop them in order to make the Teacher Ed forum memorable and fun. Perhaps instead of being simply reports on Action Research, the forum itself could be an example of Action Research 'in action!' I'm sure with the creative minds we have in Teacher Ed, we can come up with an original and engaging concept for a forum.

If you would like to participate, please contact me by phone, e-mail or fax to discuss how you can be a of the forum. I have to send in the materials by February 1st, 1998, so call or send a message SOON (if we have enough presenters for more than one forum we will also propose an additional colloquium on the same theme).

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Contact: Jill Robbins (Teacher Education N-SIG Co-Program Chair '98)

E-mail: [email protected] Phone: 06-834-5311 Fax: 077 4-65-8446

Unless you learn to reach you will never teach. Teaching is a process of sharing interacting

and bonding.

Teaching is never a one-way street; it is a vigorous interpersonal activity.

Teaching is much more than a question of formula or technique; it is creating a multi-dimensional scultpure which is ever-changing.

Teachers must profess yet not preach; they must listen closely yet also know when to speak.

Ultimately -who you are is what you will teach and in the process you'll also become a different being.

Tim Newfields

December 1997

1. Introduction

In the JALT Teacher Education N-SIG Newsletter of June 1997, Andy Barfield detailed a process he terms writerreader teacher development, in which he and Chiaki Kotori wrote to each other e-mail in order to develop more fully Ko tori's ideas on English teaching. Barfield used Edge's (1992) model of Cooperative Development (CD) as one way in which to structure his feedback to Kotori. In this article I would like to report on a further example of two


4

teachers trying to help each other develop using e-mail. Cheiron McMahill and myself wrote to each other, using the Edgeian framework, twenty three times from July to September, in 1996. I would like to term the resulting text a collaborative journal (after Brock, Yu and Wong, 1992), and use extracts from it to show some results that I hope will be of interest to other teachers. In particular, I want to show how the discipline of writing within the framework of cooperative development can enable teachers to be more reflective about their work.

2. Background

2.1 A reflective approach to language teaching

In recent years many authors have encouraged a reflective approach to both initial language teacher education, and subsequent professional development (egs: Bartlett, 1990; Wallace, 1991; Thornbury, Ellis, 1993; Swan, 1993; Richards and Lockhart, 1994; Kwo, 1996; Davidovich, 1996). Central to a reflective approach is the belief that teachers should gather data about their own teaching, reflect upon it in some way (by or writing about it for example), and then act to, possibly, change what they do in the classroom. They would then collect more data, and the cycle of reflection could begin again.

Wallace (1991) asserts that knowledge gained from such a action research is key to a reflective approach to teaching. he argues that the articulation of such experiential knowledge has and that teachers need a method of structured discussion in order to reflect

effectively. I think that Edge's model of Cooperative Development can provide one method for such structured discussion.

2.2 A brief description of cooperative development

Edge describes a framework of activities and tasks for colleagues to use to help each other to develop professionally. A major aim is for teachers to develop new dialogue skills to use in an, essentially artificial, interaction. Teachers take on the roles of speaker and understander in an imbalanced dialogue, in the sense that itis the speaker alone who is trying . to develop, aided by the skills of the understander. The easier role, therefore, is that of speaker as all the new skills, or abilities, have to be acquired by the understander, although, obviously, two colleagues will usually take it in turns to be speaker and understander.

Edges nine skills are divided into three areas, beginning with exploration (attending, reflecting and focusing); moving into discovery (thematising, challenging and disclosing); and ending with action (goal setting, trialling and planning). Teachers do not have to begin with exploration, move through discovery and end with action, but for new participants this would probably be a logical progression. Once the skills have been learnt, participants can use whichever they feel are appropriate for their situation, although their aim should always be action.

2.3 A brief review of diary, or journal, studies

Journal, or diary, studies, are a form of research which have become common

5

in TEFL in recent years. Bailey (1990) differentiates between a diary study and actually keeping a diary. A diary is a first-person account of some aspect of teaching or learning, whereas a diary study is the formal analysis of the diary. Bailey identifies three main kinds of diary study that have been done:

1. Language learning accounts of students (eg, Campbell, 1996) 2. Student-teacher journals (eg, Porter et al, 1990; Thornbury, 1991; Jarvis, 1992; Bailey, 1996; Numrich, 1996). 3. Experienced teachers' accounts of their professional action (eg, Brock, Yu, and Wong, 1992; McDonough, 1994) .

From these different types of diary study it is possible to discern reasons why keeping a diary or journal may be a useful thing for a teacher to do, e.g. to provide a record of classroom events, or, to give a first hand account of teaching experiences (see Brock, Yu, and Wong, 1993; Bailey, 1990); or, to help teachers to identify recurring issues (McDonough, 1994); or, to make connections that they were previously unaware of (Porter et al, 1990); or, to clarify their feelings about an issue (Telatnick, 1978, quoted in Bailey, 1990); and, to organise and formulate their thoughts (Johnston, 1991). As these reasons illustrate, writing can help teachers to develop by making them think and reflect critically (Bartlett, 1990) on their professional actions. Or, in other words:

in reworking, rethinking and interpreting the diary entries, teachers can gain powerful insights into their own classroom behavior and motivation. (Bailey, 1990).

and,

December 1997

in writing ... we take the first step in reflecting on and about our practice (Bartlett, 1990).

Writing should always be an interactive process, in the sense that the needs of the reader must be taken into account by the writer; however, the writer can only try to anticipate the needs of the reader. Wben writing becomes a truly collaborative process, there may be additional gams for each participant by working interactively with one another. For example, through writing, and then responding to another teacher, the writing process can be made to be really interactive for the benefit of all correspondents by decreasing guess work. Each writer will receive feedback on their writing, which may lead to improved understanding in the next cycle of correspondence. Brock, Yu, and Wong, (1993) termed this cyclical correspondence collaborative journalling, and I would like to borrow the term to label the dialogue between CM and myself.

3. An analysis collaborative journal

of our

I have synthesised some of the key points from the collaborative journal into four main areas:

3.1 Features of doing cooperative development by email. 3.2 New teaching ideas and potential items for future research. 3.3 A clarification of my beliefs about teaching and learning. 3.4 The identification of specific trends and concerns in my work.

I am aware that this is a very personal list of key points, but I hope that they

Explorations in Teacher Educlltion Volume 5:4

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will be of interest to fellow teachers as an example of one approach to teacher development. I will include extracts from the journals as a kind of snapshot of the development process (labelled CM for Cheiron McMahill and NC for myself).

3.1 Features of doing cooperative development by email

One simple, but very important, feature of e•mail is that it is possible for the writer to paste into a current letter some, or all, of a previous letter, exactly as it was written, rather than paraphrasing or recapitulating in some way, as must be done in conventional letter writing. As a result, ideas or issues which may be forgotten, or dealt with overly quickly, can easily be referred to agam. Writing can then become a truly interactive process, in the sense that dialogue is constructed, and then reconstructed, with the most recent writer highlighting sections that they want to come back to, and ignoring ones that they do not. This is different from turn taking in a face•to-face conversation, which may lead to the revisiting of topics, but much depends on the short term memory of individual participants, and offers less opportunity to be reflective.

One result of this recycling of topics is that it is possible to think about them more deeply, or at least more often, than probably would be the case in speaking. By letter 10, the email convention indicating text from a previous message(>>) was beginning to appear three or four times, indicating that a topic had been examined in a cycle of three or four messages. The impact of this is, I think, nicely summed up by CM

in Letter 10,

... in other words the redundancy and repetition of theme seems to deepen my concentration and loosen little bits of repressed memory and awareness. CM.

... Writing can then become a truly interactive process, in the sense that dialogue is constructed, and then reconstructed, with the most recent writer highlighting sections that they want to come back to, and ignoring ones that they do not ...

3.2 New teaching ideas and potential items for future research

Much of the content of the journal was concerned with teaching ideas, or aspects of our teaching that could be researched in a formal way. For example, a major issue in my writing class had been how to give feedback, and what kind of feedback to give, to students that I saw only once a week. CM, either disclosed, or revealed in her role as speaker, a number of very interesting suggestions that I would like to introduce into my teaching. One idea was that, rather than always writing to students, I could try recording my feedback comments on tape giving a corrected version of the students assignment. Students then have to compare their version with the corrected one, and discover for themselves what, and why, changes have been made. This may have a

7

number of advantages: taping is quicker than writing; the students get extra listening practice; they can discover learning points for themselves; the teacher can combine both global concerns and local ones (Zamel, 1985); and it should be motivating to the students to get some live input from their teacher. I had read about taping procedures but had yet to meet another teacher who had used them, so talking to CM has given me the confidence to try this technique.

Various items also arose from the journal which could form a future research agenda. Here is one example. Much of the early dialogue in the journal was about my problem students. I wrote, for example, in Letter 9, about a student who had complained to me about my style in the classroom:

But he has a point - how to deal with students who do not share your style and for whom it is obviously irritating. I've thought about it quite a bit and there is no easy answer I think . but to try to be more aware that my way of things will not please everybody all the time and to be sensitive to those it does not suit. NC.

CM and I discussed this incident of a student complaint in great depth (it featured in the very first message, and reappeared many ti.mes right up to the penultimate message). As a consequence of this, I am now very keen to observe my own actions in the classroom, and in particular to get information in order to answer the following typical questions: Do I avoid certain people? Do I spend more time with favourites? Do I spend equal tµne with female, or male, students? In other

December 1997

woi;ds, are there any features of the time I spend interacting with students which need to be observed, reflected upon, and possibly changed?

3.3 Clarification of beliefs about teaching and learning

Through the act of writing within the CD framework I was able to clarify a small number of different pedagogical beliefs which I think are important in my teaching life. I do not think any of the beliefs are particularly controversial but are more like rules of thumb to guide my classroom actions. There were a number of minor realisations that surfaced in the journal. For example, one reason students do not often want to rewrite their writing assignments is because they do not have computers, and rewriting in pen is extremely tedious, particularly for a class that only gets two credits.

As I mentioned above, I received some unexpected criticism from two students during a lesson. One rule of thumb to emerge from the journal was to try to handle such criticism outside the classroom, rather than to deal with it during a lesson when other students may be neglected. A rather bigger implication is that I need to adjust my teaching style to be sensitive to all students, and not just those that seem to be trying hard. Just because one student is particularly quiet does not necessarily mean that s/he does not want attention; in fact, very quiet students are probably the ones who need it most.

3.4 Identification of trends and concerns in my work

I would now like to turn to an


8

examination of three major topics that formed much of the content of the journal. These were: the issue of teacher - student relationships in and out of the classroom; the interweaving of private and professional concerns in almost everything we, as teachers, do; and the more specific issue of feedback versus support. Although CM and myself did not consciously set out to discuss these three trends, or concerns, they did seem to emerge frequently and were quite often connected to each other.

a. Teacher-student relationships

One of the stereotyped images of Japanese students is that they are very passive in lessons (cf, Seedhouse, 1992). I am very concerned to get to know my students, not least to lower their affective filter (Krashen, 1981), and possibly decrease this potential for passivity. However, as Letter 13 reveals, in my first two years' teaching at university,

.. I have been disappointed with how distant many students are .... I think its this Japanese teacher - student barrier which seems to mess up, not only socialising, but a lot of other things too. NC.

Through the journal, I gradually confirmed to myself that one of the ways I can have a positive impact on Japanese students is not in the classroom at all, as this extract from Letter 16 shows,

. . .it is out of the classroom that you can give more and learn more about them (students). NC.

And in Letter 22 I confirmed this again:

In Japan, I feel its part of my role (and personality) to interact with students outside the classroom. NC.

Allied to this awareness, that it was very important to me to mix socially with students, was the realisation that it would be mainly up to me to initiate any extra-curricular activity, as illustrated in Letter 20,

Perhaps power is an interesting word -maybe I have the power to initiate socialising but the students don't. NC.

Since I wrote those words one successful small-scale initiative to encourage better teacher-student relationships has begun: a film and drink evening four times a semester which attracts about fifteen students each time (and, interestingly, several Japanese colleagues). Another potential research area could emerge from this activity, albeit one that will be very hard to check, i.e. is there any noticeable change in classroom behaviour from students that I see more often outside the classroom?

... the professional isolation I feel is probably the biggest problem for me at the moment ...

b. Private and professional concerns

It became clear through the journal that, for CM and myself, our personal and teaching lives overlapped greatly. One way this was revealed was in our dialogue about living and working in another culture, and how isolating this can be, both in the society as a whole, and at work too. I wrote about this in Letter 11,

9

... this is the most isolated work environment I have ever been in ....... I think it is positively unhealthy (for me) to be in such an isolated position ..... the professional isolation I feel is probably the biggest problem for me at the moment. NC.

This disclosure of isolation also struck a chord with CM, as she wrote back, in Letter 12, the following,

... I also felt the need to turn to someone for support and understanding to relieve my isolation, but in my case it expressed itself in the desire to be recognized as a human being with feelings and individuality rather than as a foreign entertainer. CM.

A possible reason for our focus on isolation is that, in some senses, we wrote the journal in a vacuum, i.e. during the summer holiday when neither of us had classes. As a result, we tended to examine issues that were wider than the classroom, such as what it means to be working in a foreign culture. Perhaps if our journal had been written in term time, we would have been much more interested ill

classroom-oriented issues. Edge (personal communication, 1996) questions whether such work, ill a vacuum, has wider implications,

... an isolated working environment, one potential source of feedback and support, is from students, as opposed to teacher, or manager, colleagues ...

particularly for teachers who are taking

December 1997

time out from the classroom to study for further qualifications. It may be that the lack of an immediate teaching context would be a disadvantage for certain teacher development courses, but I found that it was extremely helpful to talk about the wider implications of being a teacher, rather than just focusing on classroom based issues. I think that teachers do need space to reflect on the impact of their professional actions on the society in which they are living, and writing a collaborative journal gave me that space for such reflection.

c. Feedback and support

A third thread running through our dialogue was the way in which teachers can receive feedback about, and support for their teaching. This is connected to the two previous topics in that, in an isolated working environment, one potential source of feedback and support, is from students, as opposed to teacher, or manager, colleagues. One issue that we initially needed to tease out was what we felt feedback and support meant. I gave my definitions in Letter 9:

Feedback is some indication of how you are doing in the classroom - and I have two sources - myself and the students ... it blends in with support, in that support is needed if you want to carry on with what you are doing ... I want somebody, that I respect, to say that I am doing a good job or if I am not to say why and to help me get better. NC.

I think this shows that I felt feedback can come from students, but support should not. This led to a challenge from CM to encourage me to explain why relying on students for support could


be seen as negative. This helped me to

clarify my thinking in the following way: seeking support from students is not necessarily unhealthy, but it can be if that is a teacher's only source of support (in, for example, the case where there is an absence of colleagues). It is better, I felt, to get feedback from students in order to use that information as one way, amongst several, to assess one's performance as a teacher. In summary, feedback (including that from students) is part of a process of teacher assessment, whereas support goes further in that it should facilitate development.

I would now like to link the issue of support with cooperative development. I found that the journal was a way in which both CM and I could give support to each other, in the sense that the journal provided us with a chance for observation at a safe distance (Brock, Yu, and Wong, 1992), and a way to provide a supportive environment. I would like to pick out some examples of how this supportive environment led to reflection, and subsequent personal development.

In Letter 4, was an example of how the CD skill of reflecting can sometimes be enough by itself to promote development:

I appreciate your listening to my complaints ... so talking with you has helped me work through this issue for now. CM.

Here is an example, from Letter 12, of how just asking for support can lead to change:

Actually since writing you about the writing class, I found the energy to go in

and make up my class packet of handouts and exercises for the term ... so just breaking my silence about this worry helped me face up to the course. It's amazing how even asking for support sets the wheels in motion. CM.

And one more example, from Letter 15:

... and I think talking about my public speaking fears helped me too, just to give you credit where credit is due. CM.

I think that collaborative journalling in itself can provide the opportunity for colleagues to be supportive to each other. However, I think the constraints of the CD framework make a supportive environment, or atmosphere, more likely. What I mean by this is that the artificiality of the interaction (e.g. the temporary suppression of one's own opinions when in the understanding role) makes it more likely that the understander will be striving to support the speaker drawing on all the CD skills that they can.

4. Conclusion

Can doing cooperative development by e-mail enable teachers to become more reflective, and can it encourage professional self development? In order to become more reflective, teachers need a clear mechanism to help them think about and act upon what they do. CD's role playing and skills, I believe, provide just such a mechanism for teachers to talk/write to each other about their professional actions. As colleagues get used to the artificiality of the CD framework they can help each other become more aware of what is important in their work, and what they can do to change and develop.

11

Writing too, by its nature as a solitary, inward looking and cyclical activity, naturally provides more opportunities for reflection than may be the case with speaking. Speakers must respond to the pressure of the moment, and may not always be able to think critically about what they are saying. In addition, e-mail may provide a number of ways to enhance the reflective process; particularly, the feature of incorporating past text into current dialogue allows writers to easily revisit topics and themes; and the speed and convenience of e-mail also facilitates a dialogue which may be too slow to conduct by conventional mail. For teachers who do not have colleagues close at hand, or for whom speaking may be threatening or difficult to arrange, I think collaborative journalling, by e-mail, can provide a viable method of professional selfdevelopment.

Freeman (1996) has suggested that it is the voices of teachers which are largely missing from research about teaching and teacher development, and that it is the inner, mental life of teachers that needs to be articulated in such research. He suggests that one way to hear such voices is through the use of journals kept by teachers about their teaching, which, Freeman claims, can show indirect evidence of these internal mental processes. I hope that I have shown how the collaborative journal I constructed with CM is an example of the voices of two teachers trying to make sense of what they spend their professional lives doing.

Ack now ledge me nt: l would like to thank Cheiron McMahill whose idea it was in the first place, and who responded with humour, insight, wisdom and honesty.

December 1997

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References

Bailey, K. (1990). The use of diary studies in teacher education programs. In Richards, J. and Nunan, D. Second Language Teacher Education. Cambridge: CUP. Bailey, K. et al (1996). The language learners autobiography: Examining the apprenticeship of observation. In Freeman, D. and Richards, J. Teacher learning in language teaching. Cambridge: CUP. Bailey, K. and Nunan, D. (eds). (1996). Voices from the classroom. Cambridge: CUP. Barfield, A. (with Chiaki Kotori) (1997). A readers perspective on giving a writer feedback over e-mail. Explorations in Teacher Education. 512: 17-23. Bartlett, L. (1990). Teacher development through reflective teaching. In Richards, J. and Nunan, D. Second Language Teacher Education. Cambridge: CUP.

Explorations in Teacher Education Volume 5:4 20

Brock, M., Yu, Wong, M. (1992). Journalling Together: collaborative diary-keeping and teacher development. In Flowerdew, J., Brock, and Hsia, S. (eds.). Perspectives on Second Language Teacher Education. Hong Kong: City Polytechnic. Campbell, C. (1996). Socialising with the teachers and prior language learning experience: a diary study. In Bailey, K. and Nunan, D. (eds). Voices from the classroom. Cambridge: CUP. Davidovich, M. (1996). Rethinking reflection: critical and creative. Aston University LSU Bulletin. 10: 3-16. Edge, J. (1992). Cooperative Development Professional self-development through cooperation with colleagues. Harlow: Longman. Edge, J. (1996). Crossing Borders: The Development Parameter. The Language Teacher. 20/10: 10-13. Edge, J. and Richards K. (eds). (1993).Teachers Develop Teachers Research. Oxford: Heinemann: Ellis, M. (1993). Introducing reflective practice: an experimental project in Silesia, Poland. In Edge J. and Richards K. (eds). Teachers Develop Teachers Research. Oxford: Heinemann: Flowerdew, J. Brock, M. and Hsia, S. (eds.). (1992). Perspectives on Second Language Teacher Education. Hong Kong: City Polytechnic. Freeman, D. (1996). The unstudied problem: Research on teacher learning in language teaching. In Freeman, D. and Richards, J. Teacher learning in language teaching. Cambridge: CUP. Freeman, D. and Richards, J. (1996). Teacher learning in language teaching. Cambridge: CUP. Jarvis, J. (1992). Using diaries for teacher reflection on in-service courses. ELT Journal. 46/2: 133-143. Johnston, B. (1991). Writing as development. IA TEFL Teacher

Development No 15. Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon. Kwo, 0. (1996). Learning to teach English in Hong Kong classrooms: Patterns of reflections. In Freeman, D. and Richards, J. Teacher learning in language teaching. Cambridge: CUP. Numrich, C. (1996). On becoming a language teacher: insights from diary studies. TESOL Quarterly. 30/1: 131-153. McDonough, J. (1994). A teacher looks at teachers diaries. ELT Journal. 48/1: 57-65. Porter, P. et al. (1990). An ongoing dialogue: learning logs for teacher preparation. In Richards, J. andNunan, D. Second Language Teacher Education. Cambridge: CUP. Richards, J. and Nunan, D. (1990). Second Language Teacher Education. Cambridge: CUP. Richards, J. and Lockhart, C. (1994). Reflective Teaching m Second Language Classrooms. Cambridge: CUP. Seedhouse, P. (1992). Problems of oral production with Japanese learners. Aston University LSU Bulletin. 4: 20-24. Swan, J. (1993). Metaphor in action: the observation schedule in a reflective approach to teacher education. ELT Journal. 47/3: 242-249. Telatnik, M. (1977). The intensive journal as a self-evaluative instrument for the ESL teacher. Unpublished masters thesis, University of California, Los Angeles. Thornbury, S. (1991). Watching the whites of their eyes: the use of teaching-practice logs. ELT Journal . 45/2 140-146. Wallace, M. (1991). Training foreign language teachers: a reflective approach. Cambridge: CUP.

21

Zamel. V, (1985). Responding to student writing.TESOL Quarterly. 19/1: 179-101.

'

December 1997

Introduction

This is a personal account of the workshop, mainly because I promised Neil Cowie that I would write something but I have not really been able to come up with anything very profound. Apologies to those who would like to read something more stimulating, but I hope that my thoughts are basically in line with a Cooperative Development ethos.

Before coming to the cooperative development workshop, I was reaching the stage of 'extremely jaded EFL teacher' and seriously contemplating a radical change in career. (I've always fancied being a potter!!) I am delighted to report that after the workshop I was not only much less jaded, but I felt I had a better understanding of what was

my dissatisfaction. Instead of looki.n.g for a new career, I am now

to address the specific problems regarding my teaching situation, as well as my own attitude towards teaching itself.

Before the orkshop

I have to admit a certain degree of scepticism before joining the workshop.

was rather suspicious that this would

Expiorations in Teacher Education Volume 5:4

22

be another of those slightly off the wall, very contrived notions of EFL teaching, such as suggestopeadia, needs analysis or silent way, which I have never been able to find a place for in my own teaching methodology.

In mv current job at Kobe Women's University, I have found teaching large groups of very disinterested students extremely wearing. I am expected to pass students who have not attended my classes, as well as those who have attended but only in body. No-one has ever explained what my courses should focus on, and I am not expected to liaise with anyone. Hence the jadedness I mentioned above. However, my University does pay expenses for attending conferences and workshops, so I jumped at the chance to meet up with some old friends on a free trip to the Tokyo region.

After the workshop

Throughout the workshop I was very motivated by the tasks and activities we were given. They were stimulating, rewarding and a lot of fun. Without going into any detail, I would just like to say that the workshop was effectively led, and everyone participated one hundred percent. Heel that personally I benefited a great deal from the workshop.

Benefits to me as a teacher

For me, the most interesting part was the role of 'understander'. Being a teacher I an, not used to a non-interventionist role. It is a brilliant exercise in self-control and LU..::,u~,,.. ... u to

be able to listen in a totally objective way without somehow wanting to give your own ideas. I do believe there is a

tendency for EFL teachers, particularly those in Japan, to be afflicted with verbal diarrhoea. In my case, when I see my students looking blank, I tend to step in to avoid the silence, but I do not necessarily have anything valid to say. This is because of the nature of the teacher~student role we automatically 'give', but perhaps this is not always the best way to develop our students' awareness.

With regard to teacher-teacher relationships it is also a valuable asset to listen to a colleague objectively. In forms of teaching methodology I think we all develop our own individual philosophy depending on our own character and personality. Personality is also apparent in the way we judge a lesson to be successful and measure students' progress. Ifwe can appreciate that these intrinsic and individual differences in teachers exist, I think it takes us a step forward towards mutual understanding and respect. I realised that, in this situation too, gushing with our own experiences is not necessarily the best way to help a colleague.

Final remarks (4 months later)

One of my main questions about - and to a certain extent this is a criticism of - CD is how teachers can actually invest the time and effort in this process. It is very rare in my daily life that I can devote 2 days to reflection and discussion as I did during the Workshop. Like most teachers, I am under severe pressure to keep up with preparing courses, teaching, giving grades and attending different committees. It has to be a very dedicated teacher who will, at the end of the day, sit down to do CD rather than get home to see the kids and have a beer. Setting time aside for CD has

23

undeniable benefits because it is directly related to your job and results in action. This I am convinced of, and I have to say the workshop did a great job in reforming my prior scepticism, However, I have not made much attempt to set up my own CD practice because of time constraints at work and family commitments, which make an extra hour or two a week an unaffordable luxury.

Having said that though, since the Odawara workshop, I have become much more active and much less jaded. I am still considering a change in career, but for the time being I have found the strength and determination to make more effort in my own teacher development. To quote Andy Hoodithin Neil Cowie's paper -

... the tendency towards independence and self-development is one of the main strong points of the approach.

As one of those teachers suffering from isolation, I have been able to take initiatives I never thought myself capable of and I feel satisfied that I am taking appropriate action.

So what I am saying is that CD is great. The workshop was great. I have as yet not found the right circumstances to initiate my own CD, but if you organise another workshop I'll be there.

Kobe, October 30th 1997

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LSC: Don, at the Hokkaido University of Education, you are involved in preparing students to become teachers in the Japanese school system. What principles or beliefs do you draw from in your planning? What do you think is important?

DH: Well, as far as principles go, I think the main principle I use in designing lessons and curriculum is that it should be experiential. It should begin with a foreign language experience that is _real and relevant to the students. If that catches them and they want to learn, then they will learn. I have found that David Kalb's book on Experiential Learning and other offshoots have been invaluable.

LSC: So you want to get them involved right at the start. How does Kalb's cycle manifest itself in your classroom?

DH: The lesson climension of experiential learning assumes that any classroom-based instruction can have experience built into the lesson. In a typical ninety-minute period, I may follow the experiential learning cycle once or twice, beginning with a foreign language experience, followed by reflection, then teacher input, practice exercise, and creative application. The starting point is an "experience" which I usually design as a contextualized situation or task where two students (usually the most confident ones are chosen) must communicate. No prior instruction, grammar, sample sentences, etc. are given. They just try and whatever they do is applauded. Then the whole group tries the task in pairs again without instruction. I try to make it as real and dramatic as possible, often with props.

LSC: This sounds fun.

DH: We usually enjoy ourselves. I think that's related to the fact that it is an experience of using a foreign language - not drilling, practicing or preparing for one. This raises motivation for the target activity/lesson objective by focusing the students' attention on the real-world communication situation. This is followed by reflection - I ask students what the two demonstrators said and write that on the board. Then I ask for other phrases or words to use. This activates their large backgronnd knowledge of the foreign language and is another way to stay learner-centered (starting from their point of understanding). The next stage is when I add input - new phrases, advice, correction of pronunciation problems, etc. After that, various exercises from repetitive choral drills to information gap pairwork and creative role playing move the students through later stages of experiential learning.

LSC: Do you follow a certain text to generate these activities, or have you made them yourself?

DH: Interestingly, many popular textbooks can be adapted to follow this process, although they generally do not intentionally program it into the pre-set lesson flow.

Experiential learning has a course dimension and a lesson dimension. In the course or curriculum dimension it means study/research abroad, projects such as interviewing native speakers, visiting the American Center, plannir1g an international party, writing letters to sister colleges, attending events outside of the class (JALT) and reporting on it

27

either in written or oral form, interacting with foreign exchange students as tutors, etc. These are experiential in that they are using the target language in real-world tasks that the students have vested interest in. They will need to become English teachers so it is obvious these projects will help them. The projects are openended in that the learner can use the project to explore any relevant question they are interested in. This is verified through the report which is evaluated on the student's effort to explore.

LSC: So the learners are participating in activities that they may want to continue after finishing your class and becoming English teachers.

DH: Right. Projects that are relevant to their lives. I believe that this relevance (or practicality) is importantthat universities are really no different from vocational or technical schools. That we do not have courses that are intrinsically valuable whether they are useful to the real world or not. Perhaps other teachers believe that Chomskian linguistic analysis is important to teach, or their favorite classical literature; however, I think we should select content based on student needs and job needs when they leave school. What skills will they need when they become Junior High school teachers?

The Ministry of Education and our prefectural board of education require one TEFL methods course for the English majors out of the fifty or so courses required for graduation. In

therefore, it seems content is 98%, while process is 2% of the teacher training. Therefore, I incorporate methods awareness and methods

December 1997

practice in my English majors classes. So, though my classes might be called English Oral Communication and English Composition, I try to include TEFL Teacher preparation as well.

LSC: So in trying to meet the very real needs of these soon to be teachers, you give them opportunities to have authentic experiences in English as well as exposure to different teaching practices. What are some of the ways that you have gone about assessing student needs? And could you say more about ways you incorporate methods awareness into your classes? How do you introduce the idea to your students and how does take shape class?

DH: I determine the needs of my student-teachers by visiting schools, using jr. high textbooks, talking with current and former jr. high school teachers, and most importantly, assigning them to write lengthy reports on their practice teaching in junior high schools. This tells me their problems and impressions of the schools by reading their essays. In some classes, I use "One World," a popular jr. high text as content material for practicing pronunciation. One of my closest colleagues is an ex jr. high teacher and he gives me lots of background on needs. Finally, visiting schools and keeping in contact with alumni is invaluable for knowing the problems and trends in jr. highs.

I tell the students the aims of the course includes exposure to methods they might use in jr. highs but it is more important that they experience the methods, evaluate for themselves the usefulness and hopefully try it in practice teaching. Exposure alone is extremely valuable because most


28

teachers will teach the way they were taught. Let me say that again, teachers do not learn to teach from methods training alone by and large, but they tend to teach the way they were taught. They learn to teach by doing. By experiencing.

More specifically, in an advanced English conversation class for students whose major will give them an English Teaching License, we do a session on pairwork. I teach the theory of pairwork one week along with examples of four different ways to do pairwork. They choose one way and along with a topic of their choosing, they design a 5 minute pairwork activity for a group of 4 classmates to do together. The next week they meet in groups and do the pairwork exercises with each other, then discuss what worked, what didn't work, and what was most interesting, etc. Then each gives me a report of their activity along with their reflections on the method. In discussions or reports, I often use a 4-stage surface-to-depth questioning process: 1) objective - what happened, 2) subjective - how do I feel about it, 3) interpretive - what did I learn, and 4) decisional - how will I use what I learned.

These types of questions are also part of twice a year course evaluations and are offered as questions for students to refer to as they write their learning journals. In these journals, students make notes from class, list new vocabulary and associations/context, and summarize what they learned. They can use one journal for all of their English classes if they like.

LSC: So the Journal gives them a chance to reflect on what English

they've learned and the methods that were used. And in planning how to use what they will learn they set goals for themselves. What reactions and responses have the students given to the learning journals? Are there trends in your students' feelings, significant learning or decisions for how they will use what they've learned?

DH: The first time I tried learning journals four years ago, the students hated them. Perhaps because it was a general English class and I didn't really respond to them. The objective for a first-year non-major English class in Japan is more to instill confidence,which a journal does not do. This is because the students are false beginners who have had six years of mostly non-communicative grammar and vocabulary training. They appreciate special projects such as group dramas, mini-speeches, and active exercises where they are productive in speaking. A journal is more reflective and fits a higher developmental stage of learning. Now I just use them in classes of English majors - who are really focused on improvi.Tlg their English and learning about teaching. Also these classes are smaller and I can check them. I also use the journal for self-generated vocabulary tests.

... teachers do not learn to teach from methods training alone by and large, but they tend to teach the way they were taught. They learn to teach by doing. By experiencing ...

LSC: You see the the journal meeting the needs of English majors, but not really addressing the needs of non-

29

major students studying English.

DH: Right. Unless I have a way to give feedback to them itis not practically possible to do the journals for large classes of 40 • 60 students, especially ones including discouraged learners who dislike English.

LSC: You've talked about your efforts to meet students needs and to create an experiential learning environment. Have you always been focused in these areas? How have your ideas of teacher education developed over the years? What, or who do you see as major influences?

DH: My background for developing these ideas is strange and diverse. It began in high school when I read work such as Summerhill and books by John Holt and George Leonard who questioned traditional schooling by advocating environments where children naturally want to learn. Then I volunteered in an inner city community development group which gave us teacher training methods based on Freirian pedagogy combined with existential theology. My first teaching job was in the Marshall Islands doing on-job instruction in a self-help electrical repair center. This I followed back in Chicago as a vocational school teacher of adults in a night school studying refrigeration technology. These experiences taught me how to be practical, relevant, and to motivate students who want to change their lives. Later as a computer software consultant in Belgium, I developed curriculum that was systematic and problem-solving - that is, based on clients' particular needs. In my first stay in Japan, I began working with university students and found that

December 1997

nothing I motivated them more to learn English than work/study tours to Third World villages. I began to understand how an intermingling of classroom and field experiences could produce a powerful curriculum. In Africa, my first direct work as a teacher trainer started with the United Nations and non-government volunteer organizations. I supervised field officers who would lead workshops with community groups to develop small business, health care, water supply, and leadership skills. The audiences we worked with were sometimes illiterate and always non-academic, so experiential approaches evolved naturally. It was only later when I began a masters n leadership/communication that I became formally acquainted with Kolb and other educational theorists. Thus I approach TEFL from the viewpoint of an activist in education, psychology and communication rather than a scholar of linguistics or literature. It is an interdisciplinary perspective that many teacher-educators might benefit from.

LSC: That is a diverse background. It is obvious that you've been working with motivation and meeting students needs in a practical way since the beginning of your career. As an activist in education, psychology and communication, what directions do you see yourself moving toward in the future?

DH: Where do I see myself moving in the future? I am excited most about continuing education for the foreign language teachers who graduate from this college. I would love to create practical, problem-solving masters programs to develop the abilities, skills, curriculum etc. of the junior and senior high school teachers of English.


30

Distance programs via internet are a distinct factor or aspect of that training. I think in terms of teaching methodology, after one has experience in the field, is the best time to teach it and develop awareness of options and alternatives. I am also interested to expand overseas study exchanges so that all teacher trainees can travel abroad, study abroad, and widen their perspectives. Nothing changes a person's character more than a year immersed in another culture.

LSC: How do you see the TEFL teacher education field developing, especially in Japan?

DH: I see TEFL education mergmg with Japanese language education and Social science education (moving away from linguistics and literature). The home of TEFL is in communication, a social science. Also in Japan, why do students learn English. Previously, it was a means to extract information from the West. Thus literature and translation was an important reason for English study. Now I believe we are entering a time of more balance in two way communication. In addition to taking info from abroad, English is also a means to convey the Japanese culture to people of other countries. Connected with this is the teaching of Japanese as a second language. So many of my students will learn English in order to become Japanese teachers to foreigners. Finally, communication is far larger than language learning, so learning culture (social science) will become a growing part of this field.

An example of this is the beginning of a new department at Hokkaido University of Education - Global Education. This department has three

sections - Japanese language (JSL), Practical English/Intercultural Communication, and Global Issues Education. It is a different approach to Teaching English and has attracted many students who are interested in the above philosophy. Many of these students will also get an English teaching license .

... I approach TEFL from the viewpoint of an activist m education, psychology & communication It is an interdisciplinary perspective that many teacher-educators might benefit from ...

LSC: Ari.d what are your hopes for the TEFL majors you are teaching now? The teachers that will be getting teaching licenses.

DH: I hope all of them will lead their students to discover new worlds by taking students abroad, inviting visitors from abroad, and communicatiD.g Japanese culture to others. This means becoming multicultural persons who can live and communicate with people from a variety of perspectives. Japanese are slow to do this, but they have one advantage over Westerners. Westerners believe their is one truth and that their is one true way of thinking. Thus itis very hard for them to completely enter a different culture and accept its values and assumptions. Japanese are far more flexible in their thinking and realize truth is relative ... While this may sound very philosophical, this v1S1on has implications for curriculum of teacher training--this is the justification for my bias toward

31

experiential education--learning new values and perspectives cannot happen in a lecture hall, but must be discovered from relevant, and reflected on experience.

Don Hinkelman

Lois Scott-Conley

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Tim Newfields

I just got a permanent e-mail address: [email protected] My current email address will be fine until April, but after April 1, all email should be sent to my permanent email address.BTW, anyone

37

interested in getting a free permanent email address may want to visit this URL

h ttp://life time .iname .com/ Since many of us change jobs every 5-7 years, I think this service is useful. You can

your email address with this service.From April

you can contact me here:

Name: Tim Newfields Address: c/o 210 Overhill

USA Email: vu"''""'~···~· ..

I will vacate my apartment on April 1 and Charles will be able to forward mail to me.

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~L, < f;L !.Elm~~O) Dr. Farideh Sal iii

(fax: 852- 2858- 3518, email: hrnysfa

@hkucc.hku.hk), Dr. Chi- yue Chiu ( fax:

852- 2858- 3518, emai I:

cychi [email protected]), x (;t Dr. Ying-

yi Horig (fax: 852- 23350014, email:

[email protected]) *1:.

l'\.-1/

(http://www.hku.kh/psychodp/conferenc

e/) f;:ir) I) *9•

Call for Submissions (Deadline, December

31, 1997)

On June 13-18, 1998, the Department of Psychology at the Ur1iversity of Hong Kong and the Division of Social Science at the Hong Kong University of Science and Technology hold the first International Conference on the Application of Psychology to the Quality of Learning and Teaching. The Conference program strongly emphasizes cutting-edge research on the application of psychological principles to improving learning and teaching quality, with the aim of developing a global perspective on learning and achievement motivation.

The conference features leading psychologists from the West and the East, with the goals of promoting an East-West dialogue with regards to the psychology of learning and teaching, and of developing cross-cultural research collaborations.

In a=rdance with these general emphases, the Organizing Committee will incorporate. invited symposia and addresses that explore the commonalties and differences in the application of psychology in Western and Eastern societies. These will be complemented by a series of workshops on topics such as attribution in education, learning strategies and learning goals, as well as several satellite workshops, each of which is organized by distinguished scientists or practitioners in the field.

There are many exciting scientific events in store for you in the Conference. But we invite you to further enrich our program with your full participation. We want your research and ideas to be an integral part of the Conference and we welcome paper and/or poster submissions that address the themes of the Conference. A panel of experts in the area will review your submissions and notify

39

you of the results in late February, 1998. Submissions of high quality will be considered for publication.

International Conference on the Application of Psychology to the Quality of

Learning and Teaching

(June 13-18, 1998, Hong Kong)

The Conference will be held in the exciting city of Hong Kong, also known as Pearl of the Orient. We urge you to take the opportunity to explore the city's numerous cultural, shopping, sightseeing, dining and nightlife attractions.

For more information, contact the conference organizers, Dr. Farideh Salili (fax: 852-2858-3518, email: hrnysfa @hkucc.hku.hk), Dr. Chi-yue Chiu (fax: 852-2858-3518, email: [email protected]), or Dr. Ying-yi Hong (fax: 852-23350014, email: so [email protected]).

This call for submissions and the proposal submission form are available at the University's homepage ( http://www.hku.hk/psychodp/conference/ ).

... Ah, but a man's reach should exceed his grasp,

Or what's a heaven for? (Robert Browning)

December 1997

lj

ftfiftl:rn·ff J51Jffl~ffil~ (Teacher Education

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Mission Statement of the Teacher Education

N-SIG

The Teacher Education National Special Interest Group was formed in 1993 with the aim of aiding JALT members to network people, information and ideas related to or concerning second language teacher education.

We believe these are now the most effective means of exchanging such information publicly:

1) At the grassroots national level, we aim to network our members through our N-SIG newsletter, Teacher Talking To Teacher, renamed in 1997 Explorations in Teacher Education while examining Teaching, Learning: Training and Teacher Development experiences, ideas and theories in an open and constructive way.

2) At the grassroots local level, we aim to network N-SIG members setting up, or already taking part in, teacher develupment and teacher training groups, and to provide appropriate support for their continued growth.

3) Beyond the N-SIG, we aim to strengthen and extend the network by setting up and sponsoring workshops, meetings, seminars and conferences whether independently or ~ conjunction with other N-SIGs, JALT local chapters and other educational bodies.

At present, we believe the following are the most effective means of informing a wider audience about teacher education:

41

1) Within JALT, we aim to set up and maintain a relevant bank of open access information resources, including:

a) a library of videotapes on teacher trammg, observation and teacher development; b) a database on floppy disk of established academic and nonacademic training schemes, both in Japan and abroad; c) a compilation of relevant bibliographies and article abstracts.

2) Beyond JALT, we also aim to establish and keep liaison with teacher training and teacher development groups in other language teacher organizations, locally, nationally and internationally.

Finally, we will aim to maintain open and flexible channels of communication, so that all members may participate as much as possible in the N-SIG's decision-making process. As volunteers, we value working creatively together in a spirit of cooperation and mutual respect.

[Written June 1995; approved at the annual general meeting of the Teacher Education N-SIG in Hiroshima at JALT'96]

What are your Teacher

Education interests?

Just write for the

newsletter in 1998 and

start networking!

December 1997

Having worked as n full-time teacher in Japan for a little under a year, I am beginning to recognize many of the challenges faced by both the teacher and the student regarding learning English as a second language. The classes I teach range from elementary to upper interrnecliate and usually comprise of four tu six adults. The small classes have the obvious advantage of a closer interaction he tween student and teacher than would be possible in a larger class. Nevertheless, effective classroom management is important as more talkative students may dominate some conversations at the expense of more reserved individuals. I have had to develop an awareness of this problem, as it is very easy t() f'all into one-to-one conversation if one student has a lot to say.

My initial feeling ns a teacher was that I alone had responsibility for students' English learning, :rnd I was reluctant to hand control of I he conversation over to the students themselves. In retrospect, this only encouraged one on one exchanges. I have now learned to

Explorations in Te:ic!1<•1 Education Volume 5:4

42

try to hand the conversation over to the students through pair or group work. Although I think this technique has been very successful it has given rise to another problem, namely that many students, even though they have a good knowledge of grammar and a reasonable vocabulary, have difficulty in expanding a conversation. It goes without saying that this must be something many English teachers come across in small classes; the question of how to overcome it is a challenge and something I am developing a great interest in. Accordingly, I have tried to structure my classes in a way that the emphasis is on how to listen and not worry about what the next question should be.

In essence, many students don't listen to any response from their partner as they are too busy planning the next question on the given topic. As for the topic itself, I try to emphasise that it is only a base for conversation with students being free to go off in any direction they please. The goal is essentially to let make students aware of the flexibility of conversation and of the fact that a topic isn't something ridgid that must be adhered to at all costs. This may seem an obvious statement, but I have become aware that several individuals are backed into a corner from the very 5uuu.u5When they are confined by a definitive theme for one particular lesson.

I see my role in the classroom as a kind of guide. To make students aware of the type of questions they should be asking to open up a conversation, I will write all the question words on the board at the start of the lesson: what,

who etc. In a class of six intermediate the class

as a group and will ask one student something like "How was your weekend?". Say the response was "I went for dinner", I will stop the conversation and ask the whole class, "OK, she went out for dinner, what question can you ask her about going out for dinner?", at which point I will refer them to the list of question words. If they have difficulty with coming up with anything, I will say or write out as many questions I can think of. The questions would be based on what I myself might say were I having the conversation with a friend. With some gentle pushing, most students are able to come up with some good questions.

The next challenge comes with building on this. Having got several return questions for "I went out for dinner" , such as "Where did you go?", ''Who did you go with" , "What did you eat?" I complete the first exchange. Most students are content to leave it at that, but, if possible, I will make them aware that they have asked three different questions, which makes three different possible directions the conversation can go, ie. ''Who did you go with?' "My boyfriend" "What does he do?", "Do you often eat out?" Where's the best restaraunt youve been?"etc. The focus now becomes the boyfriend and the question can be returned, ie "How about you, do you have a boyfriend/girlfriend?".

If I can stimulate students' awareness of the fact that a coversation can have a life of its own when they really listen to what the other person is saying, instead of worrying how to plan out the conversation in advance inside their heads, I will hopefully have led them to something that will contribute to, and compliment, their English skills.

43

One other solution, it could be argued, would be giving students homework and letting them prepare for a given topic the week before. I have tried this on many occasions but without success, as most are working. Though there is a motivation to improve their English, it is difficult to fit a homework task into their working schedule.

For the future I am trying to work out a methodology for teaching these strategies more effectively. I would be grateful for any comments or advice from teachers who are working along the same lines.

You can contact Alan Milne at: 102 Sun City Ninomiya, Ninomiya 2- 7-2, Tsukuba-shi Ibaraki-ken 305-0051

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U'teU

Heading back across the Atlantic from a food-obsessed holiday in France, I began contemplating the teacher training

45

course I was to begin teaching in a few days. I found my thoughts on good cooking and good teaching becoming helplessly intertwined. Do the two really share so many secrets? Perhaps you share my feeling that many of the following have parallels in teaching

Planning the meal

1. Consider the preferences and special needs of those you are cooking. 2. Plan ahead and have everything on hand before you start cooking. 3. Make sure the basic ingredients are good. 4. Think ahead about the sequence and timing of the stages you'll follow.

During the cooking/eating

l. Practice a new recipe, so that you're comfortable with it. 2. Enjoy the cooking. If you don't enjoy it, don't cook it. 3.Taste frequently and adjust the spices. 4. Improvise on a known recipe when an idea hits you. It may improve it. 5. Provide a variety of colours, textures, and tastes. 6. Create a welcoming, comfortable atmosphere for the meal.

After the meal

1. Reflect on what tasted good, what didn't work well, and on how you could make it better the next time. 2. Ask the guests what they liked best. Notice what didn't get eaten! 3. Remember a good recipe, but don't make it so often that you wear it out. 4. Constantly collect recipes from books, other cooks and cooking classes or pre sen ta tions.

December 1997

Is .the analogy useful? If it's a bit stretched, let's blame it on the month spent with in-lawcS talking about good food, preparing good food, discussing good food while eating good food, and, of course, critiquing the food we'd eaten elsewhere. All that talking, trying and analysing ... maybe that is the key, after all? It's led the French to an "art" of cooking ... Maybe that kind of obsession with good teachin~ leads to an art form, too. Let's obsess on good teaching; let's discuss, prepare, critique, enjoy, trade recipes and work on our art.

Trish Skillman teache, both ESL students and future ESL teachers;, t Western Washington University in the United States.

Reproduced with permission from theIATEFL Teacher Development Newsletter

sh Skill an

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Trish Ski I I man li*l11 Western Wasri ngtoo ;k;$-C

ESL,&Lf~*O) ESL ~t\U.i>Q'JC!:Ez~Jt -C, 19.

Coordinator: Neil Cowie, 635 ShimoOkubo, Urawa-shi, Saitama 338, TEL (w): 048-858-9028, TEL (h): 048-853-4566, FAX (h): 048-853-4566 E-MAIL: [email protected]

Treasurer: Gordon Bateson, 2-2-23, Shinkanda, Kanazawa-shi, Ishikawa-ken 921, TEL (h): 0762-92-3577, FAX (w): 0762-24-3461, E-MAIL: [email protected]

Membership Secretary: Tim Knowles, Tomigaya 2-34-7, Shibuya-ku, Tokyo 151, TEL (w): 03-3238-3844, TEL (h): 03-3485-3041, FAX (w): 03-3238-3087, FAX (h) : 03-3485-3041, E-MAIL: t.

[email protected]

Pro gram Co-coordinator: Jill Robbins, 1-1-14-202 Fujishirodai, Suita-shi, Osaka 565, TEL (h): 06-834-5311, E-MAIL: [email protected]

Program Co-coordinator: Sue Collins, 1-504 Hirosawa, Igaya-cho, Kariya-shi, Aichi-ken 448, TEL (w): 0566-26-2545, TEL (h): 0566-35-0376 FAX (w): 0566-26 2545, EMAIL: [email protected]

Recording Secretary: Clive Lovelock, 1.5. 9 Shiraniwa-dai, Ikoma-shi, Nara-ken 630-01, TEL (h): 07437-9-5515, FAX (h): 07437-9-5515

Newsletter Co-Editor: Nobuyuki Takaki, 44.5 Kyozuka, Honmachi Kumamoto 862, TEL (w): 096-342-2614, TEL (h): 096-381-1278, FAX (w): 096-342-2614, FAX (h): 096-381-1278

47

E-MAIL: [email protected]

Newsletter Co-Editor: Cheiron McMahill, 1873-2-103 Oaza Kamishinden, Tamamura-machi, Sawa-gun, Gunma 370-11, TEL (w): 0270-65-8511, TEL (h): 0270-64-4382, FAX (w): 0270 65 9538, FAX (h): 0270 64 4382 E-MAIL: [email protected]

Newsletter Co-Editor: Paul Beaufait, 14· 23-404 Ken gun Honmachi Kumamoto-shi 862, TEL (w): 096-383-2929 x646, TEL (h): 096-365-5650 FAX (w): 096-383-2966,FAX (h): 096-365-5650 E-MAIL: [email protected]

Newsletter Printing and Distribution: Peter Ross, 1.7.34 Minami-cho Kokubunji-shi, Tokyo 185, TEL (w): 0423-28-7807, FAX (w): 0423-28-7774 E-MAIL: [email protected]

Webmaster: Tim Newfields, (until April 1998): 1-5-7 Kusanagi, Shimizu-shi, Shizuokaken 424, TEL (h): 0543-48-6613, FAX (h): 0543-48-6613, E-MAIL: [email protected]

Reviews Editor: Judith Johnson, Kyushu Institute of Technology (Faculty of Computer Science), 680-4 Kawazu, Iizuka-shi 820, TEL (w): 0948-29-7874, FAX (w): 0948-29-7851, EMAIL: [email protected]

Anthology Co-Editor: Haruko Katsura, 2-16-15 Kitanosawa, Minami-ku, Sapporo, Hokkaido, TEL (w): 011-841-1161, TEL (h): 011-572-9763, FAX (h): 011 572 9763, E-MAIL: [email protected]

Anthology Co-Editor: Sean Conley, (until March 1998) c/o GEOS, Tohoseimei Building 9F, 4-2-2 Kitaichijonishi, Chuo-ku, Sapporo Hokkaido 060, TEL (w): 011-242-2123, TEL (h): 011-618-3716, FAX (w): 011-242-2120, FAX (h): 011-618-3716, E-MAIL: [email protected]

Anthology Co-Editor: Andy Barfield, Foreign Language Center, Tsukuba University, Tennodai 1-1·1, Tsukuba-shi, Ibaraki-ken 305, TEL (w): 0298-53-2430, TELJFAX (h): 0293.55. 7783, FAX (w): 0298-53-6616, E-MAIL: [email protected]. tsukuba.ac.jp

December 1997

A new column in which we encourage Teacher Education N-SIG members to Jet different voices in teacher education be heard. Fo.r the following two letters, please send your responses do Andy Barfield, contact information on the previous page. Thanks!

Hello, my name is Kobayashi Noriko. rm a senior at Tokyo University of Foreign Studies. fm studying in order to become an English teacher.

By the way, fm taking Andy Barfie!d's class. He gave us a task to vVrite to a real English teacher! It would be a practice to do personal vVriting and be a useful way to know a precious idea. I know you are very busy, though, but could you r~ad my letter? 1 'Nill be very glad to receive your response.

When I was a high school student, I was studying for an Entrance Exam. In every English lesson, consequently, I was always translating Japanese into English and vice versa. By doing so, I came to translate everything when I speak English. Isn't it possible to teach English :v1thout translating? But students who are studying for an entrance examination are only interested in transl a ting. They studv difficult words and complex structures that are far from our daily lives. I think this is connected to the increase of students who dislike English. What do you think about that?

Thank you for reading this letter. Please excuse me for a bad vVriting and my bothering your busy life.·

Hello, fma second-year student of Tokyo University of Foreign Studies. To~~y I'_d like to talk with you about wntmg in

Exploration3 in Teacher Education

Vo/um~ 5:4 48

English.

First, I'd like to talk about my experience at high school. I had composition class. There was only one teacher, who gave us questions, explained and answered the questions. We had a textbook for this class, and there were many phrases or sentences written in Japanese. In class, we changed Japanese to English. After that, the teacher wrote the correct answer on the blackboard. We had to use proper grammar for each sentence which the teacher thought important. There should be many ways to express one phrase, but the teacher only wrote his answer. Everybody's answer should be checked by some ways.

I didn't like this class, because it didn't interest me. The problems were 1) the way of teaching (as I wrote above); 2) the content of the textbook (it was difficult and boring;Ithoughtfd nevervvritesucha content if I actually wrote);3) we couldn't 1Nrite what we wanted (we just translated).

When we 1Nrite something. we don't just 1Nrite phrases. We vVrite whole sentences. What I learned at school was how to translate. rd like to leam some fonns and styles of vVriting. I think we've already learnt enough grammar, so we can use English more practically at high school level. When learning is useful, we'll feel to learn more.

Just as an example, I have pen pals. I started it from junior high school. For first, I didn't know English well, so the content was very easy. As I studied more, I tried to use those new knowledge. Then for me, studying was useful and satisfied me. I wanted to learn more. Like this, when studying English meets the demands of the students, it'll be more accepted by them, I think.

Thank you for reading. Please tell me your opinion if you have time.

Rieko Motow::hi

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Newsletter of the JALT Teacher Education N-SIG

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