Tag Archives: TESOL

Illustrious Alumni

As I am also a Manchester Alumnus, I did my MEd at Manchester and also an EdD, I get the regular updates about the great and the good who were once students at Manchester. So, I discover that Benedict Cumberbach (the new Sherlock Holmes on the BBC) is a Manky boy, along with quite a few others.

I am happy that Manchester has many successful well known people amongst its alumni. However, I got to thinking whilst I was in Morocco about all of the names in Tech and TESOL who are Manchester graduates, too. The much quoted Nik Peachey and Graham Stanley are examples, but there are many others who have gone on to have successful careers in the field. We have plenty of well-known bloggers (see right side bar) and we have people like Tony Brace in Japan who has started his own school (see new links in the side bar), colleagues who now work at sister universities in the UK: Aisha Walker.

I’ve decided it’s time to start working to promote our alumni more, so I’m going to try to have a student story of the month. I’d like people to email me their stories and we might try to do some online interviews, too. Watch this space :-)

Gary Motteram

LTSIG Event

The next in the LTSIG’s series of webinars takes place this coming Sunday at 10am GMT. See here for the time where you are
http://www.timeanddate.com/worldclock/fixedtime.html?iso=20120219T11&p1=31

SESSION OUTLINE – Implementing ICT in an Institution
There is wide acceptance of the significance of learning technologies in language teaching, but what exactly is required of managers in the support, training and development of teachers in this area? In this webinar, we will identify key steps in helping teachers to become confident users of learning technologies. We will also look at some potential difficulties and constraints which can arise with this type of project as well as some possible solutions.

Come along with some answers to the question above, if you can.

The discussion will be lead by Lauren Brumfield . Lauren has worked in English language teaching and management for 12 years, in Germany, Ireland and Australia. She has worked in various sectors of the industry, including on refugee programs, in Business English corporate training and in private English language colleges. She has worked for Kaplan International College Sydney since 2004 as Head Teacher, Assistant Director of Studies and Director of Studies. Lauren holds the Cambridge DELTA, Trinity Certificate ICT and is currently studying a Masters of Arts in E-Learning at the University of Technology Sydney

Full details and link are here.
http://ltsig.org.uk/online-events/46-future-online-events/230-192-implementing-i

Another journal

As they say, you wait at the bus stop for 20 minutes and then three buses come at once. Same apperas to be the case with journals. Not that this one is new, but it is new to me.

This is a peer reviewed plurilingual journal of Language and Literature Teaching Methods from the Faculty of Education of the Universitat Autònoma de Barcelona (Spain). Good to see articles on language teaching published in  languages other than English.

5th International Symposium on Digital Technologies in Foreign Language Learning

The 5th International Symposium on Digital Technologies in Foreign Language Learning will be held on 31st March 2012.
Venue: Kyoto University Clock Tower Centennial Hall, Japan
Keynote Speaker: Professor James Paul Gee (Arizona State University, USA)
Call for Papers: 10th November 2011 – 31st January 2012
Contact: Dr Mark Peterson (digitalkyoto@gmail.com) Dr Michael Thomas (mthomas4@uclan.ac.uk)
Webpage: http://digitallanguagelearning.wikispaces.com

Call for Papers
Abstracts of no more than 250 words are now being accepted on the following or related themes:

  • digital game-based language learning
  • web 2.0 technologies in the language classroom
  • e-learning and collaborative learning
  • social networking applications and tools
  • teacher professional development and digital technologies
  • mobile-assisted language learning
  • digital literacies
  • telecollaboration
  • social media and language learning

Proposals will be accepted in the following categories: papers (20 minutes); poster sessions (ongoing); workshops (40 minutes). Abstracts should be sent to: digitalkyoto@gmail.com by no later than 31st January 2012. Successful participants will be notified of acceptance by 7th February 2012.

LTSIG event in Morocco

The Learning Technologies Special Interest Group (SIG), the Moroccan Association of Teachers of English (MATE) and The British Council, Morocco are pleased to announce the 1st International Conference of ICT in Education in Marrakech, Morocco from 8th-11th February 2012.

The CALL for papers is available on the LTSIG website. The cut off date for proposals is 16th December.

This will be an exciting and interesting event, taking place in North Africa at a time of momentous change, make sure that you can say that you were there!

Gary Motteram
Event Organiser for the LTSIG.

NATESOL invite you to a Teacher’s Evening on…

‘Online context-related and critical thinking materials for the ESOL classroom’
by The British Council ESOL Nexus Team

‘Evaluating classroom materials is something we do everyday as ESOL tutors. However, with a shift from paper-based to internet resources there are new questions to ask of what we use and what will work with our learners. Presented by ESOL resource specialists from the British Council’s ESOL Nexus team, this workshop will take a critical look at the issues raised by the use of the internet in the ESOL classroom. In the workshop you will have the opportunity to apply what you learn to evaluating some selected web materials and relate this to the contexts within which you teach.  An online CPD Module will soon be available, which will allow you to explore some of the issues covered in the workshop in greater depth.’

Additional information with be posted on the NATESOL website at www.natesol.org

Thursday, 8th December, 2011
5.30pm – Registration.    6 -6.15pm – Start..

Venue:
The British Council
Bridgewater House
58 Whitworth Street
Manchester M1 6BB

Pre-registration is required with Jonathan Nicolson at jtnicolson@hotmail.co.uk or 0161 789 4970.
NATESOL’s programme consists of 6 sessions during the academic year.
* Individual membership per year: £10 – Free attendance at each session
* Institutional membership per year: £50.
* Non-members pay £4 per session, concession £3
To renew your membership, become a new member, or just receive information about future sessions, then please contact:
Jonathan Nicolson at 6 Stafford Rd. Eccles.  jtnicolson@hotmail.co.uk or 0161 789 4970.

edgeblog 20

Well, it does seem to be true what they say about pensioners being so busy. Or is it that we just move more slowly? Anyway, here we are, crept into November already with October a blog-free zone.

On the last day of that month, I was in Liverpool to examine a fine PhD thesis and, while there, managed to catch up with Michael Hoey for lunch. One reason I had been looking forward to this was that Michael had promised an analysis of The Golden Teeth. (Of course you remember The Golden Teeth. Or, if not, check edgeblogs 16 & 18.) For ease of reference, here’s the text again, this time without the priceless pictures:

The Golden Teeth

A toothless king commissioned a goblin to make him a set of magical golden teeth . . .

However, the two argued and the goblin threw the teeth into a deep well . . .

The teeth were found by a young frog, who proudly wore them to the palace ball . . .

The furious king took back his golden teeth and the frog was executed for his impudence.

The End

As best as I remember (it was a long and fine lunch), Michael’s version went like this:

‘Toothless’ signals a Problem to which ‘commissioned’ signals the Response, of which ‘a set of magical golden teeth’ is the intended positive outcome. ‘However’ signals some kind of interruption to this positive trajectory and ‘argued’ spells out what the Problem was. In Response to this Problem, the goblin ‘threw’ the teeth, creating a negative outcome and, therefore, a new Problem for the King. This same act, however, created an Opportunity for the frog, signalled by ‘found,’ an Opportunity that he Took, signalled by ‘proudly wore.’ At this point, Problem/Response and Opportunity/Take patterns come together, as the frog’s wearing of the teeth gives the king an Opportunity to Take that is also a Response to the Problem of his lost teeth. ‘Took back’ signals both of these, completing the discourse pattern for the king. For the frog, the outcome is terminal, an ‘irredeemably negative result’ in Hoey’s terms, thus completing the discourse pattern for the frog, too. Michael pointed out that it’s unusual to have ‘The End’ spelled out in this way, but we agreed that it fits the genre and adds an extra humorous touch, given the brevity of the tale.

So, that, as they say, in the nicest possible way, is as close to the horse’s mouth as we are likely to get in the world of discourse analysis!

Back in the discourse world of counselling, it is most intriguing to encounter again such issues as ‘the best method’ and ‘eclectic approaches’, now being approached against a different disciplinary backdrop. I can’t see that the argument leads anywhere else than it has led us in TESOL, to the primacy of the reflective practitioner in specific interactions, learning to theorise practice as part of the continuing development of emergent praxis.  And along with the strength of that argument, goes the fact that beginners need clear guidelines with which to start out.  It’s cool being a beginner. And it’s a great bunch of people I’m working with.

Last week, I had one of those great ‘fusion’ moments in which a diary note I was writing, a memory of something someone else had said in class, an idea I’ve been carrying around for years regarding a related topic, an interaction I had been involved in during skills training that day, and a thought I had not properly articulated in a personal development group all came together and helped me understand a little more about myself and what I’m trying to do. Only connect: E.M Forster, Fritjof Capra, Gregory Bateson. Strange attractors and open systems. Morewards!

Best,

Julian

 

New free online webinars

LT SIG Webinars

Online seminars for teachers interested in technology

The Learning Technologies SIG will be holding regular online workshops (or ‘webinars’) which are open to the general public. These webinars will take place in the online video conferencing platform (Adobe Connect) and last approximately one hour. The webinars feature well-known and experienced practitioners talking about technology  in English language teaching, and are of interest to all teachers.

More detail here: http://www.ltsig.org.uk/online-events.html

Gary Motteram

Recent panel I took part in

Here is a link to a discussion that I took part in about the use of social media in teacher education. This was part of a conference that was happening at the time in Moscow: http://connectpro10829081.adobeconnect.com/p84tr9d2eyd/. This talk uses Adobe Connect Professional.
Gary Motteram

edgeblog 18

This is an edgeblog of distinct parts. First, thunderous congratulations to Achilleas for winning the Gold Teeth competition announced in edgeblog 16. It’s true that no one else entered, but I don’t see that one can blame the winner for that, and any fair-minded person referring back to Achilleas’ analysis of the text in question would have to admit, I believe, that he did not hold back in going for it.

The prize can now be revealed to be a signed copy of Edge (2006): (Re)-Locating TESOL in an Age of Empire. Achilleas, I hope you find it worth the effort.

Relocation also gives me a link into the second part of this edgeblog, to which a tiny bit of sociocultural background might be appropriate . . .

You may well not be familiar with an album by The Doors, released in 1967, called Strange Days. Along with Jefferson Airplane’s, After Bathing at Baxters, it was what made British discussions about the relative merits of the Beatles and the Stones seem so very parochial. I note that the current Amazon reviewer writes:

Even darker than their purple-hued debut, the Doors’ follow-up, Strange Days, closed 1967 with an ominous flourish. On it, Morrison railed at everything from organised religion to pollution, and his rallying cry, “We want the world, and we want it now!” became a call to arms for the counterculture rising up around the band.

Oh my. I didn’t come here to tell you about that, but it is true that the opening line of the title track did go through my mind this morning: ‘Strange days have found us, strange nights have tracked us down.

Or, to start this story somewhere else, my employer, strapped for cash following the government’s withdrawal of funding for the humanities in general, discovered in early summer the need to cut another £28m out of its budget. Now, the quickest way to save money is to get rid of staff, so it introduced a scheme of Voluntary Severance/Early Retirement. I thought the situation through and decided to apply for it.

I have just heard this week that my application has been accepted and I will leave the university’s employment on 30 September 2011. Apart from a few promises to keep here and there, and perhaps the odd occasional gig, that will be that as far as TESOL is concerned.  As I have been involved in TESOL one way or another (in fact, come to think of it, most ways), since 1969, there will doubtless be ramifications of this that I have yet to think of.  Overall, however, I am feeling very positive. I am, once again, in the lucky position of being able to do what I decided I want to do.

At the moment, my thoughts are beginning to turn towards the part-time Diploma in Counselling that I start in September. I remember years ago reading a book called, ‘Beginner’s Mind’ by Shunryu Suzuki. It was “about” the practice of Zen Buddhism, but/and what I brought away from it was one of those quotations that stays with you: ‘In beginner’s mind there are many possibilities, but in expert mind there are only few possibilities.’

Well, that quote may not be word perfect, but it’s close enough for jazz and captures the message that I understood. It’s an exciting message, I think, and exciting, too, that I hadn’t thought about it for years, not until I got into that last paragraph. And that, of course, is the connection with cooperative development — learning through articulation — and with counselling.

OK, enough for now. I’ll be back in September with edgeblog: The End.

Best,

Julian