Whether you are a pre-service trainee, practising teacher, or teacher-trainer, we hope that you will find the book useful and interesting, and that it delivers the promise in its title.
PAUL DAVIES
ERIC PEARSE
1
A GENERAL APPROACH TO TEACHING ENGLISH
Introduction
In this chapter we define success in English language teaching and learning. That involves deciding on valid goals for English language courses. The development of an ability to communicate in English must be a major goal of any effective course. We present a general model of English language teaching (ELT) that integrates the use of English as the main classroom language from the start, appropriate focus on language, and regular communicative activities. For any approach to work, certain conditions are essential, such as dynamic lessons and motivation. Specific teaching–learning situations also have to be taken into account.
Recognizing success in teaching English
Many institutions and teachers have a reputation for real success in teaching English. Others have a poor reputation. For example, some people will tell you they learnt a lot of English at their school. Others will say they studied for three, four, or five years or more, and learnt almost nothing. The main test for real success in teaching and learning should be whether or not the learners can communicate at all in English. Can they understand instructions in class, or questions in an interview, or talks at a conference? Can they ask for directions in the street, or provide personal information, or explain business proposals? Can they understand simple articles, or business letters, or technical books? Can they complete application forms, or write letters or reports? Can they pass recognized examinations in English, like the UCLES exams or the TOEFL tests?
We can all recognize such real, practical success in teaching and learning English. We know success is not just being able to repeat memorized sentences or complete grammar exercises – though they may contribute to learning. Success is not the same as getting an 8, 9, or 10 in course tests – though that may indicate some progress. It is the ability of learners to use English effectively in real communication situations.
Teachers and teaching
Successful teachers and the institutions where they teach may differ in many ways. For example, in the teachers’ experience, training, and level of English, or the size of classes, hours of class per week, and the methodology and materials used. However, successful teachers tend to have certain things in common. They usually:
1 have a practical command of English, not just a knowledge of grammar rules
2 use English most of the time in every class, including beginners’ classes
3 think mostly in terms of learner practice, not teacher explanations
4 find time for really communicative activities, not just practice of language forms
5 focus their teaching on learners’ needs, not just on ‘finishing’ the syllabus or coursebook.
As far as point 1 is concerned, a teacher’s development of a command of English should be a life-long hobby as well as a professional obligation. Of course, a knowledge of the rules and terminology of English grammar and vocabulary is also useful. But teaching, especially language teaching, is much more than just the transfer of knowledge. If teachers follow point 2, this means that their learners constantly experience the real communicative use of English. It increases their exposure to the language through listening comprehension, and gives them opportunities to speak English. Point 3 relates to two general observations about teaching and learning languages. First, explanations often become long, complicated discussions in the learners’ native language (often referred to as their L1), which may leave little time for the practice and use of English. Second, most people seem to learn much more from use of a language than from explanations about it. Point 4 again recognizes that language learning is essentially about communication. And point 5 puts the learners at the centre of teaching. Your success as a teacher is based entirely on their success as learners.
Co-ordination of English language departments
Most institutions where teaching is generally successful have systems to set standards related to the five points discussed above. For example, there is careful selection of teachers. Their work is co-ordinated by means of meetings and seminars, class observation, materials, and tests. All the teachers are in general agreement about principles, goals, and methodology. There is continuity in the courses and co-operation among the teachers.
Obviously, it is better for teachers to teach and learners to study in such institutions. But even in a poorly co-ordinated institution teachers can begin to change things by teaching their own classes as effectively as they can. If they then establish some co-operation with one or two other teachers, they have started something important.
Questions
(Use your experience as a learner to answer these questions if you are not yet teaching.)
Do you agree that successful English teachers usually speak English in class?
Do you agree that they give much more time to practice than to explanation?
Do you agree that teacher co-operation in an English language department is important?
Establishing goals and objectives in teaching English
The absence of clear or appropriate goals in education is bad for both teachers and learners. At school, children and adolescents often seem to be required to study algebra, or Roman history, or English, only because these subjects are on the official curriculum and there are tests to pass. This can have a very negative effect on the learners’ attitude towards these subjects. The clear definition of appropriate goals is vital to successful English language teaching and learning.
Unfortunately, not everyone recognizes real success in English language learning. Some teachers and learners do not look beyond the grammar and vocabulary currently being practised, or the next test. Also, the long-term goals of teaching are not always explicit in course syllabuses. In fact, course syllabuses, materials, and tests sometimes seem to present only a sequence of short-term objectives. Although short-term objectives are important in giving learners and teachers a feeling of making progress, it is important never to lose sight of the overall long-term goal of English language teaching, to enable learners to communicate effectively, and as far as possible accurately, in English. We will look at goals and objectives in more detail in Chapter 8.
Variations in course goals
English is taught as a foreign language in very different contexts around the world – to schoolchildren and working adults, in small and large groups, for three hours or ten hours a week. Obviously, the goals of English courses vary according to the contexts in which they are taught.
The goals of different courses may be, or at least may appear to be, any of the following:
1 to enable the learners to communicate in real English, both spoken and written
2 to enable the learners to read technical publications in real English
3 to get the learners to memorize English grammar rules and vocabulary.
We use the expression ‘real English’ in 1 and 2 to refer to the English used both inside and outside language classrooms: for example the English of instructions, conversations, magazines, books, airports, and the Internet. In contrast, the information about English grammar rules and vocabulary in 3 is often presented, practised, and tested in ‘unreal English’. The language in the exercises and tests would seem strange to native speakers, or even confuse them. Working with ‘unreal English’ may give learners some useful foundations in grammar and vocabulary, but it is a long way from the use of English for real communication.
Ideally, the goal of most English language courses would be