Australia

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One of my group participants has just moved to Australia. His wife was sent there by her company. They work for the same firm, but unfortunately they didn’t have a position for him. (However, I heard from his former colleagues that, once there, he found something.) Due to this major change – as I felt – in his life, I took the opportunity to focus on Australia for as long as he was still there. Australia, so far, had been a country I hadn’t dealt with very often. And as in another class a participant was planning to travel there for five weeks, the topic ‘Australia’ pushed itself into focus.

We dealt with several aspects of the country: e.g. historical themes concerning the original European settlement by the British who needed space for all their prison dwellers. Until then Australia hadn’t been of major interest to the British. Continue reading →

Buzzwords

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Update 2024

In the meantime, Kerry Maxwell has moved to onestopenglish. The link below leads to her Buzzwords  book which only goes to 2012. I still believe the concept of buzzwords to be a great point for discussion. Buzzwords can be replaced by Words of the Year (see regular posts at the beginnings of years).

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(old version)

One of my favorite webpages, and one I can strongly recommend to teachers and students of English alike is www.macmillandictionary.com/buzzword, and here especially Kerry Maxwells collection of ‘BUZZWORDS’.

Buzzwords are newly formed or created terms that reflect upon different kinds of social phenomena or new fads and are great for discussion. Additionally, from a language perspective, they offer insight into word formation processes. On the webpage is a whole list of new words and an archive going back several years.

Every once in a while I choose some I find interesting and believe (or hope) will trigger intensive discussions. And so far I have not been disappointed.  Continue reading →

Grammar as Fact or Grammar as Choice

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The above distinction was originally made by Richard A. Close in ‘A Teacher’s Grammar’ (1992). He had already formulated his ideas 30 years before, but published a revised version in the early 90ies. I believe the distinction to be quite valuable, even if not always clear-cut.

Grammar as fact concerns such aspects of the language that are non-negotiable if I want to be able to communicate with the majority of speakers of the language. Facts of grammar describe the essential regularities or rules of a language that define it and organize its meaning. Continue reading →

Some Thoughts on the Role of a Language Teacher

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“Teacher: One who carries on his (sic) education in public” (Theodore Roethke, American poet, 1908 – 1963; In: Jim Scrivener, Learning Teaching: The Essential Guide to Language Teaching, 3rd ed. 2011, p 8)

Keywords: learner’s autonomy, teacher as moderator
I have always felt uncomfortable with calling myself an English teacher. To me, the word ‘teaching’ assumes a way too active role on my part – or on the part of any language teacher – in the process of a language learner’s development. It also shifts the blame on the teacher when the learning seems to have failed or seems to be failing.  And it gives the student of the language a false sense of security: let’s visit a class and have someone teach us the language – all we have to do is go there.

Going ‘there’ surely is a first admirable step to take when one decides to take a course, and more difficult at times than one might think. And although I do believe that some kind of learning takes place in any kind of situation in which I expect it to, the concept of ‘teacher’ places the emphasis too much on a person that will teach me; on a person Continue reading →