Category Archives: #AusELT Twitter chat

Teacher Motivation & Recharging your Batteries (#AusELT Twitter chat summary, 6/11/16)

Read the summary for some great ideas and links on how to make your teaching life a more positive and fruitful one. Managers will also find some guidance on how to build teacher motivation in the workplace.

 

Happy 2017!

Poll: Last #AusELT chat of 2016!

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That went fast…

It’s already time for our last Twitter chat of this year (we usually take a little break over December and January as so many people are away) – and the topic is up to you! Please vote in the poll below and we’ll announce the winner on our Facebook page and on Twitter towards the end of next week. The chat will take place on Sunday 6th Nov at 8.30pm Sydney time (click here to see the time where you are).

If you are not sure about Twitter and need a hand to get started, do message me on Facebook or Twitter (@sophiakhan4) or by leaving a comment below.

You might also be interested in these posts:

Need help with Twitter?

#AusELT 1-page guide to Twitter

So you have a Twitter account – now what? 

Conferences & Presenting (AusELT Twitter chat, Sept 3-4, 2016)

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Note: This chat has now taken place. You can read the summary here. Great tips for conference attendees and presenters, some persuasion for would-be presenters, and definitely some big love for networking!

September’s #AusELT chat is coming up! This time we’ll be talking about conferences and presenting including:

  • why attend a conference anyway
  • how to get the most out of the experience
  • why presenting could be good for you and how to get started
  • dos and don’ts for presenters

We’ll also be using the ‘slowburn’ format for the first time this year. For us, this means the chat will be spread over the whole weekend instead of just 1 hour on Sunday night 🙂

We’ll start early on Sat 3rd September, and run right through till late on Sunday 4th September. You can contribute, read and discuss tweets on this theme at any time in that period, so feel free to drop in and out a few times over the weekend! Just remember to add the #AusELT hashtag to your tweets so we can all see them.

If it is your first time using Twitter, slowburns are a nice and gentle way in to connecting with others. You might also be interested in these posts:

Need help with Twitter?

#AusELT 1-page guide to Twitter

So you have a Twitter account – now what? 

Looking forward to e-seeing you this weekend!

This post by @sophiakhan4

Reflective Practice: Benefits, Tips, Feedback (#AusELT Twitter chat on 7/8/2016)

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Dear AusELTers

Our August Twitter chat is happening on Sunday 7th Aug at 8.30pm Sydney time (click here to see the time where you are).

The winning topic, voted for by the #AusELT community, was reflective practice.

 

This topic was suggested after there was a lot on interest in a post on the #AusELT Facebook page recently about using teacher post-lesson reflections effectively. As this is a familiar concept to most of us from pre-service training and in-service observations, perhaps we can use this as as a jumping off point. Some questions we could consider here are:

  • Is this useful? Why?
  • Could we do it better? How?
  • Is RP really a skill that can be developed?
  • How can practising teachers, trainers and managers also benefit from RP?
  • What are some problems or obstacles to effective RP?
  • What are some useful ways to ‘operationalise’ it for individuals or institutions?

Looking forward to discussing these questions or any others you care to bring with you on Sunday.

If you are new to Twitter, please come along, we are a friendly bunch  (send a tweet to me @sophiakhan4 and I’ll look out for you!)

You might also be interested in these posts:

Need help with Twitter?

#AusELT 1-page guide to Twitter

So you have a Twitter account – now what? 

E-see you on Sunday!

This post by @sophiakhan4

Addressing literacy issues in very low / pre-literate learners

**This chat took place on Jul 3rd 2016. Many great ideas and resources were shared. To read the transcript and access the links, please click here.**

 

Some initial questions for the #AusELT Twitter chat at 8.30pm on Sunday, July 3rd.

Q1: What is a pre-literate learner?

Q2: What are the literacy basics?

Q3: How do we approach / begin teaching pre-literate learners?

Q4: What tools can help support pre-literate learners?

Q5: What tips / strategies can you suggest for addressing literacy issues in pre-lit learners?

Q6: How do you manage a multi-level literacy class?

Q7: Can you recommend any useful resources for helping pre-literate learners?

Remember when you answer to add A1, A2, A3 etc. to show which question you are answering. This makes it easy to follow the chat when it’s moving quickly.

Using phonics in the adult learning context (#AusELT Twitter chat summary)

The last #AusELT Twitter chat of 2015 was on the topic of using phonics in the adult learning context.

With apologies for the long delay, you can now read the summary of what we discussed and pick up some great resources. Enjoy!

This post by @sophiakhan4

Native speakerism in ELT in Australasia (#AusELT Twitter chat 1st May 2016)

 

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In this post, Agi Bodis outlines some of the issues around native-speakerism in preparation for our upcoming chat. This chat has now taken place. Click here to read the summary.

 

 

Some of you may remember that an ad for a pronunciation course recently created an interesting discussion on our Facebook page. The course claims to help ‘overseas-born professionals’ fine-tune their pronunciation to improve employment opportunities. It is interesting to note that the word ‘native’ is not mentioned anywhere, but it prompted us to discuss the role of the ‘native speaker’ in ELT.

The ad addresses – or perpetuates – the so called ‘accent ceiling’ (Piller, 2011, p. 144), a boundary many L2 speakers of English experience at the workplace or when attempting to find employment in an English-speaking country. A few of us have questioned the concept of ‘native’ or ‘native-like’ accent as it appears to be a vague term, but it is still something that many students aim to achieve in order to advance professionally or avoid being judged.

So what is ‘native speakerism’? It is an ideology, a commonly held belief, which considers the native speaker as the ideal model for language use, and in ELT, ‘the expert’ when it comes to language teaching methodology as well (Holliday, 2006). The phenomenon thus has implications not only for what is taught and how it’s taught, but also who is entitled to teach the language itself.

In her recent plenary at IATEFL 2016, Silvana Richardson spoke passionately about the discrimination non-native speaker ESL teachers face and the negative impact this has on their professional identity even though the vast majority of English language teachers in the world are non-native speakers (over 80%, according to Richardson).

She questioned the legitimacy of the term ‘non-native speaker’ as it defines people by what they are not, and emphasised the need to shift from a native-speaker competence to a multilingual competence. She proposed that teacher trainers review their programs to make sure these issues are addressed. She also urged teachers to show their support at work and beyond, and join advocacy groups. One such group she mentioned was TEFL Equity Advocates, whose founder, Marek Kiczkowiak (@MarekKiczkowiak), will be joining us in our Twitter chat.

Another related issue that has come up on our Facebook page is the effect of the market: “students want native speakers” or a certain variety of English. Richardson addressed this issue too pointing out that from research it seems that students value professional qualities more than nativeness.

Join us to discuss any of the following points related to native speakerism on Twitter on Sunday 1 May 8:30-9:30 pm AEST (This chat has now taken place. Click here to read the summary)

  • The role of ‘the native speaker’ in teaching materials and/or language testing
  • The market: student expectations regarding learning a certain variety of English (including accent); expectations regarding native speaker teachers
  • NESB ESL teachers: any experience being employed as a NESB teacher; any experience with NESB teachers
  • Teacher training and the native speaker teacher

Looking forward to our discussion!

Links

Silvana Richardson’s plenary at IATEFL 2016: http://iatefl.britishcouncil.org/2016/session/plenary-silvana-richardson

Interview with Burcu Akyol and Marek Kiczkowiak on the issue of non-native speakers in ELT – at IATEFL 2016: http://iatefl.britishcouncil.org/2016/interview/interview-burcu-akyol-and-marek-kiczkowiak

TEFL Equity Advocates: https://teflequityadvocates.com/

Lexicallab on CELTA and the NS bias: http://www.lexicallab.com/2016/04/celta-the-native-speaker-bias-and-possible-paths-forward/

References

Holliday, A. (2006). Native-speakerism. ELT Journal: English Language Teaching Journal, 60(4), 385-387. doi:10.1093/elt/ccl030

Piller, I. (2011). Intercultural communication : A critical introduction Edinburgh: Edinburgh University Press.

This post by Agi Bodis, @AgsBod