Some of you may know that, in addition to being a runner, amateur cook/baker, (former) literature student, and singer/enjoyer of music, I am also a teacher of English as a foreign language. There have been hints of that on my blog, from my experiences teaching English in Ukraine as a Peace Corps Volunteer to blogging about my journey through the CELTA course a couple of years ago. Last fall I slogged through the DELTA course but didn’t blog about it since I was working full time in parallel.
Anyway, at the moment I am an ESOL (English for Speakers of Other Languages) teacher for the Women’s Project of an east London charity; we work with settled migrant women in the community and I teach courses from basic English and literacy to accredited ESOL courses. I love it. As part of my job I was fortunate enough to attend a half-day conference last week in London, put on by RaPAL (Research and Practice in Adult Literacy). The theme for the annual colloquium was “Reflections in Lifelong Lifewide Learner Journeys.” Here’s what I got out of it.
Jim Crowther, a University of Edinburgh Senior Lecturer in Community Education, gave a keynote speech on embracing the uncertainty of a learner’s ever-changing, continually unfolding journey. He talked about Scotland’s Social Practice Approach in literacy and numeracy, which 1) starts with learner strengths, not weaknesses; 2) makes the material relevant to the learners; and 3) fosters and supports critical thinking in an “informal” (i.e., community education) setting.
Education is about a relationship built on trust.
We may learn things we didn’t want to learn or things we didn’t think about learning. He also said:
Risk and trust are important ingredients in learning.
Claire Collins gave a presentation on Practitioner-Led Action Research (PLAR). I had to do a bunch of action research for my DELTA course and this session helped remind me of its importance and usefulness for self-development and professional practice as well as to keep exploring what my own “best practice” is.
In short, PLAR aims to improve and involve teaching practice while increasing the understanding of practice by practitioners. PLAR helps us to engage in real problems and can be useful to other teachers in similar situations. It’s useful for critical reflection and linking theory and practice.
We did a group activity to brainstorm what we would consider carrying out research on:
My favorite part of the conference was Julie Furnivall’s presentation on applying the Reflect Approach to professional practice in adult literacies, which she calls Reflect ESOL.
Reflect ESOL is a learner centred approach with the following characteristics:
- It addresses power relationships between teacher and students
- The teacher steps back to listen for the students to have more say
- The teacher empowers students rather than forcing things on them
- It gives students a voice
- The teacher uses his/her facilitation skills
This approach works to help students create their own meaning through sharing experiences, which produces language that can be developed. To use Reflect ESOL you start with a visualisation of issues. This could take the form of a map, photo, or diagram. Furnivall showed an example of a tree image in which the trunk represents a problem, the roots describe the cause, and falling fruit represents issues that arise.
We did a Reflect ESOL taster with a river image: where will we go (flow)? My colleague and I decided to use our river to represent a woman’s journey through study at our centre:
Reflect ESOL River: Women’s Project learner journey
Here’s what some of the other groups did with their rivers:
The Reflect ESOL approach reminded me a little of the Dogme ELT approach, in which the teacher presents the class with a discussion topic — or, in Reflect ESOL, a drawing project — and uses that as a jumping-off point to share thoughts and opinions before the teacher identifies a language point or two to help his/her students develop.
I am excited to try and implement some mini Reflect ESOL sessions in my classes, both to help my students develop creativity and autonomy, and to help me better recognize and cater to their learning needs.
In sum, I took a lot of useful tidbits away from the RaPAL Colloquium that I can share with my colleagues and think about trying out in my own teaching practice. Thanks, RaPAL!