In the United States, I have a New York State teaching certification in history, grades 7-12, which means I can teach United States history, world history, economics, government, and any of the related social sciences and elective courses.
As a Fulbright Scholar in the Czech Republic, however, I teach English. Since I do not possess a degree in English, I am only a teaching assistant here, which is why I only work part-time. So, let me tell you some of the first things I learned about teaching English.
I feel as if I don't know anything about my native tongue. Sure, I can speak English and I use the correct pronunciation, grammar, and intonation when necessary. I even write fairly well. I've been learning this language for so long that everything is engrained in my brain and I no longer think about what I am saying or how I am saying something. For me, teaching grammar is the hardest part about teaching English as a Foreign Language (EFL).
Teachers asked, "Can you teach the second conditional tomorrow?" or "Let's go over the present continues tense next lesson." I replied, "Sure... what are those?" I honestly have had Czech teachers explain English grammar to me so that I could teach it the following week. If I'm being honest, I felt like a complete idiot. How do I not know how to teach my own language?!
Well, the answer is simple. I do not have a degree in English. I never learned the methods and techniques of teaching this language. So, I'd like to correct a common misconception people have about the field of education:
Anyone can teach. Those who belief this are disillusioned. People think a teacher simply picks up a textbook and teaches from it. That no real skill or knowledge is required. I'm here to tell you that those people are wrong. I picked up and read about the grammatical terms I was supposed to teach, and I didn't understand them. I had to seek out help and obtain clarification in order to feel confident enough to teach the lesson. I, myself, did the practice exercises and came up with examples to make sure I fully understood everything. Then, after some preparation, I taught.
Needless to say, most Fulbright Scholars do not teach English grammar for these exact reasons. We tend to focus more on vocabulary, reading (aloud for correct pronunciation and intonation), listening (in terms of focusing on a native speakers' accent), and conversational skills with students, in addition to teaching them about American geography, culture, and holidays.
British English differs from American English. Britain, especially Oxford University Press, dominates the English as a Foreign Language market, particularly in Europe and Asia. These days English is the language everyone wants to and/or needs to speak if they want to participate in a global society. This is a multi-billion dollar market, so virtually, if you want to teach English overseas, there are limitless opportunities for native English speakers. Anyway, my school uses books by Oxford University Press. Teachers get Teacher Manuals, which literally have step-by-step instructions for shorter and longer lessons, weaker and stronger students, and extended or alternative activities. There are also extra resources to reinforce lessons as well as SMART Board activities. Students receive textbooks and workbooks, covering every topic under the sun with vocabulary, listening, grammar, reading, practical English activities, and writing prompts per each unit of study. It's a fantastic set-up, that is, if you know British English. Some of the words or phrases I had to Google before class because Americans use different ones. In terms of grading writing activities, Brits and Americans have different rules for grammar, so that was sometimes challenging for me. So, in addition to learning more about American English, I also learned lots of British English this year!
Moreover, there are magazines that incorporate cultural readings from all of the English speaking countries in the world and current events articles, which are leveled according to the reader's abilities. There's the R&R magazine for elementary students, the Gate magazine for beginner students, and the Bridge magazine for intermediate level students. There are so many resources for students and teachers that it makes teaching and learning English relatively easy.
I think the books are great for beginner teachers so that they can get their bearings and have a starting point as they embark upon their career. The Teacher's Manual basically guides the teacher from start to finish of the lesson. However, I think the books lead to more conformity among the teachers rather than individuality. Many teachers simply follow the exercises in the book. "Complete Exercise 1, let's go over it, complete Exercise 2, let's go over it." The better teachers explain concepts and ideas in more depth and require students to think beyond the scope of the book. The best teachers give alternative activities and stray away from the book at various points throughout the year. Still, many teachers focus on the books, which yes, does prepare the students for all of the Maturita topics, but unfortunately does not challenge the students further. Again, Czech students are taught to memorize facts rather than research, create, and present information. In my opinion, Czech teachers should require their students, especially in foreign language classes, to do more presentations and essay writing. This is especially so for the more advanced students. They are more than capable of taking on such feats (as you will learn in my next blog entry).
Teaching English is harder than teaching history. In general, teaching usually involves an opening activity, a short lecture where new vocabulary and ideas/concepts are learned, various student-centered activities, and a closing activity. Perhaps because I learned history and history pedagogy I find it easier to teach, but teaching a foreign language is difficult. In fact, you cover all types of information about English speaking countries, from art and architecture, to history and literature, to culture and traditions. Also, it's not just about America, but all of the English speaking countries. You've got to cover all these topics about Ireland, Scotland, England, New Zealand, and Australia as well. I don't know too much about these other nations. Also, you need to know a bit about all types of subjects in relation to these countries. I've had to discuss topics like technology, jobs, holidays, the future, global issues, natural disasters, shopping, filing a complaint, crimes, and more. I've had to do tons of research this year in preparation of my lessons.
Teaching EFL is completely different from teaching ESL. What's the difference between EFL and ESL besides the middle letter? English as a Foreign Language, or EFL, is teaching a group of students from a country in which English is not the dominant language, as in the Czech Republic. Usually, students are of the same abilities when they begin learning the second language and the group is taught in unison. The students share a common culture and language. They may only speak English in class. Most students must watch television shows or movies in English or listen to English music to gain more exposure.
ESL, or English as a Second Language, is taught to students who are immigrants or visitors in a nation where English is the dominant language, as in the United States. These students are often put in one class, but are of varying nationalities, therefore, they most likely do not share a common culture or language. Additionally, their English will be of different abilities. Often times, beginners and advanced ESL students will be placed in the same class, where teachers must create two or more lessons for one class period to cater to each students' needs. In addition to learning everyday English skills, students must focus on comprehending the English vocabulary, terms, and ideas/concepts in their other subject classes, which is quite difficult.
Native speakers need to be wary when speaking with foreigners. There are people in this world who are bilingual, trilingual, or speak up to seven different languages, which is highly impressive. If there's one thing I learned this year, it's that we must be patient with one another when speaking different languages. I've actually been told that none of the English teachers understood me the whole first month I was here. Most of them had never heard an American accent before and I spoke entirely too fast. After a few weeks, I realized I needed to slow down my speech and annunciate my words a bit more so they would understand. In terms of my students and other teachers, I adjust my speed and vocabulary depending on whose in front of me. Vice versa, I do know and understand some Czech, but I need native Czechs to speak slowly and use basic vocabulary with me. It is this mutual understanding that has allowed my year in the Czech Republic to be so positive. We are patient and work with one another to ultimately get what we need, with some added body language often involved.
Moreover, when German colleagues came to visit it us, I asked them if they were speaking slower than normal so the Czechs who knew German would understand them more easily, in which they replied they were. This year has totally changed my perspective on foreigners and those trying to learn second languages. Individuals often get so frustrated or annoyed by foreigners who do not understand them or by foreigners who ask natives to slow down or repeat a phrase. In reality, we need to be more accommodating. People are trying to learn and speak our language during their travels and stay. We should be honored by their effort, not make them feel distraught, out of place, or even homesick.
