TESOL Pop

Diversity, Equity, and Inclusion consultant Dr Amina Douidi talks about racial basis in teaching, materials, and assessment in the context of the language classroom and shares actions we can take to address the problem.

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KEY TALKING POINTS

Identifying Bias

Amina explains that racial bias in the classroom often manifests through disciplinary issues. Teachers might disproportionately describe students with negative characteristics based on their race or ethnicity. These biases are rooted in societal and historical hierarchies.

Decolonising Materials

To decolonise the curriculum, Amina suggests diversifying teaching materials. Highlighting contributions from minority groups to society can make the curriculum more representative and relevant.

Inclusive Language

Teachers should identify and eliminate problematic language, including sexist, racist, ableist, or ageist terms. Reflecting on biases in both the languages used in the classroom and students' home languages is crucial.

Assessment Practices

Amina shares an example from Orlene Badu's book "How to Build Your Anti-Racist Classroom," where integrating relatable literature for black Caribbean students improved their reading and writing skills.

Sustainable Change

Amina emphasises the importance of collaborative efforts among teachers to review and revise curriculum and practices. Long-term, sustainable changes, rather than quick fixes, are necessary for meaningful impact.

Dr Amina Douidi is a Diversity, Equity, Inclusion, and Intercultural Communication consultant in English Language Teaching (ELT). She collaborates with publishers and education providers as a trainer, reviewer, and researcher, focusing on promoting anti-racist, decolonial, and inclusive practices. She earned her PhD from the University of Southampton, where she researched the intercultural potential of Algerian English textbooks and their use in the classroom. She speaks Arabic, French, Spanish and English and is an amateur volleyball player.

Visit Amina's website or LinkedIn to learn more.

REFERENCES

1. Badu, O. (2023) How to Build Your Antiracist Classroom. SAGE Publications.

2. An Open Letter from the ELT Community in Solidarity with Palestine (March 2024). Available here.

3. ELT Professionals for Palestine LinkedIn page.

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our lovely guest, Dr Amina Douidi.

Hosted on Acast. See acast.com/privacy for more information.

Communications Coach Shweta Ramkumar shares insights into teaching active listening skills to healthcare professionals. In this episode, Shweta explains what active listening is, why it's important and how we can develop this skill in the ESL classroom.

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Defining Active Listening

Shweta talks about being present in the moment, holding space, and empathising as just a few characteristics that differentiate active listening from other types. Shweta shares insights into working with healthcare professionals and how active listening is crucial to their work.

Active Listening in the Classroom

Shweta reflects on why active listening is so challenging to apply in teaching and other professions due to the multiple tasks we have to manage. Pulling on her own experience, Shweta shares the negative consequences of not practising active listening in our classrooms and workplaces.

Active Listening Training

Shweta shares how she introduces active listening to her clients by getting them to reflect on what they miss in a conversation. By starting with a short warmer of sharing about herself, Shweta encourages her clients to reflect on what they can recall and what they missed as a first step.

Paraphrasing as a Tool

Shweta suggests paraphrasing in the classroom to help learners feel seen and heard. Paraphrasing can be used to replace parroting and asking each other to repeat.

Shweta Ramkumar is a communications coach for healthcare professionals. Her coaching sessions focus on developing her clients' language and skills so they can build stronger relationships, credibility and trust with their patients and the wider community. Shweta shares practical tips and insights on communication skills via her website, YouTube channel and social media channels where you can find her at Healthy Dynamics.

Visit Shweta's website here to learn more.

REFERENCES

1. Healthy Dynamics (2023). The Do's and Don'ts of Active Listening. YouTube. Available here. Accessed on 04.06.2024

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our inspiring guest, Shweta Ramkumar.

Hosted on Acast. See acast.com/privacy for more information.

Author Jane Willis answers your questions about task-based learning (TBL). In this episode, Jane provides examples of TBL in practice, explores the difference between task-based and task-supported learning, and closes with suggestions on how the latest technology can fit into a TBL framework.

Click here to watch this episode with closed captions.

Defining Task-Based Learning

Jane simplifies TBL with practical examples, such as "describe and draw" tasks and planning school rules. She emphasises the following features of TBL: clear purpose, focus on meaning, and freedom to utilise their language.

Common Misinterpretations

Jane clarifies the difference between task-supported learning, which integrates tasks within traditional methods, and task-based learning, which starts with and focuses on tasks. She explains the three-part task cycle— planning, task, and reporting—and highlights the importance of planning to boost learner confidence and extend language use.

Integrating Technology with TBL

Jane discusses using technology, such as Zoom, to record and review lessons and transcription software to analyse language use. She also talks about using AI tools like ChatGPT to enhance tasks, such as refining story prompts and generating dialogues.

Future of Education

Jane talks about the possibilities AI and technology bring to TBL while also stressing the importance of cautious and informed use of new technologies.

Jane worked extensively overseas (Ghana, Cyprus, Iran, Singapore) as an English teacher and trainer. In the 1980s, she and her late husband, Dave, met Prabhu and began experimenting with Task-based Language Teaching, writing several prize-winning books. She also taught for 12 years on the TESOL Masters programs at Aston University in UK. Jane now lives in the English Lake District and enjoys fell-walking. She teaches tai chi and is still quite active on the TBLT scene. In 2022, she received the inaugural Distinguished Practitioner Award from the International Association of Task-based Language Teaching. Visit Jane's website here to learn more.

REFERENCES

1. Willis - ELT. Task-Based Lesson Plans are available here.
2. Willis, D. and Willis, J. (2007) Doing Task-based Teaching. OUP   
3. Willis, D. (2003). Rules, Patterns and Words: Grammar and Lexis in English Language Teaching. Cambridge University Press (illustrates how to teach grammar through TBL)
4. Willis, J. (1996). A framework for task-based learning. Ebook edition 2012 Intrinsic publications available on Google Play and Rakuten Koko.

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our kind guest, Jane Willis.

Hosted on Acast. See acast.com/privacy for more information.

Natasha Costello, co-author of Practical English Language Skills for Lawyers and a legal English educator, discusses career pathways to teaching legal English. In this episode, Natasha shares insights into learners' needs, lesson content, and resources for anyone interested in exploring teaching legal English as a career.

Getting into teaching

Natasha recounts her transition from a solicitor to a senior lecturer, where she taught law and legal skills. Relocating to France, she discovered a niche in teaching English communication skills to French lawyers, leading to her legal English education career.

Relevance of English for French lawyers

Natasha explains the growing necessity for lawyers to use English, mainly when dealing with international clients where English serves as a lingua franca. This necessity is driven by global business interactions and international legal practices.

Paths into teaching

Natasha identifies two main groups of legal English learners: legal professionals and university law students. She explains that educators can come from various backgrounds, including law, business English teaching, linguistics, or even translation.

What Legal English involves

For legal professionals, lessons may focus on preparing for client meetings, writing emails, contract drafting, and other specific legal tasks. University students may focus more on vocabulary and grammar, but practical scenarios and elements of legal systems, history, and politics are also integrated.

Lesson example

Natasha describes a lesson focused on contract law. She teaches the vocabulary of contracts and the grammar needed for giving legal advice, using real-life scenarios to help students practice this language.

Natasha Costello is a legal English educator based in Paris. She has over 20 years of experience teaching law students and legal professionals. Natasha is passionate about bringing the real world of legal practice into the classroom. She recently co-wrote, with Louise Kulbicki, the book ‘Practical English Language Skills for Lawyers: Improving Your Legal English’, which helps students practise language and workplace skills simultaneously. Natasha regularly presents at conferences about teaching legal English and is on the Board of EULETA, the European Legal English Teachers’ Association.

REFERENCES & RESOURCES

1. European Legal English Teachers Association (EULETA)
2. Costello, N. and Kulbicki, L. (2023) Practical English Language Skills for Lawyers Improving Your Legal English. Routledge
3. Haigh, R. (2021) International Legal English. A Practical Introduction for Students and Professionals. Routledge
4. Study Legal English Podcast with Louis Kulbicki
5. Test of Legal English Skills (TOLES)

TRANSCRIPT

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our inspiring guest, Natasha Costello.

Hosted on Acast. See acast.com/privacy for more information.

Author of How to Write Inclusive Materials, Tyson Seburn, talks about a disruptive approach to building greater empathy and inclusion in the language classroom. In this interview, Tyson walks through the five stages of the disruptive approach and suggests topics, questions, materials and activities we can use for each lesson stage.

Defining a Disruptive Approach

• Tyson defines a disruptive approach as integrating marginalised voices' experiences into lessons to raise awareness and foster inclusivity.

Identifying Unfair Social Norms

• Tyson highlights unfair social norms, like beach access barriers for disabled individuals or discriminatory dress codes. Educators can empower students to recognise and challenge these injustices by discussing relevant themes.

Situating Social Norms

• Tyson recommends using visual aids and critical questions to deepen students' awareness of social inequalities. By presenting scenarios such as beach access or dress codes, educators prompt discussions on societal norms.

Bringing in Authentic Experiences

• Tyson stresses the importance of incorporating real experiences of marginalised individuals to nurture empathy and comprehension among students.

Building Personal Connections

• Encouraging empathy, Tyson prompts students to engage personally with the challenges faced by marginalised communities, fostering solidarity and understanding.

Working Towards Solutions

• Tyson emphasises collaborative problem-solving to address social injustices, engaging students in meaningful language practice while advocating for positive change.

Tyson Seburn (MA EdTech & TESOL, University of Manchester) is a lecturer and assistant director of an EAP foundation year at the University of Toronto and a tutor on Oxford TEFL Barcelona’s Trinity DipTESOL course. He has volunteered on local and international teacher association committees, most recently as IATEFL TDSIG Coordinator. His personal and professional experiences inspired his interest in Queer and racialised ELT experiences and, thus ways to better practices and materials. He is the author of Academic Reading Circles (2015) and How to Write Inclusive Materials (2021). He is @seburnt everywhere online. Search #howtoinclusive on social platforms for more.

REFERENCES

1. Seburn, T. (2021) How to Write Inclusive Materials. ELT Teacher 2 Writer

TRANSCRIPT

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our kind guest, Tyson Seburn.

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Founder of Fluent Language, Kerstin Cable, discusses the difference between teaching and coaching. Kerstin walks through key elements of her language habit system, which focuses on a cycle of planning, tracking, reviewing and goal setting to set learners up for success.

Defining Coaching

• Coaching focuses on understanding the learner's goals and empowering them to find their own solutions.
• Kerstin emphasises the importance of autonomy in the coaching process, allowing learners to make decisions and take ownership of their learning journey.

The Power of Habits

• Kerstin discusses the significance of habits in language learning, drawing from Gretchen Rubin's framework.
• She highlights the effectiveness of small, consistent actions over grand, unsustainable efforts.
• Kerstin shares her experience developing a language habit system and its evolution.

Flexibility and Adaptability

• The habit system allows for flexibility and adjustment based on individual needs and preferences.
• Kerstin emphasises the importance of understanding one's motivations and adjusting habits accordingly.

Applicability Across Contexts

• Laura reflects on her own language learning journey and the shift from traditional methods to a habit-based approach.
• Kerstin explains how the habit system can be tailored to various goals and contexts, whether for citizenship exams or personal enjoyment.

Kerstin Cable is a language learning coach, speaker, and podcaster living in England. She is the woman behind Fluent Language.

Kerstin is the author of more than 15 books and courses for language learners, co-founder of AI Language Club and the Women in Language conference, and creator of the Fluent Show podcast.

She is a native German speaker who hails from the beautiful Moselle valley. Kerstin studied six languages in Germany and has added 4 more so far, including her language crush, Welsh. Kerstin is a popular speaker at universities and events, and has been featured on BBC World Service, in Süddeutsche Zeitung, Bloomberg Businessweek and The Cut.

REFERENCES

1. Cable, K. (2021) Language Coaches: What they are and how to work with them
2. The Fluent Show - a podcast about loving, living and learning languages
3. Rubin, G. (2020). The Four Tendencies. Two Roads

TRANSCRIPT

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our fab guest, Kerstin Cable.

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Founder of Pronunciation with Emma, Emma Walker, addresses myths surrounding teaching pronunciation, from misconceptions about the skills we need as teachers to common mixups between accent and pronunciation.

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Myth 1: Certain Teachers Can't Teach Pronunciation

Emma emphasises the importance of mindset shifting among teachers, learners and the wider community. Teachers who speak English as a second language can still effectively teach pronunciation and provide an inspiring role model for learners.

Myth 2: Accent Equals Pronunciation

While accent and pronunciation are connected, they are not the same. Emma illustrates the distinction with practical examples and highlights the importance of intelligibility.

Myth 3: Pronunciation Lessons Are Limited to Short Activities

Emma challenges the misconception that pronunciation lessons can't fill an entire class. She recommends resources and materials that can be adapted for advanced learners, providing clarity in pronunciation instruction.

Emma Walker has been teaching for over 15 years and decided to focus on helping English learners improve their pronunciation and listening skills after noticing that many of her students (who were living and working in the UK), were struggling to understand other people in the UK. She started making videos on social media back in 2018 and has amassed a following of over 1 million English learners and over 22 million views. Emma is also a copywriter and ghostwrites social media content for some of the biggest ELT companies. Visit Pronunciation with Emma to learn more.

REFERENCES

1. Baker, A. (2006) Ship or Sheep? Book and Audio CD Pack: An Intermediate Pronunciation Course. Cambridge University Press; 2nd edition
2. Baker, A. (2006) Tree or Three? An Elementary Pronunciation Course. Cambridge University Press; 2nd edition
3. Hancock, M. (1995) Pronunciation Games. Cambridge University Press
4. Hancock, M. (2017) English Pronunciation in Use. Cambridge University Press

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THE PRODUCER'S EDIT

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CREDITS

Producer: Laura Wilkes

Editor: Haven Tsang

Thanks to our fun guest, Emma Walker

Production by Communicating for Impact

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Teacher and materials writer Silvina Mascitti shares three lesson plans from her library of free materials at EFL Creative Ideas. Silvina walks through the various lesson stages for each lesson and shares insights into how she uses the materials with her adult learners.

Lesson Structure

Silvina outlines her typical lesson structure: before, while, and after framework focusing on meaningful language points. Each lesson includes engaging activities such as discussion questions, visuals, and follow-up tasks to reinforce learning.

Lesson 1: Are you a Foodie? (A2 Elementary)

Silvina introduces a relatable lesson on food, utilising an advert and visual elements to engage low-level students. Lexical focus includes phrases like "sounds fancy" and "looks good," with a follow-up task on discussing dining experiences.

Lesson 2: The Power of Surprise (B1 Intermediate)

This lesson adapted from Psychology Today encourages discussion on surprise, with activities including mind maps and reading comprehension tasks. Lexical focus includes words related to self-confidence, with a follow-up role-playing scenario.

Lesson 3: Memories (B2 Upper-Intermediate)

Designed for higher levels, this lesson integrates visual elements and discussions on memories. It includes excerpts from Marcel Proust's work and connects to Maroon Five's song "Memories," with activities including vocabulary mind mapping and discussions on childhood memories.

Silvina Mascitti is an enthusiastic, qualified teacher of English and materials writer from Buenos Aires, Argentina. She has worked in ELT for more than 20 years. She taught English in schools and companies in Argentina. She got a Fulbright scholarship and taught Spanish at a university in the USA. Currently, she lives in Spain and teaches adults online. She also creates materials for her own lessons and shares them for free on her website EFL Creative Ideas. Silvina also works as a freelance materials writer for highly-recognised platforms and language schools.

REFERENCES

Lesson 1: Are you a foodie?

Lesson 2: The power of surprise

Lesson 3: Memories

TRANSCRIPT

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Producer Laura Wilkes

Editor Haven Tsang

Thanks to our lovely guest, Silvina Mascitti.

Hosted on Acast. See acast.com/privacy for more information.

Retired teacher Chris Starling shares a few of his favourite works of literature that inspired him as a linguaphile and educator. We hope Chris' book list inspires you to continue the conversation by sharing your favourite titles with your teaching community and in the comments section on the TESOL Pop website.

Discussion of "Slouching Towards Bethlehem" by Joan Didion:

• "Slouching Towards Bethlehem" is a collection of 1960s journalism by Joan Didion, offering a critical look at the counterculture movement.
• Chris appreciates Didion's style and personal approach to journalism, which invites readers into her world and provides insightful commentary.
• Favourite quote: "This is the California where it is possible to live and die without ever eating an artichoke…"

Discussion of "Fugitive Pieces" by Anne Michaels:

• Chris describes "Fugitive Pieces" as a powerful exploration of memory, personal history, and self-construction set against the backdrop of the Holocaust.
• He praises Anne Michaels' poetic writing style and the depth of insight each reading offers.
• Favorite quote: "The past is never dead, it's never even past."

Discussion of "Bleak House" by Charles Dickens:

• Chris highlights Charles Dickens' storytelling prowess in "Bleak House," emphasising its intricate plot and rich character development.
• He discusses Dickens' use of symbolism, particularly the fog, to represent societal issues and interconnectedness.
• Favourite quote: "Fog everywhere... Fog in the eyes and throats of ancient Greenwich pensioners."

ABOUT

Chris qualified as a librarian and then as a teacher of English, careers he followed with pleasure for over 30 years although he was drawn away from the librarianship side quite early. His longest service, over 20 years, was in a school where the students had over sixty home languages.

REFERENCES

1. Didion, J. (1968) Slouching Towards Bethlehem. Farrar, Straus and Giroux
2. Michaels, A. (1996) Fugitive Pieces. McClelland & Stewart Ltd.
3. Dickens, C. (1852-1853) Bleak House. Bradbury & Evans

Links to later editions of these title can be found on the TESOL Pop website.

TRANSCRIPT

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our charming guest, Chris Starling.

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Founder of Charlie's Lessons shares three key questions to remember when choosing technology for your teaching context.

Core Set of Tools

Charlie emphasises the significance of technology in his daily routine, relying heavily on the Google suite of apps for communication and organisation. He highlights the role of technology in facilitating communication with teachers, students, and school administrators.

Integration of AI (Artificial Intelligence)

The conversation shifts to the integration of AI in educational settings, with Charlie acknowledging its potential in catering to students' specific needs. However, he underscores the importance of testing and refining AI-generated materials to ensure their suitability for classroom use.

Tips for Choosing Technology

Charlie offers practical advice for educators navigating the vast array of available technologies, focusing on factors such as cost-effectiveness, ease of use, and unique functionalities. He emphasises the need to assess whether a particular technology addresses specific teaching challenges or merely adds to the existing toolkit.

ABOUT

Charlie, originally from Bath, ventured into TEFL in Thailand before teaching in South Korea. Despite intending to go to Japan, he settled for South Korea for a year in Busan. With 3 years of experience, he pursued a CELTA course at Bath College, enabling him to teach in Europe. Arriving in Cadiz, Spain in 2012, he later moved to Seville before returning to Cadiz as Director of Studies of Foreign Languages at CLIC IH Cadiz. With a DELTA qualification, he shares teaching experiences and educational technology expertise through his website and YouTube channel, injecting humour into his endeavours.

Learn more about Charlie's work by visiting his YouTube channel here.

TRANSCRIPT

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SUPPORT

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PODCASTING TRAINING AND SERVICES

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CREDITS

Producer Laura Wilkes

Editor Haven Tsang

Thanks to our great guest, Charlie.

Hosted on Acast. See acast.com/privacy for more information.