THE ENGLISH ACTION NETWORK

The overwhelming majority of male students in our General Foundation Programme (GFP) have not reached the threshold language level where they can benefit from the twenty hours of English instruction they receive each week. Because the female students are coping, instructors are forced to try to educate whole classes at divergent levels. The result is that the stronger students are under-stimulated and bored while the students at false beginner level are confused at best and apathetic at worst. And, yes, bored.

The wonderful teachers I work with on these challenging groups have been devising inventive ways to deal with the problem. Some solutions we have implemented between us include rich supplementation, additional and authentic materials, flashcards, tutorial sessions and the use of class blogs in addition to games and activities. In discussion with some of the teachers, we also found a time slot where all the guys can meet for additional instruction in language learning strategies and English practice.

I was not expecting the best turnout, and was surprised when all the male students save one – who had excused himself in advance for a doctor’s appointment – showed up. Not only that, but for a raucous gang of young adults with low English levels they were astoundingly cooperative.

The highlight of the class was sold as a traditional drumming session – a favourite pastime in these parts – which insidiously served as the basis for a self-introduction chant. What stunned me most was that the most intricate drumming came from a student who NEVER speaks any English whatsoever, and actually delivered the chant flawlessly over his breathtaking rhythm solo. Note: Grammar textbooks make great drums!

I am hoping they will also get involved in the social networking site I am setting up especially for them. This may get a bit complicated since I simply can’t moderate everything for accuracy, but I still believe it can open a door for them.

It is deeply moving to see that moment when a student sees the light. It is not a moment that is for any teacher to claim or keep, but it is one that we can continue to work for. Even if we ourselves may not be around to see that lightbulb flash on.

Come Back, All Is Forgiven

Trying very hard not to get depressed over my new-found status as a “manager of dilemmas” (see yesterday’s entry), I swallowed hard on my brimming tears before leaving my office for an 8 AM class. The same lesson that had broken my faith yesterday, even in the same room. Different group, though. Different world. After all the navel-gazing self-flagellation I had put myself through, the very same lesson went down a storm. The students had fun, laughed, made boisterous suggestions, took detailed notes and executed their assignment for the day admirable. No groans about the reading homework- in fact, a few even gave it a quick skim in class.

I also saw the Writing group, and although their session was at the end of the day- traditionally a tough time for all of us- we breezed right through. Before they submitted their second drafts of the essay, I put a chart on the board where the noun, verb and adjective forms of typical words on the theme (television) were listed. They copied this to their notebooks and checked that these words- at least!- were correct in the draft. A snap survey showed that most of them had found up to five words from the list misspelt in their writing. (There was also a 50/50 split in opinion on whether “psychology” started with a s or a c. Oh well. At least they corrected it, not me!) Arabic-speaking learners of English are known- “notorious” is such a strong word- for the discrepancy between their high verbal fluency and their low written accuracy, and spelling is one area where this should easily be corrected, not so? It would be interesting to see how effective this technique is. Unfortunately it is a bit like putting a band-aid on an ulcer, since it doesn’t really solve the crisis of split skills among several teachers who barely know of each other’s existence…

That is one of the matters that can hopefully be addressed at tomorrow’s curriculum planning meeting. It is one section of the quality control project that was launched with great fanfare recently. I just hope there will be more to it than mere fanfare. Judging by the documents, the ministry is making a real effort. Unfortunately many colleagues have had the experience of labouring over proposals that are invariably lost in the bureaucratic abyss. But faint heart never won fair lady.

If I am to be a “manager of dilemmas”, then I may as well get cracking.