Ooo…spicy headline New York Times! (I totally clicked it!)
According to this article, a senior education official in Iran told state television that the teaching of English in primary schools as part of the official curriculum in both government and nongovernment schools is against the law.
I would love to get a focus group of Americans together to elicit their reactions to this. Iran is often played as the villain in U.S. politics and media, and I am sure many would have strong opinions on the issue.
I would equally be interested to hear from Iranians and their thoughts. I have some classmates from Iran, so I plan to ask them their perspectives (Hopefully, they will comment below).
Where do I stand? I agree to a certain extent with the Iranian government, but with some caveats.
Do you feel like you teach enough grammar in the classroom – too much or too little?
One of my concerns about the current state of EFL, particularly in schools that implement content-based language instruction is that grammar has taken a back seat and sometimes is even left at the curb.
Having taught in a content-based school while also tutoring students from a more traditional program, I noticed something interesting. The students from my school were more familiar and comfortable with academic concepts in English, but my tutoring students had “cleaner” English.
I shared this observation with a friend who owns a language school near where I live. The students in her school represent students from two different systems, one traditional and one content-based, and she seemed to notice the same thing.
Michael Swan, a well-known ELT author famous for his books on teaching grammar, asks us to reflect on the question:
Am I teaching enough grammar?
Watch his video where he discusses his thoughts on teaching too much or too little grammar and let me know what you think below in the comments.
I am curious to know where my readers stand.
The school year has ended. Summer is here. And all the teachers are rejoicing and singing for the new beginning.
Now that the dust has settled from the school year and I have rejuvenated myself on my Icelandic adventure (yes, you should definitely go), I thought now would be a good time to reflect on the school year that has passed.
I am not ashamed to say publicly that this has been the most difficult year of teaching in my career. I never thought anything could beat my year teaching on the east side of Austin, but it seems my students this year certainly achieved something (less hair on my head and a higher blood pressure that even daily meditation could not prevent).
Despite the challenges and frustrations, this experience has taught me a lot about EFL education, and I would like to share with you 3 things I have learned.
Continue reading “3 Things I Learned About EFL Education from ‘B’ Group”
Arizona is the latest state to sign into law that people with 5 years of “relevant” field experience may enter the teaching profession without teaching training and credentials. (Washington Post)
Why would they do this?
Teacher shortage is a problem in many states and this allows a fast track to fill vacancies.
While many may see this as a solution to the problem, I feel this policy is faulty and may result in causing more problems than it fixes.
Here are three reasons why this is a bad idea.
Continue reading “Why Arizona (and Other States) Are Wrong About Teacher Hiring”