Tag Archives: english teaching

Teaching Materials Series: Videos

People get tetchy at the mention of using videos in the classroom – and sure, there’s little educational value in learners zoning out in front of a cartoon with no context! But done right, video is a great way to engage learners, enlarge their horizons and – our crucial aim here at Struck Fluent – encourage them to produce language.

Here are a few of our fave video resources and how we use them:

TED talks

A language teacher’s manna from heaven, TED offer engaging material on a host of topics from social issues to environmental concerns; from philosophy to the latest scientific research. In other words, material to suit the needs and interests of every learner – this is great news for us as we’re all about tailoring our sessions to learners’ individual needs! TED talks are mainly in English which make them a go-to ESL resource but there are a few foreign-language talks too. The one above is a firm fave of mine addressing the status of English as a global language and the harm it may be doing – guaranteed to get even the most reticent second-language speakers talking!

Once I’ve selected a talk, I’ll use a range of techniques to approach the video. I might begin by discussing issues around the selected theme, then watch the video once in order to establish its gist. I’ll then do a second watch with some more detailed questions to answer, and end with sharing views on the speaker’s position or (if it’s a larger class) a debate. TED also include transcripts of all their talks, which are useful for detailed listening practice and language study. As an added bonus, you’ll find all kinds of accents and dialects in the talks, which is great for reinforcing the concept of World English and introducing learners to new sounds and expressions.

The News

We tend to use a mix of target-language clips like this one (ie those for and by speakers of the foreign language) and those specially created for language learners, like A la Une, above. Resources like these are great for leading engaging sessions around current affairs and present the opportunity to learn and practice grammar and vocabulary in a meaningful context. Research shows that this makes it much easier to remember, which is great news for our learners!

Infographics

Similarly to picture books, these are a great way to build confidence for lower-level learners as they tend to use minimal words and focus on visual images. For this reason, we often like to play the infographic with the sound off to begin with, allowing learners to glean and discuss the overall meaning of the clip, before adding the sound and moving onto a more detailed discussion of the information.

To state the obvious, infographics are particularly useful to quickly show learners concepts or processes that might be boring or time-heavy to explain in words, and will definitely not appeal to visual learners. To this end, I’ve used infographics to introduce learners to the difference between England, Britain and the UK (tricksy distinctions for non-Europeans in particular – my Korean students were surprised to learn they were not one and the same!) or to processes like the water cycle in the clip above.

Lucy McCormick is Head of Client Services at Struck Fluent, a community of tutors specialising in Modern Foreign Languages and ESL. She has extensive experience as a teacher and tutor of French and ESL in the UK, China, Korea, Vietnam and India. When not teaching or language geeking, you can generally find her in the company of a book, a gin or (preferably) both.

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On the politics of English names in China

Roughly 12 hours after landing in China, fresh off the back of a messy break-up and fresh out of Europe for the first time in my life, I staggered up to the Reception desk of my new school and introduced myself as coherently as I could manage as the new English teacher.

“You need Fish and Shopping”, the receptionist announced.

“I’m sorry?” I replied, my neural synapses fizzling around vague notions of an Omega-3-and-retail-therapy-based jet lag cure.

“Fish. And Shopping. The HR managers. This way please”

Hang around any group of ESL teachers in the Middle Kingdom for more than five minutes and the subject of their students’ English names will come up. Some are convenient Anglicisations of names or surnames (I taught a lot of Lees and Lynnes); others choose favourite fictional characters (High School classes were rarely without at least one Harry Potter namesake, Draco and Severus included) whilst still others opt for any noun they feel affinity with (my personal fave: the gym aficionado named Muscle).

And to be fair, there is undeniable humour to be found in hearing yourself yell ‘Muscle, Challenge!’ during a heated game of ‘Just a Minute’ with a roomful of teenagers.

But. But. I always felt slightly itchy about not knowing my students’ real names. The standard reason given for the practice of taking English names is that foreigners can’t remember them, or that they’re too tough for us to pronounce. In fact, my school didn’t even list students’ Chinese names on the register. And sure, Chinese names are different to European ones. But…isn’t that kind of par for the course when you go and work in, er, China? It felt disrespectful for me as a teacher to be ‘renaming’ my students for me own convenience. There’s also a particularly nasty history associated with the ‘giving’ of European names by white people to people of colour, which made referring to Xiu Ying as ‘Tina’ especially uncomfortable.

When I approached this topic with my students, their answers surprised me. There was only one who refused to take an English name, reasoning that his two syllables – one of which had more or less the same pronunciation as ‘way’ – would not be beyond the reach of even the most hapless of foreigners. ‘And anyway’, he said, ‘it’s my name. It’s who I am. Foreigners don’t take Chinese names, so why should I change mine?’

His classmates, though, found his attachment to his name as a marker of identity a bit odd, and in fact paradoxically foreign, citing the many times Chinese people have traditionally changed their names to mark a new stage of life. For many of them, an English name was also a handy way of opting out of the finickity etiquette around forms of address: first names are only used for those on the same or a lower social level, otherwise an honourific title must be used. The advantages of bypassing this system – particularly in a business context – were clear.

I was interested to learn that it was my own Eurocentric conception of identity that had contributed to my unease around name-changing. However, the nagging feeling that the practice was part of an unbalanced relationship remained. As my student had said, surely if Chinese names are so hard to remember the difficulty is reciprocated so why wasn’t I ever encouraged to become Liu Xi?

There were to be many more dents in my Eurocentrism by the time I left China, and many more questions than I could hope to explore around the imbalance between the Western world and our expectations of everyone else. But the politics of names and name-changing remains a fascination and I always love to hear views on the topic! Please comment below and let me know your thoughts!

Lucy McCormick is Head of Client Services at Struck Fluent, a community of tutors specialising in Modern Foreign Languages and ESL. She has extensive experience as a teacher and tutor of French and ESL in the UK, China, Korea, Vietnam and India. When not teaching or language geeking, you can generally find her in the company of a book, a gin or (preferably) both.

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