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In registering for this course, I did not expect to take away as much as I have. Since commencing this course, I have found so many pieces of information to be of great value and have really needed to re-read and review the materials frequently in order to best apply this and better my teaching experience. When it all began, I thought it would just be a formality and that there wasn’t too much for me to take away into my classroom. I was mistaken though, and was reminded that much of the common sense I take for granted needs to be applied in teaching TEFL when it is brought to the front of mind. Before starting this course, I began teaching a classroom of adult students who, for the most part, possessed an average of 2 words in their English vocabulary, “yes” and “no,” with heavy accents, might I add. I had no real tools or resources to pull from, so I got everyone to purchase a self-study type coursebook with a teachers guide and mobile app included. “English for Everyone,” is the title and it has served us well overall. Due to the nature of the group, many have discontinued due to work commitments, or motivation and cultural barriers. Those who have continued learning however, have benefited greatly. Much of our issues may stem from engagement level. This is difficult because I have no control over this what-soever. I was asked to start teaching this class and denied for over a year but finally caved. Unfortunately, as mentioned above, cultural barriers cause my students to be shy and embarrassed when they feel they are not masters of what they are involved in. But how does one really master anything without the humility to learn? Another challenge we face is the different levels the students are at in their understanding of the English language. From a 2-word vocabulary to the ability to have full conversations and all the in-between. The more advanced students would help with those just beginning, but over time, those who were more advanced just decided to discontinue class as they were not stimulated enough with most of the lessons geared towards the majority of the group who were beginners. To clarify, those who are advanced, desire to learn from a native speaker because the English they learn in their home country is from a non-native speaker and pronunciation is completely different. I have actually heard this comment many times and in many cases, have discovered that people have to re-learn English when they leave their home country in order to listen and verbally respond in daily conversations. In addition, those coming from the country of my students (Vietnam), are adamant that because of the way their language has formed the muscles in their tongue, speaking English comes with rigorous training. Fortunately for me, I learned both languages at a very young age, but I do concur that those speaking either of these languages have much difficulty learning to speak the other language, even as early as 10 years old. Although I know I should not be using the mother tongue of my students, I don’t know if they would learn otherwise. Time is limited for myself and my students, and even those they have made this request of me, it is as though they are consumed with work and the only time they spend on learning English is the one hour I spend with them each week. I have tried both, homework assignments and without. But it is evident that the one hour is used for learning, practicing, as well as testing. It is almost a vicious cycle because they need the English to further a life here in Canada, as they are foreign workers, but are working so much they don’t have the time or energy to push further to get over that obstacle. I will, however, work much harder towards eliminating any language other than English in my classroom. In short, I have much room for improvement and am very grateful for the information offered in this course. I will choose a coursebook more suitable for my students in learning, apply more interactive learning aids to my lesson plans to make it more engaging, break up learning materials more fitting to the different levels so everyone gets something out of the lesson, and stop using my students’ mother tongue.
