This is a write-up of my IATEFL Liverpool 2019 presentation. I decided to present it without slides, which made a pleasant change 🙂 This blogpost follows the same structure as my talk.
Why this talk?
In many countries in the world there is a minimum language level required by the government for state school teachers. An informal facebook survey I did showed this is most commonly B2, for example in Chile, Poland and Italy. B1 is required in Andalucia, while C1 is required in Belgium and Germany. (Thanks to everyone who replied – there were more places but I can’t fit them all in here!) However, these requirements are relatively recent, they are not universal, and they are generally not retroactively applied. It seems that only recently qualified teachers need to have evidence that they have achieved the required level, and there are many, many people teaching English with B1 or lower. I state this as a simple fact, rather than as a judgement.
Despite forming such a large part of our profession, B1-level English teachers are unlikely to present at international conferences like IATEFL due to the language level required to keep up with such a conference. I therefore decided that it could be valuable to reflect on my own status as a B1 learner of Polish who is teaching Polish to English-speaking teachers at our school, and particularly the impact that my relatively low level of proficiency might have on their learning. I don’t expect to offer any ground-breaking insights, but simply to share my story in the hope of prompting others.
My Polish lessons
The lessons I teach are:
- 60 minutes once a week
- survival Polish for absolute beginners
- to a group of fluent English speakers from four different countries over the 18 months since I have been teaching Polish (since November 2017)
- for anywhere between 4 and 10 students
- based on topics I choose in conversation with the students
- using a mix of published and self-produced materials, sometimes based on phrases or short conversations supplied by native Polish friends
- mainly language-based, particularly vocabulary and functional language, and generally quite tightly controlled (see below for more on this)
- one way of challenging myself in my teaching (as a DoS and trainer I’m not in the classroom much nowadays!)
I am CELTA- and Delta-trained, as well as being a CELTA trainer and a Director of Studies. I have 10 years of teaching experience, and have done lots of CPD, including this blog and reading about methodology.
This is also not the first time I have taught languages other than English. Previous experience includes:
- A2 German via my school to two Czech students with no English – I had recently graduated with C1 in German and this was my first year as a full-time teacher.
- A0 French and Spanish (separately!) to Czech English-speaking friends as informal exchanges for other languages they spoke within my first three years of teaching – again, I was C1 in both cases.
However, those teaching experiences felt quite different as I could speak only in L2 much more comfortably than I can in Polish. Having said that, I lacked a lot of functional classroom language as my own lessons when I was learning had been primarily conducted through English in the case of French and German, and were few and far between for Spanish!
Despite all of this experience, I still feel I need a lot more training to conduct Polish lessons in the way I want to.
English use in class
This varies a lot depending on the lesson, and has also generally reduced the second time I have taught the same topic this year (it’s my second academic year of doing a fairly similar sequence of lessons).
In vocabulary lessons, there is almost no English use. This is because the lessons primarily consist of drilling new language. As the items are almost all concrete, most of the meaning can be conveyed through pictures or the occasional mime.
In grammar lessons, there is a lot more English for two reasons:
- I am not confident with Polish grammatical terminology myself, meaning of necessity I use English terminology.
- As I am teaching absolute beginners and a lot of grammatical concepts are new to the students (such as cases), I have made the informed choice to use more English. This is the main type of lesson where English use has increased the second time round, rather than decreased.
In functional language lessons, for example ‘at a restaurant’, meaning can be conveyed through the context, pictures and mime. I include some translation exercises, mostly to check understanding. The main way is to get them to work with a partner and translate the whole dialogue into English once we have worked with it a little in Polish. I tend not to use English in this case, but they do.
Skills lessons are few and far between (see below) and when they do happen, I do a lot of translation for efficiency and ease of checking meaning – I suspect this is partly laziness on my part, partly lack of preparation, and partly lack of confidence.
To sum up, although I believe that a shared fluent language (L1 for most of my students) has an important place in the classroom, I don’t think that my students really need to speak as much English as they do in these lessons. It has improved a little this year as the same phrases consistently pop up and I have now memorised them, such as Twoja kolej / Your turn. Having said that, I am not systematic at introducing classroom or functional language in English lessons I teach either, and this is something I would definitely like to work on in both English and Polish lessons in the next year or so.
Maximising Polish use in lessons
Some of the techniques I use to ensure that Polish can be and is used systematically in lessons include:
- activity routines which require little instruction, such as a 10-minute section at the beginning of every lesson where students revise from previous handouts and choose what to focus on themselves;
- choosing language I am both familiar and comfortable with;
- use of flashcards, particularly created and printed using Quizlet – these allow me to incorporate a wide range of activities with minimal set-up;
- tables and clear board layout to show how grammar fits together (see example in next section);
- jazz chants for memorization;
- PowerPoint presentations which allow me to prepare language in advance;
- a focus on demonstrations rather than instructions when setting up activities;
- scripting instructions. However, this has slipped somewhat the second time I have taught lessons as I have become complacent: ‘It worked OK last time, so why wouldn’t it work OK this time.’ Erm, because I haven’t prepared in as much depth and last looked at the plan a year ago?! Really need to get on top of this!
Dealing with problems
Inevitably there are many times during lessons when my low level of Polish causes problems. I deal with these in a variety of ways:
- Looking up language using Google Translate (selectively!), double-checking things in a Polish corpus and using bab.la, an all-in-one tool which I have recently discovered, containing a bilingual dictionary and corpus-based full sentence translations, great for checking how a word or phrase works in context.
- Playing pronunciation using Google Translate, Quizlet or Forvo (a pronouncing dictionary, particularly good for names of places and people which aren’t in traditional dictionaries).
- Facebooking a group of Polish-speaking friends with emergency questions I can’t answer elsewhere, for example when I realized I’d been teaching the word pierś/breast and not klatka piersowa/chest throughout the first lesson I taught on body parts, but the dictionary couldn’t help me! Needless to say, I didn’t make this mistake the second time round and I’ve never forgotten the difference 🙂
- Admitting my mistakes as soon as I make them, and trying to correct them as quickly as possible. Beyond the Polish lessons, this is important as I’m teaching novice teachers and I think demonstrating that it’s OK when things go wrong is vital as long as I don’t need to do it too often 😉
One particularly proud moment was when I managed to teach an impromptu lesson on plurals. Only two students came to class that day, rather than the 6+ I was expecting. One of them had missed the previous lesson on body parts which I was planning to build on, so the revision stage was extended with the student who had been there teaching the one who was absent. In the meantime I looked up plural rules that I was previously only half confidence with myself, and built up a table on the board based on words we’d covered in class already, mostly body parts and foods. They spotted patterns in the way plurals are formed in different genders, including spelling changes, copied the table, tested each other, tried out a few other words, and memorised the table. There was no freer practice as we’d run out of time in the lesson and my creativity hadn’t stretched that far, but I was still pretty proud of my first impromptu Polish lesson.
As a side note, I recognize that I’m privileged to have a small group of students who want to be there, and therefore don’t really have to deal with classroom management when I do have problems with the language. Loss of face is also minimised as I am the manager of all of my students/teachers and we have a strong relationship outside the lesson, which I think mitigates the effects of when things don’t go as planned in my lessons.
The impact of my B1 level on students’ learning
Summarising the background I have detailed above, I think the following are the main effects that my low level of proficiency have on my students.
I focus largely on language rather than skills as it is easier for me to check and control. These language structures are also often ‘easy’, for example looking at singular adjectives but not plural ones as I’m not really sure of the rules of plural adjectives myself.
Other areas I have noticed avoidance of are the alphabet and spelling-based activities, and minimal grammar input, meaning that my students don’t really have the building blocks to create and understand language independently outside the very controlled structures I have given them, which I think could impede their progress. My lack of confidence with classroom language means that it can be hard to introduce this to the students, and even harder to enforce use of Polish consistently when it could be used.
My pronunciation is sometimes problematic, including passing on my own mistakes. For example I recently spend 50 minutes drilling The sun is shining / Świeci słońce with a final /tsi:/ sound on the first word before realising it should be /tʃi/ just before the end of the lesson. In a survey I did for this presentation, one of my students said it can be confusing when she’s heard one way of pronouncing a word outside the lesson, then when she tries it out I correct it to a form she has only heard from me. Finally, if I don’t check emergent language carefully I can end up teaching it wrong, such as using the spelling Francia instead of Francja in a lesson on countries.
Benefits of me being B1
It’s not all bad!
I’m obviously still learning the language myself, which means that I can empathise very strongly with my students, and they can empathise with me. I provide a realistic model of what they can work towards with their own Polish if they choose too. This is in contrast to a highly proficient speaker/native speaker teacher which it can be hard for beginners to imagine they could ever emulate.
My problems with learning Polish are very recent, and I can normally still remember how I’ve overcome them or how important they are to overcome, passing this on to my students. I also focus on language in class which I’ve found particularly useful when living in Poland, so the lessons genuinely are survival Polish based on real needs rather than guesses.
Because we all share English as a common tongue, I can fall back on it when necessary. One of the students also said it means I can understand easily when they use English grammar with Polish words! Another said that if there was no English at all in the lessons they would be much harder.
A third commented that my low level of Polish means that my language is graded comfortably for them both in terms of speed and level. There is no running commentary on the lesson because I couldn’t produce one if I wanted to, and I use lots of gesture and demonstrations.
Training I still need
Based on all of this reflection, the main areas of training I think I still need as a B1 teacher of Polish are mostly language-based, covering the following areas:
- useful exponents for classroom language, how to introduce them, and how to reinforce their use in class.
- typical instructions I need, and how to vary them for talking to one student or a group (verb conjugations).
- language about language (metalanguage and grammatical terminology) and how to present grammar in Polish to low-level students.
Training I’ve exploited
Methodological training I’ve received in the past has been very useful to me, and could be useful for B1 teachers of English and other languages:
- how to demonstrate activities rather than give instructions.
- a range of easy-to-set-up, easy-to-vary activities for a variety of purposes.
- how to leverage technology like Quizlet and PowerPoint to support my language knowledge and add routine to lessons.
- recognising and exploiting suitable reference tools for checking language, such as bilingual dictionaries, Google Translate (which can be good for quick and dirty work!), and corpora.
- how to continue learning a language myself, including finding the time and getting the support I need to do this.
- Methodology or language training?
So if you’re working with low-proficiency teachers, should you focus more on methodology or language?
I believe that methodology is probably an ‘easier win’ as a strong methodological awareness can carry a lot of the lesson, and is likely to be faster and easier to pick up and incorporate into lessons than overall language. As one of my students said, she would prefer an ‘amazing and inspirational teacher who’s B1 to a mediocre teacher who’s C1’. (Thanks!)
Having said that, both are needed to build confidence in the teacher. A higher level of English would give those teachers access to a lot more professional development too, as a lot of resources still only exist in English.
Find out more
If low levels of teacher proficiency in English is an area you’d like to continue to research, the following four sources could be useful:
- Gerhard Erasmus presented an IATEFL webinar called ‘Managing and developing teachers with lower English proficiency’ in August 2018. You need to be an IATEFL member to watch the webinar recording in the member’s area (how to join).
- Donald Freeman’s IATEFL 2015 plenary ‘Frozen in thought’ touched on the subject briefly in the ‘myth of proficiency as a goal’, and I believe he has written about it elsewhere. Lizzie Pinard summarised it on her blog. It is also included in that year’s Conference Selections, again available to members.
- Damian Williams talked about Language development for teachers and an LDT Toolkit at IATEFL Birmingham 2016, a talk summarized on my blog (the second talk covered in the post) and (much more fully!) on Lizzie Pinard’s.
- Cambridge Assessment English have a Language for Teaching course available at A2, B1, and B2, which covers both classroom and general English.
If you know of any other related resources, please do share them in the comments section.
After the fact
Since doing the talk eight days ago, I have taken a few hours to create a syllabus for next year’s Polish course. Following on from my reflections for IATEFL, I have based it more around a good quality Polish coursebook, making sure that I balance vocabulary, grammar and skills work much more. I’ve also tried to incorporate more homework to make sure that what we do in class will be as focused on using the language (not just remembering it/talking about it) as possible. I also plan to research more classroom language and return to scripting more of my instructions as part of my planning, if time permits. Watch this space to find out whether the new-look course increases the proficiency of my students any faster!