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Please consider donating to ongoing relief efforts in Japan. Many people in the northeastern areas still do not have access to sufficient food and other supplies, and those coastal villages were not wealthy to start out with (fishing and farming villages disproportionately inhabited by the elderly). I donated to Second Harvest Japan (also accepting volunteers in Japan). TimeOutTokyo has more suggestions about how people both inside and outside Japan can help, plus things you can buy, including music.
If you’d like to read more about the situation, I recommend the posts at Global Voices. They’ve translated posts from Japan into a variety of different languages (e.g., Onagawa, the Hometown I Once Knew.)
Anyway, thank you for reading this, and take care wherever you are (and remember to prepare for whatever disasters tend to strike your part of the world–even if you’re just living there for a year or two!).
(Note: This post contains lots of speculation and generalizations based on some extremely subjective observations, without any hard data to back it up. I’m not claiming I’m right about any of this! I’d love to get different points of view, so please comment. Thanks!)
I’m on Twitter as talkclouds. Since I’m currently working as a private instructor/editor, it’s been invaluable for staying connected. The e-mail groups that I joined as part of my various professional organizations are mostly dormant, and conferences are infrequent. Twitter lets me ask questions, discuss issues, and (best of all) share resources. In the last couple of days, I’ve found out about an event in San Francisco with the Japanese ambassador, two open-source textbook websites (more on that soon!), a JapaneseEnglish iPhone app, a new Pearson Longman site for teachers, an article on teaching English in Taiwan, where I could watch part of a Pecha Kucha session at the IATEFL conference in the UK live online, etc.
That leads to me my next question, which is — is it just me, or are UK-based teachers more with it when it comes to twenty-first century communication tools like Twitter and Pecha Kucha*? It’s frustrated me for a long time that technology seems more alien to English teachers than to, say, librarians–ALA (American Library Association) conference websites are usually more advanced than TESOL/affiliate conference websites, there are librarians all over Twitter, and so on. Meanwhile, CALL and TELL are basically niches, and even many of their advocates focus mainly on twentieth-century “language lab”-style stuff.
At any rate, I thought it was English teachers as a whole that were behind, but when my Twitter list exploded with #iatefl tags (see above), I realized that might not be the case. (Putting a # in front of a word in a post/”tweet” makes it into a “hashtag,” which makes it a clickable, searchable term collecting all the tweets on that particular topic/at that particular venue/etc.) So many people were tweeting from the conference, whereas TESOL’s conference just a couple of weeks before in Boston hardly even registered on my Twitter radar. One person I chatted with, who was at both TESOL and IATEFL, indicated that not only were there very few “tweechers” (Twittering teachers) at TESOL, but mentions of it were not received with favor or interest.
(Alternatively, is it not a North America/UK divide, but an ESL/EFL divide? If IATEFL is really focused on EFL, as the name indicates, and is not a general UK-based ELT association–I confess I don’t know–then that might be part of the difference. Most of TESOL’s membership is composed of ESL instructors, and many of them teach composition rather than or in addition to communication-oriented English classes. The former generally have less in common with EFL instructors than the latter. I’ve noticed a relative lack of interest in using technology other than basic computer applications among many composition instructors.)
I don’t mean to suggest that everyone should get on Twitter.** It’s not for everyone; lots of people will just find it annoying even after putting in the time needed to get used to it and learn its culture. (After all, I’ve tried Second Life twice and just can’t get into it.) But I think more people need to try it out–after all, teachers also need support and “personal learning networks.” Twitter is great for that. It’s also very casual; there’s not a lot of Twitter etiquette*** to worry about. You can follow (add) and unfollow (remove) people freely, and you don’t need to worry about catching every tweet.
My Twitter stream is like a magic cafe filled with English teachers from all over the world, plus some international journalists, cultural critics, general educators, linguists, and so on, all chatting to each other and to me. No one is making speeches, since it’s not a lecture hall–although someone may hand me a paper to read later. If I pop in, I can catch all kinds of interesting things and share my own thoughts (and due to the magic properties of the cafe, I can rewind a bit too). I have three other accounts–one for my personal life, one for English learners, and one where I post local news and events for my area. I just think the people in these “cafes” would be bored or confused by each other, so I’ve kept them mostly separate. Most people don’t go quite that far, although a lot of people have both professional and personal accounts. Fortunately, many Twitter clients and apps (small programs that just run Twitter) make handling multiple accounts easy.
CATESOL is in a few days, and I would love to propose a tweetup (a meetup organized through Twitter)–however, I’ve only heard from two other people who are going. I wonder if there are enough of us for a tweetup. You would think California would be cutting edge, right? So far that hasn’t really been my experience.
Any theories on what’s up? Am I and the other people I talked to just wrong and just not hooked into the North American ESL twitter community? Anyone want to talk about how it is in other places and disciplines?
* Pecha Kucha is not especially high-tech, nor are unconferences, but you could argue that both are part of the spirit of TED Talks and other tech-communication related innovations, and Pecha Kucha first came to the attention of many outside Japan though Wired magazine.
** I included this digression because I knew some people were going to think “What is the point of Twitter, anyway?” — as I did before I started using it and, to a certain extent, while I only had my personal account and didn’t have my @talkclouds account.
*** Previous link deleted due to a malware report [on the site I linked to, not here] by Google.
Well, I’ve made it to Twelfth Night without missing any days. I wasn’t sure that would happen. If you’ve been reading all along, thanks for sticking with me! I hope today’s resource will help everyone who’s trying to force their brains back into lesson-planning mode after the holidays. It’s not easy, searching for inspiration when your head’s still full of punch and eggnog (or fever and bronchitis, in my case)…
Today’s resource is one that I’ve just recently discovered, EFL Classroom 2.0
. It has over 11,000 registered users, so maybe you already know about it. I thought it was worth a mention, though, because it’s the only English-teaching megasite that I’ve found to be worth signing up for
so far. You probably know what I mean–when you look for ELT resources online, many sites look promising but require registration to really view anything. You hand over your personal information and jump through the hoops, only to find out that the site has been abandoned since 2001, has nothing of interest to you, has only materials that are free on other sites, has only materials that were stolen
from other sites, or has only a few things that are really free and actually requires you to pay to see the good stuff. EFL Classroom 2.0 is different–they have good content in a wide variety of formats
, and it’s aimed at various age levels
. They don’t just have ideas, either; they have actual stuff that you can download and use. There’s also an active user community and forum, and I get the impression that it’s growing rather than stagnating–though since I’m new there, it’s hard to say for sure.
Here are some of the highlights of the site that I think make it worth your time spent registering (note: I can’t link to each page since you won’t be able to see them till you’ve registered):
- “Lessons in a Can”: 100+ fairly fleshed-out ideas, including necessary materials such as videos, slideshows, or handouts.
- Karaoke and lots of it–I’ve known several excellent teachers who used karaoke for pronunciation, energy, and and motivation.
- Games for the classroom, from paper to Powerpoint–original ideas from site staff and users as well as a directory of online games
- Community, including forums, an “Answers” section, “Classrooms” that serve as interest groups, a place for teachers to find classrooms for keypal and penpal exchanges, and even photos of other users’ classrooms (could result in new ideas for your classroom, and interesting if you haven’t started teaching yet!)
- Categorized resources on everything from using comics in the classroom (yay!) to testing and evaluation (I can’t wait to look at their placement tests).
- Videos, but unlike the videos mentioned in my TeacherTube and Vimeo post, many of these have discussion in the comments from other teachers, which is nice. Videos include both things you might want to show the students and teacher-training videos with ideas and methods for you. Quality (and legality, ala YouTube) varies.
There’s a lot more at the site. I have to admit, I find it a little confusing to navigate, but stick with it–patience will be rewarded. (This is one of those times when being a Delicious user will come in handy, since I think I’ll want to bookmark and tag a number specific sub-pages.) The “Rate Your Job” section has potential, but it seems that although the site isn’t easily searched (since you have to register to get in), people are still hesitant to discuss their experiences. I wish people would start using it!
There are lots of other things and new things popping up, including a just-started thread on games and lesson plans that will work well with Korean classrooms (the first idea is a “Korean Celebrity – Guess Who” game, and includes two files to get you started). The Korea-based teaching community seems to be particularly strong here, with at least three Korea-related interest groups, so if you’re teaching in Asia and you’ve been unhappy that so much of the free lesson material online is ESL-oriented, you’ll really want to check this out. However, there’s plenty that can be used in non-EFL contexts, despite the site’s name.
If you know of another great free site, please let me know about it!
And with that, the 12 Days of Christmas series concludes! Thanks very much for reading. I’d still love feedback–readership went up during this time, but I’m still looking (like any writer, second-language or first!) for a response from my audience. 🙂 I’ll take a break for a couple of days and then start trying to post more regularly than in the past. Oh, and you can follow me on Twitter at talkclouds.
One of the most exciting things about the TESOL field, to me, is that there is so much research ready and waiting to be done. Working with other like-minded people, either officially or just by having casual discussions, makes doing research a lot easier. However, if you’re not in a graduate program right now, or if you’re operating a distance from yours, etc., it can be hard to find people to talk to .
Today I got a message from the excellent Tomorrow’s Professor mailing list about a new project called Graduate Junction. Here’s what it said:
The Graduate Junction
The Graduate Junction, www.graduatejunction.com, is the first website to bring together Masters, Doctoral and Postdoctoral researchers from any discipline around the globe. It aims to provide an easy way to meet and communicate with others who share common research interests in a global multi-disciplinary environment. Through The Graduate Junction you can learn about current research being undertaken by other graduate researchers all over the world. The Graduate Junction also aims to become a central source of relevant information.
This new free online resource has been developed by graduate researchers at Durham and Oxford University (UK). They have designed a simple, easy to use platform which only provides relevant information and functionality. More information about The Graduate Junction’s vision, its Team and university testimonials are available online.
Launched in May 2008, early versions of The Graduate Junction, with limited publicity, attracted more than 8000 researchers from over 70 countries to register. Now with a redesigned site, an expanded Team and articles in well established press such as The Chronicle of Higher Education (US) and The Times Higher Education (UK), the community is growing rapidly.
Please help us to build an online global graduate research community. If presently you cannot find exact matches to your research interests, fill in some very basic details about your own research and as the news spreads, others will be able to find and contact you! The information listings have only just been added so it will take some time to provide comprehensive coverage. If you are organizing a conference or involved with a graduate journal and want to list it for free please contact us. If you support our vision please help us spread the news to other researchers at your institution.
I definitely support their vision and am very pleased that it’s an international effort. Please join up if you’re interested–this kind of project only succeeds when lots and lots of people join. There are plenty of TESOL-related keywords already in the system when you set up your profile (which I’m still doing), so it seems to be a TESOL-friendly place! Come on in…
I’ve had a request for a post on the topic of free, open mailing lists (MLs). Many teachers are not members of organizations such as TESOL, for one reason or another, and so don’t have access to the MLs and online discussion groups provided by these organizations. MLs can be extremely useful–you get new ideas, colleagues to help you when you have a question, and sympathy when you have problems, without the cost of going to a conference or joining an organization. Everyone should join at least one or two MLs! So, here are some that don’t require any kind of paid membership–all are free. (This list does NOT include everything! If you know of a particularly good mailing list that isn’t included, please leave a comment.)
Many MLs function as discussion groups that allow for all members the ML to ask questions, give their opinions, etc.
ONE-WAY MAILING LISTS
One-way mailing lists are like newsletters: sent out for you to read, not as a forum for discussion. However, you can often respond or ask questions by e-mailing the author directly.
- Tomorrow’s Professor, hosted at Stanford, sends out posts twice a week on a variety of general academic topics. Many posts relate specifically to American higher education, but others are relevant to any kind of educational or educational leadership situation. (They’ve recently added a Tomorrow’s Professor Blog where discussion can take place.)
- World Wide Words is a newsletter-style ML about the history and usage of English. Not strictly relevant to teaching, but fun for language-lovers.
Mailing lists used to be more popular than they are now in these days of blogs and RSS, but not everyone is familiar with how they work. Here’s a little information to help you get started or improve your ML experience.
Continue reading Open Mailing Lists