First of all – teaching English is fun!
Language is expressed in different ways. As native speakers, we write English, we speak English, we listen to English, and we read English. Teaching a class can involve any one (or more) of those skills. I’ve been very lucky in that I have been assigned to teach speaking, writing, and even an American Culture class. (Yes – it is a requirement for English majors, as is British Culture.)
Most English majors are girls. (Before I get nasty comments from feminists, please be aware that one’s marital status determines whether you are a girl or woman in Việt Nam, not one’s age.) All students have taken English in high school, and have passed very competitive university entrance exams before being admitted to the English department. But – that does not necessarily mean they can speak or write English. It means they have studied the grammar and syntax of English, but have not always learned how to speak the language. That’s where native speaking English teachers come in. We can help the students pronounce English correctly and teach the many idioms and nuances used in everyday English. In other words, we teach them how to communicate in English, building on the skills they have already learned in high school.
As always, be sure to click on each picture to see a larger version.
I meet with my first year speaking class twice each week – 2 hours each time. There are 60 students in the class. That is not a typo – I have 60 students. They are chatty and noisy and fun loving.
When I first started with this group in the early fall, they were disconcerted by the fact that I often arrived in the classroom before they did. Normally, the Vietnamese teachers arrive after the students, who stand up when the teacher enters the room. But, as a typical American, I usually get to class a little early so I can have my material ready. This class is used to me now, and don’t pay much attention when I enter, other than to politely say “Good afternoon, Teacher.”.
Vietnamese students have attended school in a culture long dominated by Confucian ideals. That means the teacher is held in very high regard. The teacher is an expert, and not to be questioned. While it is nice to be highly respected, it also results in very passive students. Students are used to being told what to learn, and interaction in the classroom is seldom done. Usually, a teacher does not ask questions, and most certainly a student would not ask the teacher a question as that might impugn the teacher’s knowledge and cause him/her to loose face.
Because I am a westerner, the school encourages me to use western teaching methodologies, which
usually involve lot of interactivity. I cannot be interactive in the classroom if the students are passive, so I have to get them up and moving. Once we had exchanged “beginning of class pleasantries”, I had them count off by twos – then we walked down three flights of steps to the courtyard. All the “Ones” lined up on the left, and all the “Twos” lined up on the right. We did some role playing, with the “Ones” pretending to be British tourists looking for a good restaurant, and the “Twos” recommending a place and giving directions on how to get to the restaurant.
That got ‘em moving and talking. Now they are ready to do some active learning, so I sent them back upstairs in new groups of four. We had another exercise designed to do two things – to
practice English among themselves, and to develop their own learning strategies. Each group was to come up with some ideas for practicing English out of class. After working for a few minutes, a few students stand up and tell the rest of the class of his/her group’s ideas Of course, I select the member of the group who will stand up and make the report, so that makes all of them work on the project. This is a noisy time in the classroom (and I sometimes wonder if we are upsetting the surrounding classrooms as there is no air conditioning and the windows are open), but they are practicing normal conversation and increasing their vocabulary.
With 60 students, it is important the students get as much practice as possible. The small groups
are supposed to speak English, though I not so naïve as to believe they don’t lapse into Vietnamese when I’m not standing over them. In this picture, students are pretending they are calling me on the telephone after they have learned I am sick. The fun part is when I “talk” to one of them on the “phone”, and say something they do not expect.
Problem solving is an important part of learning. I seldom give students a direct answer to
questions, and often have some sort of puzzle for them to solve.
And by the way – did I tell you I have the best students in Việt Nam?
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