1. Documents and Performance Teaching Portfolio Arkiel A.S. Brown, TESOL Instructor Department of Language and English Engineering and Automation clusters Institute of Applied Technology

6. ESL Teaching Methodology Introduction When teaching English, the teacher should always adapt whatever approach or method is appropriate to the needs and abilities of the student. This is my philosophy and statement from my own heart, although taken from page twenty-nine of the module one section B, these are my words and I could not have said them better myself. These words may be easily said and we may wholeheartedly believe in the philosophy; I mean in theory this stuff is cake walk; but in practice well, that’s something different. Like anything else, without knowledge of the options available or awareness of the functions of the tool, your job may be all the more difficult. When we consider how many language teachers feel frustrated after numerous attempts to get desired results from students. Most of the anxiety or feelings of hopelessness are usually associated with miscalculated expectations, limited knowledge of the options available or how to properly use the tools available. VIEW NEXT PAGE VIEW PREVIOUS PAGE

7. ESL Teaching Methodology Grammar-Translation Method Take the Grammar-Translation method for example, amongst all the popular methods it is considered outdated or the hallmark of the old system. In the modern education system, the last thing anyone wants to do is be associated with something old. “Out with the old; in with the new.” That is the popular mentality. Although this mentality is the view of the general populace, we must still accept that in some cases “you can not teach an old dog new tricks.” Let us take my case; up until I read LTTC Diploma in Teaching English to Speakers Of Other Languages module one, I thought I knew the Arabic language. After close studies and a clearer definition of language I have come to realize that I have been using the Grammar-Translation method; which explains my continuant struggle to speak and understand raw Arabic conversation. I am literally unable to think outside the box when it comes to the language. I have a pretty impressive vocabulary for an American with only three months of formal Arabic training. I initially started learning for religious purposes so, my learning had context and has a touch of the direct method. I read frequently and find translating newspaper articles, signs and nutritional facts labels amusing. However, after spending five years in Arab countries I still struggle on the telephone trying to describe my air condition problems to the repair man. I am familiar with many of the language rules. I depend heavily on my first language. I often need to listen to something three and four times before really comprehending the content. All these are handicaps of undergoing the S+A+A1} R process. VIEW NEXT PAGE VIEW PREVIOUS PAGE

8. ESL Teaching Methodology Grammar-Translation Method continued The place of Grammar in language teaching PT 1 By Arkiel AbuRashid Brown People often describe grammar as the “rules” of the language; but, as I understand it, there are no true rules to any language. The English language is no exception to the rule; it (language) is ever changing pending participants, venue/situation and era. Therefore grammar is more similar to a reflection of the language at that time. Linguists have gone so far as to conclude that there are different types of grammar. Respectively, they suggest that spoken grammar differs from written grammar. Nonetheless, far from being a rule grammar does reward us with structure and some consistency in language. As a teacher of English as a foreign language, I am the first to admit that having knowledge of grammar proves most helpful when attempting to explain an otherwise complex concept of the language. Furthermore, the majority, students included, expect you to have sound knowledge in the tenants of the language; especially grammar, because they too believe it to mean “the rules of the language”. In addition to appearing very smart, most language teaching books and materials tend to focus namely on vocabulary and grammar skills, therefore, some grammar knowledge would be required to make heads or tails of the grammar jargon flooding the language teaching industry. It should be obvious by now, knowledge of grammar is necessary for the language teacher as well as anyone interested in serious language studies. Although grammar is not the rules of the language it is a useful system to understanding the functions of a language. VIEW NEXT PAGE VIEW PREVIOUS PAGE

9. The place of Grammar in language teaching PT 2 In some cases grammar may very well be the essence of clarity in the communication process. Throughout module four of the London Teacher Training College Diploma in Teaching English to Speakers of Other Language Masters course much emphasis is placed on how there is no one correct English pronunciation. Also, words alone do not bear clear meaning; it is only in context that we may truly understand and define the word. Additionally, do to variations in English accents we tend to subconsciously rely on sentence structure, clauses and or phrases to draw conclusions toward the most probable meaning. The Cockney example cited in module four would be a prime example of spoken grammar in demand. As stated in the course the Cockney pronunciation of paint sounds like the American English Pint and they pronounce pint like the Americans pronounce the word point. The result is a phrase like “use a pint of paint.” Sounds more like “use a point a pint”. Now someone with some grammatical knowledge would use deductive reasoning and infer based on the content of the conversation that he/she means, ‘use a pint of paint’. Of course this is with the other elements in place; you are speaking with a painter about painting a small room for example. Often, by having background knowledge of certain grammar points you use the process of elimination. By knowing that the next word should have been a preposition, the word stress and knowing how many syllables where used your brain narrows down the choices to a few options; thereby strengthening your ability to comprehend. VIEW NEXT PAGE VIEW PREVIOUS PAGE

10. The place of Grammar in language teaching PT 3 Ironically, despite the invaluable support grammar lends to the formulating and validating the language system; outside of introducing some tips and points which may prove most useful in justifying some mechanics of the language, teaching grammar is relatively unnecessary. Many may go so far as to state that teaching grammar has absolutely no place in language teaching. They use the natural way methodology as the basis of their argument. The claims are numerous that it (grammar) is something that is inherited through usage and grammar schools in both the United Kingdom and in the United States of American were institutes that used unsuccessful methods of teaching the language. In addition these anti-grammar lobbyist argue that many people in the world speak there own native language without ever having knowledge of the grammar involved. Even native English speaking children communicate years before ever hearing the word grammar, much less understand its role in the language. Let us note here that, there may need to be a distinction made between teaching native speakers and non-native speakers; this may very well determine the need for grammar lessons. Non- native speakers possess language functions which are embedded through the natural way approach; however, it is not natural to acquire multiple language functions simultaneously. Hence the target language has to compete with the first language acquisition. So, in all honesty the natural way approach should not even be used as an argument, when referring to non-native speakers; despite psychologist’s previous views on the matter. VIEW NEXT PAGE VIEW PREVIOUS PAGE

11. The place of Grammar in language teaching PT 4 The argument that people are capable of communicating without understanding the mechanics of the language is similar to a person driving without ever understanding the mechanics of the vehicle. It is obvious being a mechanic is not a prerequisite for operating a vehicle. However, we are strongly recommended to read the owner’s manual thoroughly before operating any vehicle and in doing so we somewhat familiarize ourselves with the general functions of the vehicle. The general functions are not “the rules” but, neither is grammar. Therefore we should begin to look at grammar as the general functions of the language; subject to change pending the make and model. It may very well be possible to operate the language without ever having knowledge of the functions; however, it is ill-advised and harbors many limitations. In a small survey conducted using one hundred Arab secondary school boys, I have found that most students are concerned with their vocabulary and grammar. Despite, the abundance of material on the market, students fear that they have not acquired nearly enough to be successful. How are they measuring their success? They are learning the language and are expected to pass examinations. This dilemma is common amongst high school and university students, because these students are learning English that will be assessed by traditional examination. This is a totally different arena in language learning and the students are aware from previous experience that knowledge of the language function “grammar” is not only useful, but in some cases necessary. Based on the one hundred students used in the survey, grammar was forty percent of the Common Education Proficiency Assessment administered by the United Arab Emirates Government. This Common Education Proficiency Assessment is mandatory and candidates are required to score a minimum of sixty percent before they are awarded the secondary level graduate diploma issued by the United Arab Emirate’s ministry of Education. VIEW NEXT PAGE VIEW PREVIOUS PAGE

12. The place of Grammar in language teaching PT 5 The above cases are few from numerous cases proving that it may be very necessary for someone teaching English to speakers of other languages to have at least a basic knowledge of the language functions (grammar). Although it may be equally beneficial, it may not be as necessary or practical to expect the teacher to be well grounded in the grammar of the students’ language or languages. Language teachers may have five different nationalities in one classroom on any given day. Paradoxically most native speakers of a language seldom familiarize themselves with grammar. Chances are the students would not relate to the grammar of their own language. Oddly enough this may even have an adverse affect; confusing students more than bringing clarity. In conclusion, after defining grammar as a system used to identify, categorize and organize the functions of the language, as oppose to being the rules of language. The objectives to learning the language may very well determine if there is a need for focus on grammar. We can state that grammar is initially unnecessary in language learning and special situations dictate the level of grammar required. Grammar should not be taught separate; but rather taught in unison with speaking and writing skills. The teacher should be knowledgeable enough in grammar as to best assist the student in grasping the general idea about the structure of the language. If there was a language rule regarding grammar it should be, “knowledge of grammar in the student’s language as well as the target language should be for the teacher’s benefit and with the exception of special cases should not be the objective in the lesson”. VIEW NEXT PAGE VIEW PREVIOUS PAGE

13. ESL Teaching Methodology The Communicative Approach The Communicative approach is the approach I use in the classroom. I prefer this approach mainly because it is all inclusive. It fits the philosophy of adopting whatever approach or method appropriate to the needs of the students. I would be a hypocrite to deny my students the ability to rely on their first language when I know I use my first language to study the Arabic language and the method has its benefits. In the communicative approach the goal of language teaching is communication by any means necessary. This approach I fell in love with the first time I read about it and practiced it in the Duke University TESOL course. In the class I present real problems and situation as well as hypothetical ones. The class deal with the problems using whatever means available in the target language. We do everything from editing catalogues/brochures mistakes, movie reviews to articles in the school newspaper and actually ordering pizza after role playing restaurant scenarios. We use project base learning and web quests assignments frequently. I have seen wonders with this approach and I am an advocate. VIEW NEXT PAGE VIEW PREVIOUS PAGE

14. ESL Teaching Methodology The Immersion Method The Immersion method in my opinion is another one of those cases where we say in theory it makes perfectly good sense; but, in practice it requires more research. As stated earlier I am over five years experienced with Arab countries. I have been to Egypt, The Sultanate of Oman, The Kingdom of Saudi Arabia and I am currently residing in the United Arab Emirates. I am immersed in almost every since of the word. I eat the food and live amongst natives, teach their children, wear their traditional clothing and practice the religion, yet I am not fluent or remotely close to fluent in the language. I agree when discussing L1 learners it is easy to say that the child is totally immersed in the L1 environment and therefore intuitively learns the language and culture. However, I would not go so far as to say that immersion is a practical method for L2 learning adults nor for L2 learning children. Another scenario, our first year in the United Arab Emirates we lived in an apartment we inherited from some French friends of ours in Ajman. Well, they left a television set and the satellite package was only in French. For approximately three months we had over one hundred and fifty channels of nothing but French television shows. Everything from French news, French sports to French cartoons. Up until today my family does not know three sentences in French. Not a fair example of the immersion method you may say. Well, consider this, even the students who go to Canada, USA, Australia and the UK; they use L1 to L2 dictionaries, translators and language tools to assist them. They use whatever they must to assist them in acquiring the target language or communicating. Therefore, we may say technically they are using the communicative approach more so than the immersion method. . VIEW NEXT PAGE VIEW PREVIOUS PAGE

15. ESL Teaching Methodology Summary In conclusion the Grammar-Translation method is great for L2 beginners, sort of a language with training wheels so to speak. However, the limitations will never allow you to achieve the language proficiency needed to communicate fluently and accurately. Cross country cyclist rarely use training wheels. Furthermore, trying to communicate in a professional or mature situation using a language with training wheels make it difficult for people to take you seriously. The immersion method is the flooding approach in psychology. Basically, you overwhelm the patient with his/her phobia until they are mentally exhausted and submit. Thereby, freeing them of their phobia or turning them into a complete mental case. Perhaps we can describe it as a coach pushing his pupil into a pool and forcing him to swim. Actually, it is more like a mother bird pushing her chic out of the nest whilst he sleeps; fly or die situation. Maybe it is ideal for intermediate to advance learners. Finally, the communicative approach has a place for the Grammar-Translation method as well as the immersion method. It all depends on the student’s ability and needs. The shackles are off and if there ever was any, this would be your one size fits all language teaching method. VIEW PREVIOUS PAGE VIEW CHAPTER 3

17. Diagnostic Test A diagnostic test for a class I am about to take over By Arkiel AbuRashid Brown General information School/college: Institute is mostly English medium Venue: In the country of the students Class/students: Age: 17 Arab nationality Upper Secondary school level Current ability level between false beginners and lower Intermediate A minimum of two years prior experience with the English language English required for academic and professional purposes Should know: Present simple, perfect and continuous- Past simple-Future: will/shall and going to Lexical resource should exceed 1500 words. VIEW TEACHING M ATERIALS

18. depth - deep – height – high – born – die - death - take off land – danger - dangerous – cartoon - science fiction documentary – comedy – tragedy - boring safety - historical – marry – married - single - road pedestrian – there – their – they're - crime Section I Vocabulary is a cloze type test; testing for level of lexical resource related to a particular theme or set of subjects as well as usage of verbal nouns and possessive pronouns. Part B focuses on lexical resource using opposites and word family. Spelling is also assessed. Diagnostic English Test Student Name: ________________________________ Teacher Name: ____________________ Section/class: __________ TOTAL ____/ 100 % SECTION I: VOCABULARY PART A: Choose the correct word and write it in the answer booklet. (10 marks) 1. Jebel Hafeet has a __________________ of 1240 meters. 2. William Shakespeare was _______________________ in 1564. 3. Driving too fast on a wet road is very _______________________. 4. This country has the lowest______________________ rate. 5. My parents forgot to take ___________________ passports. 6. When I was a child, my favorite ___________________ was "Tom and Jerry". 7. When a man and a woman get _____________________, they usually have a wedding. 8. The movie was very long and ____________________, so many people left the cinema before the end. 9. A ____________________ is a person who crosses the road on foot. 10. When all passengers are on board, the plane is ready to ____________________. VIEW CHAPTER 3 H OME Duration: 2.5 hrs Time:_____ Date: _____

19. PART B: Write the OPPOSITE WORD .Write ONE word ONLY. (10 marks) Example: female- male 1. married ______________ 2. take off ______________ 3. arrive ______________ 4. loud ______________ 5. cheap _______________ 6. narrow ______________ 7. death _______________ 8. away from ______________ 9. dangerous _______________ 10. dark ________________ SECTION II: GRAMMAR PART A: Fill in the blanks with the PAST SIMPLE OR PAST CONTINUOUS forms of the verbs in brackets. (10 marks) ACCIDENTS VIEW CHAPTER 3 HOME

20. I. A teenager (1) _____________ (die) in Al Ain on Saturday when he (2) _________________ (race) on the road near his house. According to reports, he (3) _________________ (drive) without a license when the accident (4) ________________ (take) place. II. A young woman (5) _______________ (lose) her life on Saturday. She (6) ___________________ (cross) the road when a speeding car (7) _________________ (run) over her. A policeman (8) __________________ (see) the accident and (9) __________________ (call) an ambulance. The ambulance (10) _________________ (arrive) right away. GRAMMAR PART B: Choose the words that best complete the sentences (10 marks) 1. Yesterday, I …………… a football match. a. PLAYS b. PLAY c. PLAYED d. PLAYING Test the simple past tense regular form. VIEW CHAPTER 3 HOME

22. SECTION III READING A BIOGRAPHY Amelia Mary Earhart was born on the 24th of July 1897. She went missing on the 2nd July 1937, and was finally declared dead on the 5th of January 1939. Amelia Earhart was a famous American pilot and was the first female pilot to fly over the Atlantic by herself. She became a national heroine. Earhart set many other records, wrote best-selling books about her flying experiences, and was a member of a famous group of women pilots called the “Ninety-Nines.” The Ninety-Nines began with 99 members in 1930. By 1935, there were over 600 women in the group. Amelia was born in Atchison, Kansas. Both her grandmothers were called Amelia and she was given the same name. From an early age Amelia was a leader. She was home-schooled by her mother and a nanny. At the age of 12, Amelia was enrolled in public school for the first time in the seventh grade. Many years later, in 1932, in a small field in Northern Ireland, a man watched an airplane land. He walked to the airplane and the pilot jumped out. The pilot was a young woman! With a big smile the woman asked, “Where am I?” “In Gallagher’s pasture,” he said. “Have you come far?” “From America,” she said. The pilot was Amelia Earhart. Even after Amelia flew over the Atlantic, she was still looking for adventure. She wanted a bigger challenge and decided to fly around the world. On June 1, 1937, she started her journey around the world from Miami, Florida. She stopped in Puerto Rico, Karachi, Calcutta, Bangkok and Singapore. The whole world watched as Amelia flew around the globe. By June 29, she reached New Guinea. She had travelled 22,000 miles. There were only 7,000 miles to go. Amelia left New Guinea on July 2nd, but she was never seen again. Her last radio contact was near an island in the South Pacific. To this day, her story is well-known across the world. Adapted from: http://www.esl-library.com/ http://www.ameliaearhart.com/about/biography.html http://en.wikipedia.org VIEW CHAPTER3 HOME

35. Appendix 1.1.1.1

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43. GALLERY OF PROJECT WORK IAT-RAK 2009-2010

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