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Kenneth
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« Reply #1 on: November 26, 2005, 08:42:03 AM » |
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CELTA in fact is just plain insufficient for many purposes as the amount of time given to very central issues to teaching are given short shift due to time constraints.
CELTA is predicated on purely European assumptions of learning, educational environment, and motivation of students. And the methodology espoused in CELTA is, frankly speaking, just pitiful.
It's not surprising that you are having problems in your position.
First is the issue of the 'model'. Students need to be given a 'model' of not just the language used, but to a greater extent a model of the speaker, too. Given that Asian culture is quite different, this can be quite disconcerting, too.
Second, students at Univ. probably have never faced a foreign teacher before, so they have NO idea what is expected. That is a kind of freedom, you do not have to follow the preset dictums of a very "NARROW" spectrum of English teaching.
Third, students need to be encouraged, motivated, and challenged. I'm afriad that most ELT textbooks are incapable of most of these points since they are too taken up with mastery of linguistic items. For many students in University, who only have a few hours a week, this cannot be a priority. You must find ways to encourage their own taking responsibility for their learning of English, a hard thing to do.
The key thing to do with your students is to provoke thoughtful discussion in your classroom, then build the language elements around that. Choose topics that are of DIRECT relevance to them, and create reasons for them to delevop and want to share their ideas with each other, and with you.
Don't put the language first, in short, put your students first.
Best Wishes
Kenneth
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