A totally unqualified riff on #Alt-Ac and me in Applied Linguistics/Language Teaching

Radio silence! I have syllabi to write and such. It is the very short break between the end of one Japanese academic year and the start of another. It is my first year that I will be mainly a part-time university teacher at three universities with marginal face-to-face freelancing.

One of my sweet distractions lately has been that, should my pipe dream of being a tenured lecturer not actually materialise, it might not be a bad thing because the working conditions for tenured staff can be absolute crap anyway. No, I haven’t been listening to The Auteurs again. I’ve been reading about alternative academia, or #Alt-Ac.

I don’t get grants to do research because I am part-time and I am – without doubt – not even registered as a blip to the people in charge anywhere that would fund anything as someone who would be doing anything remotely worth money to research and take time out and have a weekend at a conference and blah, blah, blah. The research I do is because either:

  1. it would be useful once and I might be able to use it again;
  2. it might be something I can show in a portfolio to get a better job;
  3. I might be able to sell something like materials based off the research and thus be a provider of children’s shoes to my household.

Would I be a better or a worse researcher if I were actually forced to be in an office dealing with millions of emails and several meetings and whatnot? I don’t know, but it would be rather nice to learn about research methods from media other than books and podcasts. A bit unlikely for a serial part-timer, mind but I do have an embryonic duoethnography probably underway once I actually get my arse in gear.

I keep entertaining doing a PhD (and will probably do a MRes so I can get academic credit for a biggish project I have on my mind). The only problem with a PhD is thinking about recouping the cost if I did one part-time or even recouping the cost of a wage cut if I did one full time. I know money isn’t everything but it’s very difficult to support a family on scholarly knowledge alone.

But Marc, you are getting ahead of yourself. Aren’t you a mere part-time instructor? Yes, I am. I also know that I have publications coming out, the probability of more, and might even have more publications than existing full-time instructors. I am pretty sure that my corpus work, if it actually ever sees the light of day when it is reviewed will be decent, and it’s not like there are a ton of ESP corpus linguists in Japan at the minute, unless I am woefully ignorant (and I kind of hope I am, in this case). There is a shortage of people obsessively interested in teaching listening and/or pronunciation (again, prove me wrong. Please!). There is no shortage of Task-Based Language Teachers in Japan, and my new job may mean that I get a bit more input there but I don’t know, so I’m not looking to carve a path there exactly though I have a book idea I am trying to work on because I have one more day off per week this year!

So, the new academic year: I am really looking forward to it, I have some cool courses to teach, some old and some new. I will have international students for the first time in about five years as well, which is nice because it keeps me on my toes pedagogically. And I can probably get at least a few blog posts and maybe a paper out of some stuff.

Anyhow, unfocused ruffian seeks tons of cash to research listening or make corpora. Hit me up in the comments if you want to give me money (joke [perhaps]).

You may also want to avail yourself of the not dry at all Research in Action podcast by Dr. Katie Linder.

 

 

 

 

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A sum up and an invitation

A picture of books

It’s been a good long while since I started this blog and in the meantime I have finished a Trinity DipTESOL and am close to finishing a MA Applied Linguistics & TESOL with Portsmouth University. My Dip was great for the phonology stuff I picked up, and OK for teaching practice (Trinity don’t let you use strong CLT approaches like Dogme or Task-Based Language Teaching with a Focus on Form. You are supposed to teach discrete language points). My MA has been great for access to ideas I might never have come across and, well, library access.

But next steps, Marc? Isn’t the title of this blog Freelance Teacher Self Development? It is. And there will be self-driven development. There are irons in fires and action research projects to fire up.

I have some bits and bobs to send to journals, but I think it would be kind of interesting and perhaps useful for the field of language teaching to have a bit of teacher-based research for teachers, on the internet, gates open, widely participated in. I know peer-review is all the rage, but I think that if we make our mistakes in the open, people can see the limitations of what gets done as well as any merits, and so it’s less a case of the Emperor’s New Clothes but more that jumper that was under some others at the back of the drawer. It’s not something everyone would necessarily be all ‘Wow! Amazing!’ about but perhaps ‘I don’t know if this would work in my setting but nobody would die if anything ended up disappointing me.’ I am a born salesman, I know.

So, here’s the bit I am kind of thinking about: after logging five random lessons starting in October 2017 with the same class, did you teach intonation? Why (not)? If so, how (explanation of method, explicit, differentiated or whole class, etc.) Blog your stuff and we can make it big.

Marc, why intonation?

I like phonology a lot and I’m just finishing something that I needed to think about lot of segmental phonology so suprasegmental is almost a break.

Marc, I want to do something about something else.

That would be fantastic. Let me know because I would be super interested in reading about it.

This is such a stupid idea. People don’t have time.

Maybe. How about people who have the time and want to do it, do it?

Anyway, hit me up in the comments.

Hyperreality: The failure in the park didn’t happen

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The title of this post harks back to my BA Film & Media Studies days at Sunderland, when we were assigned a reading by Jean Baudrillard about how the media portrays (or just doesn’t report) events has ramifications upon the perception of them.

What the hell are you talking about, Marc?

Bear with me, because hopefully it will be worth it. I organised the ELT freefor(u)m Tokyo on Saturday thinking I might bring about a little bit of knowledge sharing and a little bit of solidarity to language teaching. Of course it was a bit daft to think that some people would turn up to the park on either a day they are working or a day when they are off work with families or friends. It seemed to have a lot of support on Twitter. Elsewhere. Not in Tokyo.

Now, if I had dressed this up as a rampant success, would this have made the next one (and there probably will be another one after I have a really long hard look at myself in the mirror and listen to Denzel Washington’s “it takes a wolf” speech from Training Day or something) be even more successful and less of an outlandish prospect? I don’t know. I do know that Anna’s Reflective Practice group gets more than zero people going to it, but that’s after work. My after work is usually ludicrously late, and my not at work is the start or middle of other English teachers’ days.

Anyway, what I did do was be honest: it was not even a one-man-and-his-dog audience (actually, audience is a misnomer because this was supposed to be a crowd thing, in person, and grassroots and other hippie-centric words). It was the flipside of every cool, loner fantasy. Sitting in a park, with a sign, hoping that people would come. I gave it an hour and then buggered off to get coffee and read without needing to wear a jacket. It was less successful than a freeform jazz odyssey. I licked my wounds and sulked.

So, the point, Marc?

The point is that if you have harebrained ideas that involve people you need to get actual commitment from them, and you know, you could dress it up and not have a failed project in your results when people Google you, or you could try and learn from it even though you get massive bruises on your ego and feel like an arse for wasting your time and energy.

I got loads of feedback from my lovely Twitter network, including some awesome, detailed feedback from TaWSIGgers – and maybe this idea has legs, maybe elsewhere, maybe another day or time. If it doesn’t, well, even though the first Gulf War never happened, everyone is quite aware that the second one did, aren’t they?

So, what’s next?

Keep on with this, I think. I’ve been told not to give up, so I figure, if there’s still absolutely nobody by the third try, it’s not going to be me doing it. I need help; help might even be on the way. So although I deleted the ELT freefor(u)m blog in a tantrum, it’s not quite as moribund as it might seem.

 

 

The Line Between Hare-Brained and Useful

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I’ve had this post going on in my head for a while and probably the catalyst for getting it out of my head and into pixels is Sandy Millin’s Incomplete Thoughts post.

I was having a chat with a colleague yesterday and he said, “I don’t know where you get the time for all your ideas.”

“It’s a massive pain in the arse,” I replied, “because I can’t concentrate on other things when something pops up.”

I don’t know if this leads to a condition of not following things through properly, or even just dilettantism but a few things that have got me going all over the internet are:

Open Badges for Accreditation of Some Kind

This blog being about development (ostensibly, though probably more my own), actually having evidence-based accreditation for continuing professional development (CPD) would be a good thing in a landscape of expensive qualifications, cheap qualifications that mean nothing (20-hour internet TEFL courses) and absolutely nothing at all. ITDi provides this, with certificates available and whatnot, too. However, something that can also contribute to teacher-centred, teacher-led teacher development has bugged me for too long. Open Badges seem to sort if fill a gap in that people sit in webinars for certificates but there’s no real proof that they didn’t just leave the laptop on and play games on their phone. How about an open-peer-reviewed bit of writing that helps contribute to the community? Keep your eyes open at #TBLTChat.

Modular Materials

Again, with my Task-Based hat on (which is a beautiful purple crushed-velvet and Kevlar deerstalker), and my ‘I hate coursebooks‘ T-shirt on, how better to address a gap in materials availability than to actually get cracking and make some through refining them. Think less of a Minimum Viable Product than a ‘actually see if students react positively’ approach.

A Co-Op (ad)Venture

I am still investigating the possibility of sorting out a Tokyo/Kawasaki/Yokohama-based co-op of language teachers. Yes, inspired by Serveis Linguistics Barcelona. Viability? Time, Marc? It’s more the client liason that’s a problem but still something I’m looking into. Sometime in 2047.

First #tokyolessonjam Done

I took part in the first ever (and hopefully not last ever!) Tokyo Lesson Jam this morning.

  

Before I get back to the real world of shopping, laundry and cooking, some stuff that wasn’t directly related to jamming but that stuck with me.

  • Collocation games
  • Subzin movie quote search engine.
  • Excel can be useful for word bank-based templates. (Thanks David).
  • Group narratives ease the pressure. (Thanks Olya).