A review of week 3 of FutureLearn's Teaching English Online course.

Some teachers may overlook the importance of setting a context for language learning. Week three of Future Learn's Teaching English Online course explores not only the significance of context but ways of utilising tools to effectively place a target language in a framework that students can relate to. If students cannot relate to the language being presented they are less likely to engage with it and are not motivated to learn. Some creative tools are explored and guidance given as to which situation they might be used in to create context. I really liked some of the options suggested and will aim to use them myself as part of my strategies for teaching.

In the same manner as a week two, which addressed how to effectively teach the four skills of reading, writing, speaking and listening in an online classroom, the final week examines how to teach grammar, vocabulary and pronunciation, which are all key to mastering the English language. The section “Clarifying Language” begins with a task in which course participants are required to analyse and evaluate the contents of a conventional whiteboard, a shared document and a virtual whiteboard at the end of a teaching session. The aim of the task is to determine which is the most effective way to help learner's clarify language. This particular exercise reminds participants that the way they present and organise language when teaching can be critical in determining whether or not students understand and retain vocabulary, grammar structures and pronunciation. Visual learning means that teaching and presentation must be planned in advance to make sure that language is communicated to maximum effect. This exercise has certainly caused me to reevaluate my teaching approaches, particularly when thinking about using a whiteboard in an online setting.

Flipped classrooms are a relatively new concept in teaching and is briefly explained with advice given as to how it might be applied to the online teaching setting. The idea of creating short videos demonstrating language in a context along with teaching meaning, form and pronunciation may seem daunting for some teachers. However, it is a potentially valuable way of freeing up classroom time thus allowing instructors to focus on practising what has been learned through video prior to class. For those who feel that they do not have the time or the confidence to create any or all of their videos, the lead educators reassuringly point out that curated content is readily available to those using the flipped classroom approach. A task is given asking course participants to try producing a video that could be used in a flipped classroom and in the comment sections you could see that this was viewed as a valuable exercise. I would certainly consider using the flipped classroom approach with certain students for whom it would be an appropriate learning style.

Pronunciation is another aspect of EFL teaching that is discussed and explored in week three. Several teachers featured in the course share their own personal experiences of how they assess and teach this key skill. Three main methods of assessment are explored. In my experience, researching common pronunciation problems associated with speakers of particular first languages is invaluable. Knowing what is likely to be encountered in terms of specific pronunciation problems can help teachers to anticipate how they might best help individual learners. I would also recommend recording a lesson with a student, preferably one which focuses on speaking. Following the lesson the recording can be reviewed for pronunciation difficulties and then teachers use this information as a basis for an action plan. A link is given to a YouTube video by Macmillan Education ELT in which Adam Underhill explains different and more holistic approaches to teaching pronunciation. I look forward to exploring his methodology videos in the future. Course participants are also reminded that the webcam is a valuable tool that can allow students to see how they currently pronounce words by focusing on the position of the tongue in relation to the teeth and lips. Students are then able to review their video and learn from their mistakes. I would further recommend that the teacher creates a short video modelling the correct pronunciation and describing where the tongue and lips should be placed to create the correct sound.

A key concept of teaching that can easily be neglected in an online learning environment is that of professional development. The course leaders point out that it is very important to develop strategies to ensure that we grow as teaching professionals both in our knowledge and our skills. As online teachers do not have a physical staff room alternative sources of support and feedback need to be implemented. Practical solutions such as social media groups for teachers, online CPD courses and teaching conferences are suggested. Self-reflection by watching recorded lessons is also advised as a vital factor in ensuring that we see areas of weakness that need to be addressed. This evaluation process can be taken a step further by engaging in peer reviews whereby fellow teaching colleagues review a video recorded of a lesson. I would also suggest, as mentioned by the lead educators, that getting feedback from students and parents would be a major part of professional development.

This course has challenged and inspired me and given me many ideas and resources to explore. I would heartily recommend this course to aspiring and experienced English teachers alike. Hopefully the course will be repeated at a later date so that many more can benefit from the expertise shared by the wonderful course leaders, mentors and teachers who contributed so much to the course.