By Merton Bland
A few years ago the author was assigned to the prime TESOL institution in southern Vietnam, the University of Social Sciences and Humanities. What he found was quite a challenge: an educational system, centrally administrated, mired in traditional practices. The grammar/translation methodology, a legacy of the French, held sway in the classrooms, producing, in spite of six years of English in the secondary schools, a nation of graduates unable to communicate in the target language. Discussions with Vietnamese colleagues, usually trained abroad, resulted in plans for a lecture tour to the major teacher training institutions of Vietnam (including Hanoi, DaNang, Hue, and about a half-dozen others) with a message stressing alternatives to the status quo, and the present format was developed. The author was subsequently invited to speak at institutions of ideological training (Communist Party Cadre) and information diffusion (schools for journalists) previously off-limits to Westerners, as well as the teacher training institutions previously noted.
(1) Do not teach English. Teach something, anything, IN English, using English as a vehicle of communication rather than an object of study. This is sometimes called the content-based curriculum.
(2) Do not teach grammar. Ingesting rules can be counterproductive: We are all familiar with students who are unable to apply rules learned through rote memorization. Instead, the grammar of English is best acquired inductively by the students formulating their own hypotheses. (This reflects Krashen's acquisition vs. learning.)
(3) Do not teach vocabulary. The schema, the concept pods which constitute the lexigraphical units of language, vary from language to language, even from person to person. No language is a direct translation of any other. Thus, vocabulary must be forged within the target language itself in a manner not unlike that of first language acquisition. To do otherwise is to risk forging the chains which prevent the bifurcation of the native and target languages and forever making your students translate in their heads word for word.
(4) Do not teach pronunciation. There is no longer any standard English. Well over two-thirds of the world's 1.5 billion English speakers are non-native speakers. Their English is certainly as acceptable as the Received Pronunciation (RP) of a tiny fraction of the British or the Broad Midwestern of Hollywood--as long as their English is comprehensible to the greatest number of persons who do not share that particular accent.
(5) Do not give tests. While testing is well embedded in many parts of the world, scaling is to be preferred to testing. Usually tests only require the regurgitation of knowledge. Scaling, placing people on a scale from beginner to educated native, has much more validity.
(6) Do not use lesson plans. Teach students, not lesson plans. Many teachers come away from their teacher training institutions with a mandated compulsion to spend hours writing lesson plans. Such planning is quite counterproductive since in an actual teaching situation the teacher must be alert to the reactions of the students--stressing pragmatic considerations, putting more time and effort where the lesson needs it and shortening or eliminating parts where the students seem to be in command of the concept being stressed. Yes, the teacher should have a general idea of the objectives of the lesson. Certainly the teacher should have available any materials which will be needed. Most importantly the teacher should leave time after the lesson to reflect on it and evaluate its strengths and weaknesses. But the focus of any teaching should be on the students, not on the constraints imposed by any preconceived lesson plan.
(7) Do not use the native language in the classroom: Never, never, never! If our aim is the successful bifurcation of the native and target languages, any use of the native language is by definition counterproductive. Draw a chalkline on the doorsill and proudly use the native language outside the classroom, but create an immersion situation inside.
(8) Do not use textbooks. You know your own students better than any textbook author. Authentic materials are all around you. For example: Record the news from the VOA or the BBC. Videotape CNN or Australian TV. Bring in any expatriate Anglophone in town and have him chat with the students. Have your school subscribe to the "International Herald Tribune" or "Time" or "Newsweek." Borrow English language videos. If they have subtitles put a book in front of the bottom of the monitor to cover up those subtitles. Buy, with your own money if necessary, paperbacks. After you read them they can be the nucleus of an individualized reading program (each student reads his own book and then reports on it to the class). Have your class keep journals in English, and write their own English to English vocabulary lists. Have the class write their own book.
(9) Do not teach the microskills: reading, writing, speaking, listening. English is one language, indivisible. And English is a living language; one only dissects the dead.
(10) Do not teach. Empower your students to take responsibility for their own learning. This reflects a general trend, especially in North American education, to deemphasize the role of the teacher as the font of all knowledge and provide the students with the means to further their own educative process beyond the classroom. This is called the student-centered classroom (as opposed to the teacher-centered classroom).
Thus Hath Dr. Bland Spoke
On the international plane, a focus on communication is overtaking traditional methodologies. This is reflected in most of the commandments. On the other hand, some of the commandments, i.e. Number 4, were reactions to local controversies. Number 4 was a response to the discussions as to which English represented the standard: British (RP), Midwest American, or even, in the Vietnamese context, Australian English. The answer was none of the above, but rather a Vietinglish comprehensible to the greatest number of non-Vietnamese.
Obviously, no immediate revolution was planned, nor did one occur. The aim, rather, was to present some alternatives and allow them to foment. Someday one of those teachers-in-training will become minister of education, and perhaps he or she will remember Dr. Bland's seminar and institute some of those reforms.
(Versions of this list have appeared in other publications, including the "WATESOL Journal.")
Merton L. Bland has worked as a K-12 teacher in the USA; a US foreign service officer in Africa, Asia and Australia; and as an ESL/EFL teacher and teacher trainer in the US, Asia, Africa, and Europe. <firstname.lastname@example.org>