duolingo

True to the motto of this blog, let me present you another aspect of how every student (and individual) is unique in both how they function and what they need. Many people turn to me with questions regarding language learning techniques. Some emphasize that they need constant supervision and personal contact to keep themselves motivated. They are the ones that come to have classes with me. Some of these people point out that they prefer to have some coursebook and workbook, so they can keep track of their development. Others, however, are bored of language books; for them I prepare individual materials. There are those who demand home work and those who oppose to it. Another, all the more significant, group is looking to find e-learning tools, which can either function as a complement to guided learning (like group or individual classes) or it can even be the way: something they can apply for their own needs, in their own tempo, with their own supervision.

Let us see one such tool in more detail. Duolingo is gaining more and more popularity in Hungary. It is free, it offers extensive English exercises in Hungarian, and if you already speak English, you can learn German, Italian, Dutch, Spanish, Polish, Russian, Turkish, Danish, and Swedish, among others. Naturally, the fact that it was advertised in a free, daily newspaper of ours also contributed to its success. But how does it work?

After an easy and user-friendly registration, you will find yourself on a pleasantly designed and well structured site. Once you pick the language you wish to master, the course begins with a welcome test. The practice is split up into different levels and you can advance only if you manage to solve the exercises with less than 3 mistakes. Your development (as far as levels are concerned) is illustrated on a vertical scale, while your daily performance (measured in Lingot points) is visualized on a graph.

If, say, you want to practice prepositions, the system divides them into smaller chapters focusing on 4-5 items at one time. The tasks include translations, first from English to Hungarian, so the learner gets familar with the meanings. Then the Hungarian sentences need to be turned into English, so the learner becomes able to produce the meanings as well. Then, the same sentences and phrases, with occasional mild alterations, are brought to oral comprehension: the uttered sentences need to be written by the learner. This way pronunciation and spelling are coupled.

The system always gives feedback about the learner's production. If the solution was incorrect, the correct one is provided. At this point I must point out some obvious shortcomings. Even on the elementary level, with simple sentences, I bumped into problematic cases of what is correct and what is not. Occasionally, the system is very (even unnecessarily) strict, while other times it is inconsistent. Why this is frustrating is because once you collect 3 failures, you need to return and start over.

To compensate the rigidity of the system, Duolingo built in a message board, which makes it possible for the language learning community to comment on every task. The above sentence was, for example, widely discussed. Even if it seems a pain in the ass to go back and start the exercise again, it can give you some comfort if you see others found it problematic or unfair as well.

As we see, Duolingo's e-learning system offers a lot, but to stay realistic, it's not flawless. Why I do find it worth trying is because it applies many characteristics of community learning. Not only does it try to give you feedback on your progress -- like a teacher -- but it also creates the feeling of being part of a community -- like a language group. In short, it endeavors to combine the advantages of individual learning (doing it when you want, as frequently as you want, where you want) and the benefits of community learning (doing it with supervisors and peers, in short, with people). To see how it fits your specific needs, give it a (Lin)go.

chinatown

Recently I had a clearly extraordinary experience both professionally and culturally. I was contacted by a Chinese woman whose friend's child, a teenager, wanted English classes. That fact that her English in the email was understandable but very awkward (and I figured, she must be the one that speaks the best English, which is why it was her that wrote to me not the parents) should have been a wrong omen. Even more so, because when we spoke on the phone to arrange a personal meeting, she wanted to change to Hungarian, as something she spoke better. Chinese are known to have this very specific accent when it comes to speaking European languages that few natives understand. Unfortunately I wasn't among those few. It was a real challenge even to agree on the place and time to meet. But then I still thought I liked challenges.

The next day I found myself in a café with a jury of 6 Chinese staring at me. They were very nice and offered to buy me a tea, and then the negotiations started. The first question they made was whether I speak Chinese. Of course the question is valid, but it was a long shot. Then, they were wondering how I was planning to teach the boy who speaks no Hungarian, nor English. Well, to be honest, I had no idea the boy had no prior knowledge, given that I was informed he wants preparation for an all-English high school. I figured, that means a weak intermediate level, at least. Despite my surprise, I managed to wing it, explaining that with pictures, videos, and demonstrations it is not impossible. Surprisingly I convinced both my future clients and myself. The next question of the committee was where the classes could be and whether it was possible to have them at my place. As I confirmed, they went on with the interrogation: how big is my apartment, who lives there with me, what is his or her gender, etc. In my complete surprise, I kept answering but felt rather  puzzled where this would lead. Finally, they spat it out: they wanted the boy to stay with me for the nights as well, kind of like at a boarding school. I was speechless. To try to convince me, they kept repeating: money was not a problem. I felt as if being in some dream: I was offered a job which would make me filthy rich if I was willing to swallow a definite amount of awkwardness. I didn't give an answer then; we only arranged the first session of classes for the next day.

I was very stressed as I was preparing for the lessons. Never before was I faced with such a challenge that I need to teach someone without any common language. I realized, it was an added difficulty that he was Asian, probably not even knowing the Latin alphabet, which for us Europeans is at least a sound basis. It took me at least 4-5 hours to think of the tasks, find out bridging tools, and build a structure to a class (or rather three classes one after another) which I couldn't even imagine how it would go. 

Finally, the hour came, and the real difficulties arose from something I hadn't thought. They didn't know where my place was (despite the fact that the previous day they seemed to know, and I even sent them the address), so they called me on the phone three times for instructions, but neither of us got what the other said; it was a mess. Finally, they made it arriving 30 minutes late. But once we could get down to business, the class itself went very good! He indeed didn't know much English, had problems with the alphabet and writing, but his pronunciation and his will to learn was impressive. After two hours, we started to bond and like each other. I felt triumphant and proud to have met my challenge.

Then, the twist came. I got a call 45 minutes before the end of the class. It was one of the Chinese. I didn't get anything of what she was saying, so I gave the phone to the boy. It turned out the woman was standing in front of the door and I needed to let her in. She brought lunch. I was puzzled why she came at that moment. Was the class over? Otherwise how did she imagine she just comes and interrupts? There was no clear communication to me. In 10 minutes, the whole family arrived and invaded the apartment while speaking over my head in Chinese. I felt undescibably awkward, uncomfortable, and helpless. 6 people spread in my personal space and I had no control. At one point, the one that kind of spoke English said they wanted to stay for the last 30 minutes. I said, it was not a good idea. They still wanted and I still opposed. Eventually, the parents left and the "interpreter" stayed. It was still uncomfortable because she was sitting behind my back, either talking to the boy in Chinese, or laying down on my couch, or walking in my flat. I couldn't concentrate neither on him, nor on her. At the end I just wanted them out.

Overwhelmed by the whole experince and thinking that we mutually didn't like each other (I mean, with the student-teacher interaction there was no problem, but that's the least important factor when it is the parents who are the clients), I let go of the idea of getting rich. Amazingly, the next day they texted me at 8 AM that they are brining the boy in an hour. "No way", I said. When they asked if the next day was OK, I decided to give them another chance. In the evening, though, they cancelled, which was the end of the story. It turned out that they went to France. I figure, they sensed I am not the one that was going to board their child and they wanted him badly to learn English in just a couple of months. Money (and the child's comfort) didn't matter, so they just wanted to find a host, wherever.

To say the least, it was a tremendous culture shock for which I didn't even have to leave my home.

it's all about the money -- or not

One of the monthly columns of the blog is dedicated to present to you what kind of career paths strong English language skills can bring you. So far we have focused on teaching jobs, from high school positions to university professorship, and from private employment to public institutions. We have not dealt with teaching in general, though. After half a year of interviews, I thought to dedicate this article to a more general consideration of being a teacher.

 

Today I brought you some short excerpts from interviews with (public school) teachers, who reflect not only on what they feel about their job but also on what materialistic matters like finances mean for them. I have picked professionals from a wide variety of countries, so to give you a more objective and extensive picture about what it really means to work in education. You will see that many of them address the issue of money, not only because capitalism made money our god but also because the profession of teaching is often linked, typically negatively, to capital. Let us see whether and how much they support the general claim that teachers are underpaid.

 

 

“I am happy with my income and think I earn a fair wage. I am unhappy with the public’s perception in Canada that teachers are overpaid. I’ve never met anyone that teaches for money. It’s never about the paycheck; it’s about loving the work we do. However, I do feel that our politicians, media, and therefore the general public feel that we are overpaid and lazy because we get more vacation time than many other professionals.” (Canada)

 

 

“I feel like I am providing a valuable service — and I do love my job at times. But teaching also has unfortunate downsides such as the money and administrative load, which can significantly detract from my core job as a teacher. While my income could be worse, I would argue it still is not fair for the qualifications I hold and my job performance. Often it’s hard work with little thanks.” (South Africa)

 

 

“I’m content with my income, but that’s because I don’t have a family to support or bills to pay. As a teacher, I do more administrative work than teaching. Sometimes the children are unsatisfied with our performance, but there’s only so much I can do with all the administrative work I have.” (Macedonia)

 

 

“Sometimes I wonder if the stress I put myself through is worth it, but then one of the kids or parents will tell me a story about how I’ve made a difference and it all seems worthwhile.” (England)

 

 

“I’m worried my income won’t be enough as my daughter gets older. I really like being a teacher — I just wish I was recognized for it every now and then, whether in pay or just a pat on the back. But it beats being a lawyer.” (US) 

 

 

“I am happy but financially strapped. I don’t eat at restaurants; I can’t afford it. I am not a demanding guy, so my income seems sufficient for now, but I can’t sustain my life on it.” (Nepal)

 

 

“Teaching is like volunteer work that nobody recognizes as such. I’m deeply dissatisfied, and I think the great victims of our system of education are the pupils.” (Romania)

 

In short, teachers consider their job as a profession and a calling, to which they dedicate their entire body and mind. But the dreadful financial issues the majority has to live with make it godd@mn difficult to persist. It is not for the faint-hearted..

Read the whole article on TED's page.

 

BCN

July signals the end of the school year, when teachers finally get crazy and break free after a mentally and emotionally engaging (or sometimes devastating) period. As for me, I decided to use the time to work on my academic life, so I applied to go to a conference late June, early July. As the event was in Barcelona, I considered it half my vacation, half my reunion with my dormant scholar alterego. I must say, the trip turned out to be so successful in both, by going beyond expectations, that I have been feeling transformed ever since.

First of all, I had never been to Spain before, nor had I known what to expect from the Spanish (at that point I didn't even know that Catalans are not Spanish). The tips I got was: "watch out for your purse in Barcelona" and "prepare that people will not speak English". To be fair, I didn't encounter any personal insults but I did witness a thief running away from the beach with the stuff of a swimmer. Regarding English, it was indeed true that many locals didn't speak, but never before have I been helped this many times by locals (despite the language barrier). So expectations, to some level, were fulfilled. However, the experience left me enchanted much more than I could anticipate. It was not just the unique architecture and the pleasant geographical charateristics that mesmerized me, but it was the Catalan spirit as well. Like I wrote before about Ireland, I tend to be moved by resisters and fighters. Maybe because I view my country as one (although not a very successful one).

It was not just the city that was an interesting experience. The conference I went to present my topic -- this time about domestic violence in Hungary -- was so chaotic which I thought only Italians could produce. The organizers sent out several versions of the schedule in advance. According to one version, I was supposed to present my paper twice. When I pointed it out, they apologized and told me it was going to be on Thursday. Then in the next "final" version, I was scheduled for Friday. And with a wrong title. At this point I stopped myself from sending out the tenth email. We were debating about my presentation anyway. I informed then, just out of politeness, that I am bringing a prezi (not a powerpoint). They said, after a week, that I should make a ppt instead, because they cannot run prezis. My jaw dropped but I kept calm. Instead of expressing that I find it incredible that in an academic conference in Western Europe there is no computer that can manage such a (by now) basic program, I just sent them a link that described the technical requirements of running a prezi. I hoped this will open their eyes. But it didn't: still I was advised to change my prezi into a ppt. Naturally, I didn't. I still thought they were just lazy to deal with my request. And guess what, I was right. Their laptops -- what a surprise -- had no problem running my prezi! And again, guess what: my talk was rescheduled again. I was calmly sitting in the audience Thursday afternoon, knowing that I would present the next morning, when the moderators walked to me to say that according to their schedule it is my turn now. "You know what? If I present now, tomorrow I can go sightsee earlier" -- I thought. I gave a very pleasant speech (despite the theme), because I just didn't have the time to worry. And my prezi rocked.

The trip was interesting from a cultural point of view as well. At the conference I made friends with a couple of extraordinary people, even if you only consider their origins. We took this picture during one of the lunch breaks and titled it: From 4 continents. Ethiopia -- Sri Lanka -- Hungary -- Chile. It's a pity there was no one from Australia. :-D