Method in the Madness: English Language Teaching

Part of the learning process involves setting clear goals. When our students come in for a consultation, they usually have a rough idea of their target CEFR level or what they want to achieve, such as independent traveling, improving work presentations, or understanding the latest Taylor Swift single. However, they may not always know how to reach these goals. Some carry preconceptions from their school or university days, while others have never had formal English tuition or found their previous classes boring. At SpeakSpark, we are intrigued by the diversity of our students, tailoring our teaching approaches to accommodate their various backgrounds, needs, and preferences. Here's how we do it.

You might have come across our 'eclectic' approach in other blog posts. But what does that really mean? Simply put, it's about blending various methods that have proven most engaging and effective across different levels, age groups, and learning styles. For example, some students benefit from games that reinforce vocabulary, grammar, or pronunciation in a fun and engaging way. They thrive in interactive and dynamic environments. Others prefer traditional teaching methods that focus on systematic instruction, such as grammar explanations, vocabulary memorisation, and guided practice activities. They appreciate a step-by-step approach that allows them to track their progress and understand the logic behind language rules and concepts. With one-on-one classes, we have the flexibility to apply a variety of teaching methods to suit each student's unique needs.

The cornerstone of our teaching is Communicative Language Teaching (CLT), a method that puts a strong emphasis on students expressing themselves. Imagine learning a new language like you would learn to swim—by actually getting into the water, rather than watching Michael Phelps demonstrate the technique on YouTube or practicing breaststroke on dry land without wetting your toes. With CLT, students are thrown into real-life language situations where they have to communicate with us, SpeakSpark instructors, in meaningful ways. This could involve discussing their hobbies, describing a memorable trip, or role-playing a job interview scenario. By engaging students this way we create a need for specific language, whether it's vocabulary, grammar, or both.

For example, when I ask a student to help me plan my relocation to Germany, it not only encourages collaboration (who doesn’t like giving advice, right?) but also pushes them to use specific vocabulary related to travel and grammar structures related to getting things done. These communication-oriented tasks are like puzzle pieces that help students naturally pick up language elements while focusing on getting their message across—or, to use the same analogy, completing a jigsaw puzzle. By engaging in authentic conversations and activities, students develop the confidence to use English in real-life contexts, mirroring the way they interact in their native language. This boosts their speaking skills and overall fluency, making the learning experience more engaging and effective.

One criticism I've encountered regarding CLT is that it can prioritise fluency over accuracy and may seem too casual and spontaneous to effectively promote learning. This means that while students are completing tasks, such as enthusiastically drawing up my to-do list before my flight to Berlin, they might not consistently apply language rules, such as the use of 'have' or 'get' followed by the object and past participle, as in 'You need to get your hair cut.' To address this, we pay close attention to errors students make and provide feedback when appropriate. However, we don't see this as a limitation of CLT. Making mistakes is an essential part of learning, and the most important thing is that students feel comfortable using English to communicate. Addressing systematic errors in depth comes lower on our list of priorities.

In my experience, Task-Based Learning (TBL) mitigates the perceived chaos of the communicative approach by providing instructors and students with a clear focus on task completion. This method is widely incorporated in the majority of textbooks. For example, the English File series (our choice for general English students) includes pre-tasks, main tasks, and review activities for each skill in every unit. This structured framework allows language to be introduced in a clear, logical, and systematic fashion. Nevertheless, ESL teachers often share with us their ongoing struggle in either using prefabricated tasks or designing their own to effectively encourage students to use specific target language.

They find that even in well-designed course book tasks, students can find clever ways to avoid using the language as intended. It's definitely a challenge! One approach to address this could be to make tasks more engaging and demonstrate to students how replacing the target language with familiar expressions can lead to confusion in real-life communication. While we empathise with our colleagues, at SpeakSpark, we don't face this challenge as much. In our one-on-one format, we can easily model and enforce the use of the target language. If students suggest I cut my hair, I humorously respond that I lack both the sharp scissors and the eyes at the back of my head necessary for such a task. This often leads them to resort to a more cumbersome phrase like 'get something done,' which they were trying to simplify. For group settings, however, we recommend providing clear guidelines and monitoring student interactions during tasks to ensure that the target language is used appropriately.

Nothing spices up our teaching like Dogme language teaching (DLT). It adds a dynamic twist to learning beyond the usual course materials. Instead of sticking to textbooks at all times, we dive into spontaneous discussions about topics that really get our students all excited, like video games, travel tales, or breaking news. Letting students lead these chats keeps them engaged and eager to share. We also simplify tricky language bits by breaking them down into easy chunks or giving helpful hints to express thoughts clearly. Our aim is to create a lively, authentic, and student-centred learning space where the language is relevant and meaningful to the students. With DLT, we give our students the reins to their learning, using the language that emerges naturally in the classroom.

That said, I have to admit that, although DLT sounds great, if overused, it can leave students, especially at lower levels, without a sense of progress. We primarily use Dogme teaching with two categories of students. The first is those who find traditional instruction too stifling, regardless of their proficiency level. Since it's centred around interaction and communication, without strict adherence to a predetermined curriculum, these students find DLT liberating. The second group is those who have a solid foundation in vocabulary and grammar but struggle with expressing themselves. However, as with everything, moderation is key. Clear goals need to be set and periodically revisited. Students also need to be willing to put in the work at home, as more individual practice of new concepts is required. No matter how confidently our students start to speak, we still have to focus on developing their other skills to help them progress to the next CEFR level.

I'm proud to say that at SpeakSpark, our instructors are well-versed in all three approaches and use them routinely. This flexibility allows us to tailor our teaching methods to meet the unique needs and preferences of each student. Whether you thrive in a structured environment, prefer a more communicative approach, or benefit from the flexibility of Dogme language teaching, we have the expertise to support your learning effectively. So, if you're only thinking about choosing SpeakSpark to get on top of your English or taking your first steps with us and find our English language teaching approach too unorthodox or different from what you're accustomed to, we have a saying: "there's a method to our madness".

As always, feel free to share your thoughts in the comments section. We're eager to hear about what's worked best for you in your teaching or learning!