“It has been said that democracy is the worst form of government except all the others that have been tried.”
Scott Thornbury usually comes off quite well on EBEFL. He writes (somewhat) criticially about things like learning styles, reading skills and NLP. However there is one quote of his which bothers me. When writing about the image problem TEFL suffers from in “the unbearable lightness of EFL” he divides the world into the bare foot, ‘sandals and candles’ type of EFLer and the more academic type. He rejects both and offers us a “third way”.
When Clemente wrote to ELTJ to criticise his article he shot back with another article in which he wrote, “the fact is that ELT is at risk of being hi-jacked by men in white coats”. But who just who are these ‘men in white coats’?
Thornbury is propagating the “mad scientist” myth common to much pseudo-science writing. Rather than a person we have a uniformed symbol of something sinister. Shadowy, sinister ‘experts’ are putting mind control drugs in vaccines. Fluoride will give you cancer (if you believe this kind of thing, this is probably the wrong blog for you.) but Thornbury doesn’t ever explain why EFL researchers would necessarily be male, nor why applied linguists would need white coats.
Historically and unfortunately there has always been an odd artificial divide between the TEFL world and the applied linguistics world. There is a notion that researchers are off writing books and know nothing about the hard-realities of classroom life, the ‘chalk-face’, of ELT when they come out with their high-faulting theories on language acquisition. This couldn’t be further from the truth.
the vast majority of lecturers and researchers started life as teachers and most continue to teach. My dissertation tutor Julie Norton worked in France teaching business English and Japan. another of my tutors, Glenn Fulcher, taught in Greece for years. Sure these people went on to publish and become lecturers but PHDs don’t cause amnesia, -do they?
|who are the white coat brigade?
but there is, it seems, not only antipathy towards researchers but also at times an antipathy towards research. A large number of teachers not only seem to distrust research, but consider personal experience to be far superior. Now, in the absence of evidence then experience is perhaps our only guide, but is it right to spurn research in favour of experience?
Evidence comes in varying degrees of reliability and so it needs to be looked at carefully. a study of 5 students over 1 week is going to yield less useful results than a study of 400 students over years. However if we think “the only thing that matters is experience” then we find ourselves with a number of problems.
If you accept this argument then you basically give up the right to discuss anything. Or rather, discussing anything becomes pointless because the teacher with the most experience will de facto be the ‘rightest’, regardless of his/her opinion. If another person’s equally long experience differs to yours then who is right? . This isn’t education, or critical thinking, it’s just demanding acquiescence. The “I have more experience than you” card, is basically a variant of the argument from authority. As such, all teachers would have to demur to older, more experienced teachers, regardless of how crap they might be. It is not an unfair position, in my opinion, that if someone has been teaching crap lessons for 30 years, this should count against, rather than in favour of them. Of course, we wouldn’t know the lessons were crap because the experienced teacher would say that “in their experience” the lessons were great, and that would be the end of that.
Experience absolutely should not be discounted and it is often a vital tool in checking the validity of an idea. For example, I learnt a foreign language pretty fluently, as an adult, without ever knowing what kind of learning style I had, and this experience made me sceptical of the claims being made about learning styles (though it doesn’t mean I was right, mind!) But this idea that experience is a reliable measure of something is a deeply flawed concept that can easily be shown to be wrong. At this moment in time we know there are teachers, good teachers, all over the world teaching using different and contradictory methods who are convinced, by what they see every day, that their chosen method really is working. Their ‘experience’ is telling them that their method is effective. Often though, these approaches contradict each other, textbook -no textbook, grammar -no grammar, correction, -no correction, simply put they can’t all be right.
At this point we may be tempted to turn to relativistic platitudes. We often hear that “it all depends on context” and to an extent that’s true. Things we do in a kid’s classroom will differ to an EAP setting. But this also opens us up to an uncritical free-for-all and we shouldn’t lose sight of the fact that all of our students are humans, using the same biological material (their ears, their eyes, their brains) to try to learn. Some things will work everywhere and others will work nowhere. Research can show us this and call me an old cynic but when I get sick and am admitted to hospital, I’ll take ‘tried and tested’ medicine from men (or women) in white coats, than something the local witch doctor knows, from his long-experience, is super effective.
Tim Harford, writing about Ben Goldacre’s recent push for evidence-based teaching, notes:
“Trust me, I’m a doctor” was never an excuse for not collecting evidence. And “trust me, I’m a teacher” is not an excuse today. But being a teacher is a superb vantage point for building an evidence-based education system. It is an opportunity that teachers need to seize
I would hate to think the antipathy towards research and the caricaturing of researchers is an attempt to retain authoritative power. Evidence, like democracy, might not be a panacea but it’s better than the other options.