One of the most frequent questions I hear is ‘ok so maybe these things you write about don’t work how about telling us what does work’? This question bothers me.
That said, It’s not totally unreasonable, since the blog is called, ‘evidence based EFL’ to wonder what exactly is effective. for example, the always engaging ‘teacher James (James Taylor) recently noted that even though he like me, is a sceptic, he’s not entirely sure how he can make his teaching more evidence-based. He notes:
With all the will in the world, I can’t do the research myself. I would definitely encourage teachers to do their own experimental practice and investigate a particular area of their teaching, but we can’t investigate everything we do. If we want to access the research of MA students who are looking into all these areas, where do we go? Most research never sees the light of day after graduation, and if it does it’s published behind paywalls and in subscription only journals, which we can’t access and even if we could, would we have time to read them?
Therefore, because I completely understand people’s desire to know ‘what works’ and also because I don’t want to spend the rest of my life reading and writing about things like BrainGym and NLP (because as I’ve said before, anything I say or write will have little effect on their popularity) I’ve decided to try something new.
After wading through various books and journals trying to find things that ‘work’, I have to say two things in relation to this. Firstly, being a young field, and one with very low entry requirements, there’s often very little solid evidence for anything. As Swan notes:
We actually know hardly anything about how languages are learnt, and as a result we are driven to rely, in our teaching, on a pre-scientific mixture of speculation, common sense, and the insights derived from experience. Like eighteenth-century doctors, we work largely by hunch, concealing our ignorance under a screen of pseudo-science and jargon.
And secondly, I have to say, SLA experts boy, you don’t make it easy for teachers! I’m a supporter of research. I’m on your side! But ploughing through some of the awful turgid prose that can pass for academic writing left me a tad depressed at times. If you actually want teachers to read this stuff, make it a bit more teacher friendly. Failing to do that means the space is being filled by opinion and at times, nonsense.
This is not a job I can do by myself. As I said here, I’m looking for anyone who is an expert or at least more knowledge than most in a certain area (maybe you wrote your MA dissertation about a certain subject) to do a guest post. I’ve been lucky enough to host the wonderful Philip Kerr and will soon hopefully have another great post to share.
On a final note, James Taylor above encourages teachers to do research and about a year ago I wrote “ask to see the evidence and if there isn’t any, why not try to make some?”. I realise how daunting that may sound. but there is good news on that front too. Another James, (Pengelley this time) together with Rachael have been working on a project called ‘The Scarlet Onion’ which aims to:
…inspire and encourage teachers to be critical practitioners. To offer a platform for those who would like to know more, do more, discover more about what they do and why they do it. We want to provide a clear model of professionalism in EFL and instil the desire and ability in others to think critically, creatively, and challenge the ideas and assumptions they come across every day in their own work.