49th Annual IATEFL Conference and Exhibition Interview: Philip Kerr talks to Nik Peachey

http://iatefl.britishcouncil.org/2015/interview/interview-philip-kerr



Philip Kerr is no stranger to the Greek ELT public, as he was invited to a TESOL Macedonia-Thrace Conference in the early 90s, if memory serves, which is admittedly a long time ago. In his interview to Nik Peachey, Mr. Kerr referred to his new book entitled ‘’Translation and own language activities’’ on which his talk was based.

‘’Own language activities’’  
The writer pointed out that the book had to bear this title because without the word ‘’translation’’ few people would understand what the book was about. He went on to add that it is necessary to sort out the terms we use when we talk about the use of translation and L1 in the classroom. Nik Peachey was quick to ask Mr. Kerr whether this whole idea is a forbidden fruit, if it borders on grammar-translation and whether it allows learners to be immersed in the L2. Mr. Kerr replied that the techniques and generic activities he suggests in his book do not resemble the use of translation as we might have it in our minds from times past. The idea is how the learners’ L1 can be used in the context of the classroom in a strategic and beneficial way. The writer went on to add that he himself shared the same training context with Nik Peachey and he had been trained with the default perception of ‘’English only’’. At the same time, if we want to be realistic, we have to admit that normal teachers in normal everyday classroom use the learners’ language, albeit with some guilt. The discussion moved on to digital tools which support and enhance learning and Philip Kerr mentioned that most of these tools are bilingual, which makes the use of L1, or at least the use of a shared language other than English, normal and acceptable again.  

 ‘’Own language moments’’
Philip Kerr was then asked about how teachers can exploit that in class and he mentioned an activity which I personally found very interesting and plan to use in class shortly. He called it ‘’Own-language moments’’ in which the learners are given time to brainstorm in their own language for about 30 seconds, before the class reverts back to the target language. The rationale behind this technique is that learners tend to produce more ideas if they brainstorm in their own language. Personally, I feel this idea will encourage weaker learners to become more active. Learners will also gain a lot while ‘’mediating’’ to transfer their ideas from L1 to L2. 

‘’Does the teacher have to be bilingual?’’
Nik Peachey asked whether in that kind of teaching setting, the teacher will have to be bilingual. Mr. Kerr mentioned that research which has been carried out into the attitudes of the learners, reveals that they do prefer bilingual, rather than native-speaker teachers, because they feel they can get more support. Still, even if the teacher cannot speak or understand the learners’ language that does not mean that the learners can’t use it. Philip Kerr referred to a research which revealed that 90-95% of teachers teach in countries whose native languages they speak. Despite that, the speaker and writer pointed out, that 5% of UK- based teachers who teach in an international setting but are themselves monolingual dominate the scene. Mr. Kerr pointed out that a number of things can go wrong when the teacher does not understand the language of the learners some of which are related with cultural sensitivity. Still, Mr. Kerr urged teachers not to start by thinking negatively. Using a shared language with the learners or allowing them to have ‘’own language moments’’ within the English-speaking environment of the classroom has many uses (e.g. dictionary training during which learners can use a bilingual dictionary with which they are comfortable) and many practical gains. 

Personal comment
What I got out of this interview is a sense that nothing is permanent in any methodological or theoretical framework. I agree with Philip Kerr when he says that in real classrooms teachers use the L1 and I do feel that the sacred cow should be the use of L1 or L2 but whether or not either of them is used strategically, beneficially for the learners and to what extent.


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