The Instructor Text

I provided some basic information about the American Language Course (ALC) instructor text in an earlier post. I had some time to take a couple pictures that illustrate some of what I was writing about.
Some of the pictures are a bit poor, but I hope they are clear enough to give an idea of their contents. I used the instructor text for book eight.  Each book is very similar and with regard to some of the content, is exactly the same.  This instructor-based material is contained in the preface of each book.
At the bottom of this post I will include a picture of an actual lesson page to show the differences.

This is the basic information page for each book.  It provides the basic topics that are covered within each ALC unit (each book in the ALC provides for a complete unit of instruction).  All units in the first 30 books of the ALC are based around this five lesson outline; obviously the material covered varies from book to book.  One can see the intent and scope of each unit.  As an instructor, this page provides enough information to begin preparation for the class.  Each unit is complete "as is", but this information allows one to prepare supplemental material and prompts for discussion.

There is a multitude of instructor information provided by the text.  Above is a sample of this material.  These pages talk about managing the classroom to include how best to arrange the seating for specific exercises. 

The pages in the student text are mirrored in the instructor text to include matching page numbers.  The two photos above show the student text as well providing some explanation of the marginal text which is used to guide the instruction.  These two pages are still part of the preface of the instruct text 

This is typical lesson page shows the marginal material but without the explanatory notes.  Once one becomes familiar with the use of the marginal material it becomes very useful.

I hope this provides a good overview of what I am working with.  I will try to include more pictures in a later post.

My Workplace

        I was able to get a couple pictures of my workplace and wanted to share them.  I am working at the Saudi Arabian Military Language Institute in Riyadh.  Currently there are classes in Hebrew, Farsi, Arabic, French, and English.  The facility is fine overall.  I would compare it to a typical language facility; classrooms, and labs for listening.  The biggest shock was the lack of internet and supporting technology.  I am told the internet is coming soon and I have seen a state of the art lab facility, yet it sits empty waiting to be connected to the web.  I am looking forward to the near future when the lab will be operational.

A weird angle of the front of our school building.  Yes, that is a gun turret to the right of the picture.

The new lab that unfortunately is not fully operational.

A couple pictures of the main lab we currently use.

Finally, our school mosque. 

Testing Saudi Style

       I am going to call this one “Testing Saudi Style”.  Today we were to give a test known as the English Comprehension Level (ECL).  This a standardized assessment to determine the eligibility of Saudi military personnel to attend follow-on training in America.  Where they will go and the type of training determines their necessary ECL score.  In broad strokes, training that requires more communication; medical, flight, liaison, etc. requires a higher score than other types.  The score is simply a raw score of number of correct answers out of 100.  The test has a 66 question listening section and a 34 question reading section.  Obviously, higher scores are better. 

        When we arrived at the testing center we had a list of 35 students to test.  The answer sheets are pre-filled and we are only allowed to bring a few extras to cover for mistakes.  We were greeted with over 60 students.  Immediately fingers began to be pointed, and as one may guess they were pointed at my colleague and me.  We told the first few students who asked, that if they were not on the list we could not test them.  This led to us being asked if we had the correct list or did we make a mistake.  Then someone with slightly higher rank asked the same questions again.  This pattern continued for about another four or five individuals until we came to the highest ranking student, a major.  He finally got the head of the institute involved and as “negotiations” began the language used went from English to Arabic.  Anyone who has taught internationally knows that this is the normal tactic to use when we, the poor American instructors, are to be talked about and/or blamed.  I mean, it is the reality and one learns to just roll with it and wait until they are done. 

        We finally got somewhat organized and into our lab rooms.  However, for the next 10 to 15 minutes there was a steady stream of students entering and feigning ignorance of the fact they were not on the list.  This is why the answer sheets are pre-filled.  We finally began our 0900 exam at around 0929.  And, we are now going to accommodate all of the other students with a specially organized testing session tomorrow.  

        After the test, I was slowly walking around the room collecting answer sheets, when I noticed a group of three students who had moved away from the desks and were openly reviewing their answers together.  I freaked out a bit, but held my composure.  When I asked them about it, they responded that it was normal and that they saw nothing wrong in what they were doing.  

        Welcome to the Kingdom!

The American Language Course

        Before I take off on some long rant about the American Language Course (ALC), I have to honestly say that I have never used this course material before.  I have used many products from the Defense Language Institute (DLI), just not this specific one.  Over the next couple weeks, as I prepare to teach, I will get a chance to go through all the materials and will write a bit more as I become more familiar. 

        I am including a link to a web site/pdf that will explain the ALC in greater detail than I will here.  I hope to sort of talk through some of the specific items that I like or dislike about the material versus writing some exhaustive monologue on the ALC in general. 

http://www.dlielc.edu/prod/Catalog.pdf - The ALC is mainly described in pages 1 -23.  The other part of the site discusses other materials and courses provided by DLI.  Also, one will find a decided emphasis on military vocabulary and familiarization in some of the additional, specific-purpose modules as this course is designed to teach military personnel.  They are primarily supplemental materials, and overall the basic ALC is more generic in its presentation.

        The general structure of the course consists of six levels.  Levels One through Five each have six course books; level Six has four.  The books are designed to correspond to an assessment range which is derived from a student’s placement score.  Fittingly, the assessment tool is the American Language Course Placement Test (ALCPT).  The test scores students in listening and reading skills using a raw score of X correct out of 100 questions.  I will discuss the ALCPT a bit more in another post.  Basically the score is compared to a simple chart which indicates a range for placement into each of the six levels.  For example, a score between 50 and 60 would indicate a student should be placed into Level Three.  The levels are also given titles reflecting their relative degree of skill; Level Three being “Intermediate”.  Obviously there are debates about what the titles mean, but DLI tries to follow the Interagency Language Roundtable (ILR) definitions and level descriptors.  Below is a link to their web site.

http://govtilr.org/

        Again, this is a government entity and one may or may not agree with their products

Regardless, each level of the ALC is backed up with materials in abundance.  The books in Levels One to Five introduce four new lessons each and have numerous activities, a review lesson and even pre-made flash cards in Levels One and Two.  The instructor materials include ideas for class management, recommendations for teaching practices, and tips and strategies to aid in your instruction.  Level Six becomes more thematic and the books in this level have eight new lessons instead of the four.  There are also two review lessons in each text at this level.  The instructor text becomes more comprehensive as well and includes areas discussing assessment specific to the lessons.  All the levels are supported by audio materials which serve to amplify and reinforce the classroom instruction.  Of course, there are homework activities and several quizzes throughout to aid in ongoing formal or informal assessment as students progress through the course. 

        I encourage everyone to take a look at the DLI catalog web site/pdf for more information.  In the meantime, I will delve a bit more into the specific texts and report back.

White and Black Time

        I introduced these terms to my EDU students this past week and they were a little perplexed. Obviously, some had not completed their reading assignment.  I just wanted to make a few remarks regarding these terms and their application in education.

        The terms come from the study of "chronemics" which was first introduced in the late 1970s by Thomas Bruneau of Radford University.  Essentially it is the study of human tempo, or in very simple terms how we schedule "time" in our lives.  From a more educational point of view the concept as researched by Edward Hall applies to culture and issues teaching ELL and CLD students.  Most traditional US schools fall into the white time (monochronic) category.  This speaks to the linear and scheduled nature of our school systems.  US schools are run on a clock with distinct periods of time allotted for each phase of study.  There is even more at play than simple scheduling though.  We arrange our curriculum in a very linear manner and many school buildings and classrooms are designed and arranged in monochonic patterns.  One "expert", the teacher is there to present knowledge in a preordained manner; their is little group participation.

        When dealing with ELL and CLD students, teachers, myself included, are forced to understand that their lives, culture, learning style, etc., may be more in tune with black time (polychronic).  This puts them in opposition to all your hard work and lesson planning in the realm of monochronic time. My issues with the apparent laxness of my new students, mentioned in my last blog, is an example of this. These students do value education and are desirous of learning, but they just don't always place the structural emphasis on their schooling as one would want coming from a monochronic background.  Try going to your department chair and telling them you are essentially going to just "wing it" with regard to a syllabus and that maybe your class will end after 20 minutes or it might carry past your allotted 50 minutes.  Who cares if you cause the class following yours to not have a room to meet in as you are still using the room.  One can begin to see the issues that might ensue. And, this is only touching the issues with a schedule.  How does one turn in grades by a due date if the students are not finished with their assignments.

        I like to think that perhaps there is a middle ground ... maybe call it "grey time".  Obviously some compromises have to be made, but the structure has to remain in place due to the bureaucracy of the college campus.  However, maybe a teacher can work a little of the dark into the syllabus and class management style they employ.

Up and Running ... Grammar Class

I got asked to teach a grammar class this semester. I will be the first to admit that grammar is not my strongest skill.  I do well when I look at text written by others, but not so much with my own.  And, if asked to come up with the official term for some grammar points I will probably have to think a bit before giving the answer.  I may know the concept but not the term.  Of course, I am teaching from a syllabus with an associated text and all of the official bits are in the lessons.  Overall I think I will be fine.  I have taught grammar before and I am confident the students will be enriched.

I always learn new things when I meet my ELL students for the first time in a class.  They all have such unique stories. I am sure they think my life is fascinating as well ... err, I hope they do at least. I think the newness or strangeness is what provides the stimulation and interest.  I have seven students from six different countries.  I am looking forward to the semester and learning from them as much as I hope they learn from me.

I do have a few issues with my ELL students that always seem to appear with the new semester as well.  The main issue seems to be the notion of time as fluid.  I always have to take time to really hammer home the point that due dates for assignments are not fluid.  And, it always takes a couple classes before they realize that there is a definite beginning and ending time to the class.  I get the feeling that many ELL students, new to the US, have had to "hustle", so to speak, to get by and that this concept carries over naturally in all aspect of their lives, including school.  Also, it always takes a few class period to work out the tech piece of any class.  Many immigrant/refugee/migrant students may not have had the access to tech that their peers in a college class have had, so it takes some practice before they are comfortable with online school software.

I think as a new instructor, one really has to sort of plan to cover all bases and hope for the best.  I know that even after many years teaching there is always some new issue to overcome, regardless of the students' backgrounds.  Any colleague that I speak with always gets my warning to be prepared to be shocked and amazed by their wonderful ELL students.

Sorry again for the tech issues with my blog and our web page.  Everything seems to be working now.  I hope that you, my few loyal readers, will still visit and read what I write so poorly at times.