I am certain that can be arranged!

For Part Three, I’d like to do an update on what has changed in TEFL International and in the TEFL world more generally since your last comment in Interview Part Two on 28 July this year. I haven’t been following all the various stories very closely, so apologies if you have to repeat some things you’ve said many times elsewhere but I guess most people reading are in the same situation as me. I’ll ask for your comments on things I’ve heard, and then give you a chance to mention other things. 

OK

There are some reports of trouble with the immigration police connected to a TEFL International course in China- any information or comments?

I heard it all second hand but this is what I know.  In April 2008 the visa laws in China changed leading up to the Olympics.  Some people got caught in the cracks, the Course Administrator really failed (failed might be too strong of a term as it was a difficult if not impossible situation) and the police closed down the school.

I was unhappy with the way the CA handled things and I relieved him of his duties.  I immediately resolved the situation and we began offering legal courses the following month.

I have publicly posted on several websites about this situation and asked that if anyone feels they were cheated in some way that they should contact me directly or contact the BBB.

Can’t you just contact the course participants directly through their contact details and offer everyone a refund or whatever?

The accusation was not about one specific course.  It was a general accusation about our course in Beijing and even our organization in general.  Therefore we made a general offer to any participants that feel they have been cheated.

Has this made you make changes to how you recruit Course Administrators so that you get someone you don’t have to fire next time?

Unfortunately, no.  The CA was a grad and we thought he was good and professional.  Hiring is not, nor has it ever been, an exact science.

In the comments of Interview Part Two I also gave a link to someone saying that they’d paid for a course under another name in Argentina (“My program (GIC Argentina) sends its TEFL students to the TEFL International classes, but they never told me that or where to go or when”) and then were surprised (but remarkably unperturbed) when they got moved over to a TEFL International course. 

I actually have no idea.  Perhaps a local course that was unable to run with one or two trainees decided to send them over to us?

So you give individual centres a lot of freedom to decide this kind of stuff without contacting TEFL International central?

Not really.  I am a bit baffled about this “complaint”.  I would guess that this person jus became confused after looking at 10 different sites with 10 slightly different claims and became confused.  That happens a lot.

Do you not think most of the genuine complaints there have been come down to this?

No.  There have been a few instances when a trainer just does not do his/her job well or circumstances beyond our control cause a problem.

Do you think that would be acceptable if it happened?

Every case is different.  Whenever we have a complaint we deal with every person differently, depending upon how they want to proceed.

Are there any other genuine and bogus complaints since you last commented here that you’d like to mention or explain how you responded?

The only major event in the last year plus has been July Beijing.  Everything has been rather smooth.  A minor hiccup with British Council but that seems to have been resolved.

Can you/ would you like to give details on the British Council thing?

[No answer given]

I’ve also seen your own comments on Ajarn about court cases you’ve been involved in. Can you give us a brief update here?

Not a lot more has happened since my ajarn.com update.  The court cases are going very well from our side and I believe they will completely vindicate me and all the crazy accusations that were made on TEFLWatch and several other sites that used TW as a source.  It will never make all the attacks worthwhile, but there will at least be some justice.

I can’t find the original thread. Can you summarize it here?

Dumb guy who cheated me is thoroughly exposed in court.  He was one of the main posters on ajarn.com attacking me and now he has been exposed as a liar and a thief.  More charges still pending and more people will go to jail in the end.

This is not a fun situation for me.  Far from it.  But after I was blatantly cheated and then publicly humiliated with lies on TW by these guys, I cannot say I am not looking forward to getting a bit of justice.

In a Stickman interview (http://www.stickmanweekly.com/StickMarkII/BruceVeldhuisenLordOfTEFL.htm) you really lay into the people who post on Ajarn, so why would you start your own thread on it?

I posted it on the 2 main sites frequented by expats in Thailand.  One of those sites is ajarn.com.  TW was always predominantly Thai-based and ajarn.com is certainly one of the best ways to contact the Thailand teaching community.

I also read someone suggesting that Dave Hopkins has moved on from TEFL International. If that is true it must be a blow, as your comments seemed to suggest you relied on him a lot to maintain academic standards since you stopped using IATQUO.

Dave is still very much a full-time employee of TEFL International.  I appreciate his skills, dedication and efforts very much.  But he is going to retire eventually. 

Any idea how the rumour started?

LOL you must be joking.  In the two years under which I have been under attack, the rumours have either been a very serious twist of the truth or simply a complete fabrication.  There are people who will simply MAKE THINGS UP out of thin air.  And some of these people owned and controlled rather prominent websites.  I could give you dozens and dozens of examples.

Well, Dave WILL retire eventually I have no doubt.  Just a guess but I would think Dave has worked longer for me than for any other employer.  He now works PT at Asian University but he has an agreement with me to work at least through June of 2009.

The site ESL Judge, that you supported the setting up of and was supposed to offer a fairer arbitration process than blogs such as this seems to have disappeared. Any idea what happened?

None.  It’s too bad.  A worthwhile site that tried to assist people in resolving disputes.  I am tempted to try to get it reopened.

Sandy MacManus’s most recent blog has also bitten the dust (with the person who was blackmailing him with revealing his true identity trying to make him think the attacks came from you, amongst others). A cause for joy amongst TEFL course providers such as yourself, or do you think TEFL blacklisters do have a role to play?

I think bloggers have to be fair.  Sandy was not.  One prime example was when someone made a comment he interpreted to be a physical threat.  He immediately accused me and spent quite a bit of time calling me every name in the book.  When it turned out to be just an inside joke from his friend, he never retracted a thing he said or bothered to apologize.  People with that mentality, with such an inability to treat people fairly, should not have blogs. 

I see your point of course, but journalists get paid to do lots of research and have legal departments and editors to make sure they remain fair. If you haven’t got some kind of passion driving you such as a chip on your shoulder, why would you bother running such a site for no pay? The way I see it, if Sandy doesn’t do it no one will. (My own motivation for blogging is a vague hope that people will offer me paid ELT writing work, but TEFL blacklisting bores me so I don’t bother even though I think it could be a worthy cause if done properly).

So what you are saying is its ok to do a half-assed job.  It’s only the internet and we do this for free.  Sorry, that just doesn’t cut it.  The reality is that sandy has the potential to be read by millions of people.  If he is not going to do a professional job of it he should keep his opinions to himself.

Alex, remember that when you have a site like sandy’s you are potentially damaging the livelihood of hundreds of people.  He has certainly damaged my reputation.  And with what information?  Absolute lies copied from TW.  Lies easily proven to be lies.  Did he bother to spend 2 minutes emailing me for my side of the story?  Nope.

I believe in Karma.

Thanks Bruce.

Comments and questions from others welcome, but under the usual rules:

- One comment or question per post

- No posting twice in a row without anyone else posting in between

- Keep to the topics in this interview or in previous comments

- Try to be nice

Bruce will, of course, also be told to keep to those rules. I will also be nagging him to actually do something about real contributions from TI to TEFL.net…

Articles

15 ways to start an adult lesson

15 ways to finish a preschool English lesson

15 more ways to boost your teaching confidence (as promised- not often I actually write something I planned to…)

Worksheets and lesson plans

A much expanded Market Leader worksheets and lesson plans page

Business Past Continuous and Personality Accusations game (THE classic Past Continuous game- not my original idea, but don’t know any other online or Business English versions)

Business English Needs Analysis ranking task

Crime Vocabulary storytelling game

Complaints roleplays

Pingu Will for predictions video worksheet 1 (3 more available on the Video Worksheets page, but can’t be bothered giving each link)

Passives guess the country game

Active/ Passive True/ False quiz

Trends and conditionals discussion and grammar presentation

Rules and regulations pictionary (mainly passive forms)

Second conditional chain writing (consequences) game

Passives disasters storytelling

Second conditional supernatural error correction and discussion

Supernatural modals of possibility discussion

Special occasions reported speech cultural differences guessing game and discussion

I’m presently enjoying the feast of jargon that is Conversation: From Description to Pedagogy, a book you can read a surprisingly large amount of by clicking on the top link on this Google search page.

A teacher quoted in The Experience of Language Teaching, pg 237

And here is Rosy Senior herself summing the situation up:

“[Its] low status … coupled with the ease with which people can train as teachers and find jobs, is reflected in the ongoing debate about whether or not English language teaching can be described as a profession. The overwhelming consensus of opinion is that cannot”

(The Experience of Language Teaching pg 237)

back channelling- TEFL euphemism for shirt lifting

boundary marker-use of textbooks to stake out territory on a desk

caretaker talk- “pesky kids”, “ragamuffins”, “no good scoundrels” etc

checking moves- watching someone else dance
 
conversational repairs- the subconscious belief that standing round and talking about fixing something is enough

discourse markers-waving board pens around to emphasize your point

framing move- undermining the students’ faith in the textbook so you can later blame everything on it rather than you

initiation-response-follow-up- The classic method for getting a date with a student

opening move - students who are wondering about the point of the lesson reaching for their textbooks

paralinguistic- speaking like a paratrooper

paralinguistic indicators of involvement- students licking their lips

product-oriented talk- chatting about brands

vernacular grammar- as spoken by your Uncle Vern

Must be reading jargon free TEFL books too often nowadays, so only a few up there. If you are a recent convert, want more and have nothing better to do for 15 to 150 minutes, here is Part 16 and here is the whole archived dictionary so far.

Tie words that go together (such as collocations) to different students’ shoelaces. They then walk around putting their feet next to each other to try to match them up. If they make an incorrect pair, they have to take off their shoes and put them in the “lost soles” pile until (at that point I stopped reading…) Also useable (?) for dependant prepositions, verb patterns etc.

This was by far the nuttiest idea in the book, but certainly not the only one that made me go “What??” On the positive side, there are few ideas in the book that you would have seen anywhere else. On the negative side, there are at times very good reasons why no one had written those ideas down…

“…it is relatively rare for language teachers to negotiate overall learning goals with their classes at the beginning of courses in an open, direct manner. However… it is commonplace for language teachers to adjust their lesson goals in accordance with student needs in a subtle, ongoing way.”

The Experience of Language Teaching pg 164

Thank the Lord (and Lady Rose M Senior of TEFL) for this book, which is turning out to be more readable than the “popular” linguistics book “Lost for Words” by John Humphreys. 

The question that a whole book of TEFL reality checks has posed to me more than any other is, why does the DELTA take none of this reality of what good teachers do into account? Understood with the CELTA as it’s all about basics, but if most experienced teachers don’t stick to lesson plans and rely on instinct, how is one supposed to put that on a Diploma lesson plan?? And looking at it another way, what is the chance of them saying “Yes, your impeccably planned lesson to produce self motivated learners was fine in theory, but if you were a really experienced teacher you just would’ve been slipping that in as the best times came up”?

Students write a dialogue and then read it out starting with the last line, then the second to last line and last line, then the last three lines etc- working their way towards the beginning of the dialogue until the other students in the class guess what the situation of the conversation is, e.g. who the telephone conversation is between or which kind of shop it is taking place in.

 ”Borrowed” from Clockwise Upper Intermediate Teacher’s Resource Pack, where it is explained much more clearly than this. Not much else to recommend that book (although the textbook is okay and the lower level teacher’s resource packs seem better), so keep reading here instead as I rip off every book in my new teacher’s room library and write up all the highlights here.

Actually, usually I think I would prefer the Japanese version where there is a sensible system of rubbish places and days and everyone sticks to it- although possibly without the anal neighbours assuming all deviations from that system are by the local foreigner and so dumping offending trash outside your door. At the moment, though, the almost Mediterranean slapdash Korean style is a refreshing change.  When you read descriptions of Korean etiquette and Confucian values you would think things would be very similar to Japan, but reminding me much more of Turkey at the mo.

-tsu in Japanese is often -r in Korean, especially at the end of a word
chilmun = 質問 - shitsumon = question
yokshiri = 浴室 - yokushitsu = bathroom
susul = 手術 - shujutsu = operation (medical)
chumal = 週末 - shumatsu = weekend

A Japanese –ku has a very quiet vowel sound, and almost sounds like the –k that it is usually written as in Korean
set’akki = 洗濯機 - sentakuki = washing machine
sukpak= 宿泊 - shukuhaku= accommodation
yaksok = 約束- yakusoku = promise/appointment
toch’ak =到着- touchaku = arrival

Korean does not have lengthened vowels (written in Japanese as the vowel repeated, u after an o, or a dash)
kosok bosu = 高速バス - kousoku basu = long distance bus
chusa = 注射 - chuusha = injection
muryo = 無料 - muryou = free (no charge)
magarin = マーガリン - maagarin = margarine (pronounced in Japanese and Korean with a hard g)
chumun = 注文 - chuumon = order (in a restaurant)
chuch’a = 駐車 - chuusha = parking
toch’ak =到着- touchaku = arrival

Korean uses the pronunciation from Chinese for a single word when in Japanese that pronunciation is only used in compounds
hae = 日 - hi = sun (in Japanese, usually 太陽 - “taiyo”)
mal = 馬 - ma = horse (as a separate word rather than as part of a compound, the Japanese usually say “uma”)
yaku = 薬 - yaku = drugs/ medicines (except when used in compounds, Japanese usually pronounce that kanji “kusuri”)
san = 山 - san = mountain (as in Fuji-san, as a single word in Japanese it is pronounced “yama”)

Korean does not have sha, shu and sho sounds (only shi)
suri = 修理 - shuuri = repairs
kasu = 歌手 - kashu = singer
sajin = 写真 - shashin = photo
soryu = 書類 - shorui = documents

An initial h- or f- sound in Japanese is often p- or b- in Korean (even though Korean has initial h words)
ban = 半 - han = half
piso = 秘書 - hisho = secretary
pibu = 皮膚 - hifu = skin
p’yojune = 標準 - hyoujun = standard
pando = 半島 - hantou = peninsular (literally- half island)
podo = 歩道 - hodou = footpath
t’aep’ung = 台風 - taihuu = typhoon

t and d are often switched
toro = 道路 - douro = road
sokto = 速度 - sokudo = speed

b and p are often switched
shinbu = 新婦 - shinpu = bride