TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
Review of the Conference
The 1st conference on TEFL was definitely a stimulating and motivating event. It was
well worth my time and energy as it provided me with the opportunity of meeting other
EFL teachers and educational thinkers and getting to know their practices, methodology
and, above all, their insights to the great challenges we have to face today.
The programme tackled different aspects of our profession and many of the topics dealt
with in the sessions were applicable to the large community of EFL teachers in
Portugal. Indeed, it soon became apparent during the conference that the participants
voiced common concerns over the new educational needs, regardless of the levels and
age ranges with which they worked. This may be due, in part, to the dramatic changes in
the policies that have been forced upon schools in Portugal. However, this shared
apprehension is, without doubt, interrelated to the volatile nature of 21st century society,
which cannot be undervalued by those involved in contemporary education. We live in a
globalised economy, where technology permeates the lives of learners and, therefore,
teachers must be willing to keep with the times. More than ever, change is part and
parcel of our profession. This understanding of the new aims, values and purposes of
teaching and learning is vital to provide our pupils with meaningful, practical and
inspiring courses.
In this sense, the conference sessions as a whole resulted in a balanced programme that
gave the participants not only the chance to gain knowledge of the research that is being
carried out by academics and educational thinkers in Portugal and abroad, but also to
learn about projects that are being developed in different schools in continental Portugal
and Madeira. The twofold character of the conference – that is, the intertwining of
theory and practice – encouraged the participants to reflect on current educational issues
and to be willing to try out new strategies and ideas within their own teaching contexts.
Needless to say, this was crucial for the success of the event, and should make the
conference organizing team proud of their accomplishment.
Among the various themes examined and discussed throughout the two (busy) days of
the conference, a few great forces related to the teaching of English as a foreign
language seemed to seep into each and every session that was held: the need to grasp the
overwhelming power of the English language worldwide as well as our responsibility as
EFL teachers to foster positive intercultural relations and encourage democratic
citizenship; the necessity to acknowledge the impact of ICT and to blend more
Sofia Lopes Moreira
1
TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
traditional methods with innovative tools to enhance learning; and the call for
personalization, communicative approaches and real interaction in the classroom.
As regards the supremacy of the English language in the world, the debate promoted in
a couple of remarkable sessions over the use of the concept lingua franca was
intellectually provocative and very useful for EFL teachers. This term appears
frequently in Portuguese textbooks in association with the widespread notion that
English is the true universal language as it is a link language in the real sense of the
term. Yet, one has to be careful with the implications of the generalized usage of this
term, given that the English language, like any other language (except for Esperanto), is
not a neutral, “decontaminated tool” (Manuela Guilherme).
In this context, I also appreciated the fact that many speakers focused on the issues of
plurilingualism, interculturality and cosmopolitan citizenship, and dealt with interesting
new concepts and ideas, like “glocalization” and “intercultural responsibility” (Manuela
Guillerme), “intercultural literacy” (Ana Matos) and “the intercultural dimension in
language teaching” (João Vieira), “language culture” and “overlapping communities of
fate” (Sofia Araújo). As was shown by the speakers, further research on the role of
language education in consolidating “intercultural responsibility” is of critical
importance.
As for the advances of ICT and its impact on the teaching of English, this conference
was an occasion for many EFL teachers in Portugal to show that a lot is already being
done to exploit the potentials of technology for the sake of improving multiple skills
and competences. Despite the fact that many teachers are still wary of the use of
technological devices in class, we face a future dominated by computer technology. So
it was gratifying to hear many speakers and participants share the message that blending
the old and the new is the key to success, and that we can take baby steps before giant
strides.
Last but not least, I would like to call attention to the final message that emerged in the
conference: educators in Portugal, and in other countries, need to embark on a renewed
quest to value the role of schooling and education in young people’s lives. This quest
entails urgent demands and poses enormous challenges, but should not weaken our
resolve or debilitate us. Instead, it must push us forward and make us better prepared to
meet our pupils’ expectations and to adapt to the changes in society.
For many of the participants who care about their professional development and the
Portuguese educational system, the conference became an important stage in this quest,
as a teacher affirmed at the closing ceremonies that she was proud to be a teacher and
was happy to have taken part in this event.
Sofia Lopes Moreira
2
TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
Review of Sessions
“Intercultural English: Competence for Citizenship”
Sofia Isabel Pereira Araújo and Gillian Grace Owen Moreira
Having been a teacher at a secondary school for several years, I was pleased about the
recent change in the English syllabus, which places much greater emphasis on the issues
of identity, cultural diversity, inclusion and global interdependence. In the 10th form,
almost all textbooks begin with a block dedicated to the topics of English as a global
language and the importance of learning foreign languages. This initial module allows
pupils to not only reflect on the use of English as a tool for promoting understanding
between people from different regions, but also to begin to think of themselves as
citizens of the world. Thus, it gives them the chance to open their minds to otherness
and, ultimately, celebrate linguistic and cultural diversity. Furthermore, this is an
opportunity to let students realise that, though in favour of the learning of English, this
should never be done to the detriment of other languages both major languages and
minority languages.
Throughout the 10th and 11th forms, other major global issues are dealt with, such as the
world of technology, the power of media, youth problems, volunteering, the
environment, consumerism, etc. Finally, in the 11th form, the debate on multiculturalism
is reinforced in a block entitled “The Multicultural Society”. As Sofia Araújo
underlined in the conference, “the intercultural encounter is an inevitable part of the
Global Village, and therefore our duty as educators is to strive towards developing a
suitable pedagogy for this experience”. So, the introduction of these issues in the
English syllabus at the secondary level is certainly good news.
Based on her recent research, however, Sofia Araújo claims that textbooks aimed at
secondary levels (10th, 11th and 12th forms) still overemphasise Western culture and give
a biased, stereotyped image of other cultural identities and ways of life. According to
this study, the most popular English textbook in Portuguese schools shows mostly
images of Western culture. I found this so disconcerting that, once I arrived home after
the conference, I skimmed a few textbooks only to find that their pages were full of
Western icons, such as American and European pop-stars, brands and movies. There is a
real danger that these textbooks will help shape students’ perceptions of the world in a
misguided, prejudiced way, leading to the perpetuation of new forms of neoconialism.
Sofia Lopes Moreira
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TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
This conclusion is even more worrying when we take into account João Carlos Amorim
Vieira’s study, presented in the session “The Intercultural Dimension and the Teaching
of English in Portugal”. According to his research, in the 2nd and 3rd Cycles Syllabi,
there is still “(too much) emphasis given to the UK and the USA cultures” and “the
student is expected to develop ‘positive attitudes’ toards the target language although it
is not mentioned what is understood by ‘positive attitudes’”. João Vieira also concluded
“that cultural topics are not dealt with from an intercultural perspective”. All in all,
Vieira states that “a lot is still to be done until we can talk about an intercultural
approach for the 2nd and 3rd cycles in Portugal”.
Hence, it seems that educators in Portugal, in particular EFL teachers, must take it upon
themselves to deconstruct this culturally barren discourse, by promoting an
understanding of diversity and equality and exploiting with their students the complex
and diverse interconnections operating in today’s world. Considering that textbooks in
Portugal are inadequate in ensuring the validation of the principles of democracy,
respect for human rights, multiplicity and equality, we – both teachers and students need to look far out and take the classroom outside. We must try to create an
environment where creative and thinking skills are developed, and where the leading
forces of tolerance, empathy and interculturality are cherished. In so doing, we may
uncover and explode the discourse delivered in textbooks and break free from a
hegemonic view of the world.
This is not a daunting task. It only takes a little imagination and determination. We can
bring to the class a wide variety of experiences that reflect our encounters with
otherness and tell each other personal stories about “feeling like a fish out of water”; we
can take advantage of the compulsory Extensive Reading activities to read and interpret
literary texts from English-speaking countries other than the USA and the UK (among
other texts, the Brit-lit kits can be a valuable aid); we may resort to the net to research
on different ethnic groups or to promote encounters with people from foreign countries,
etc.. In due course, we will tackle the European, international and global dimensions of
citizenship and help our students to become responsible, active, informed persons who
may, in their future lives, play an effective role in society at local, national and
international levels. Hopefully, by fostering the development of the Self, this will also
help address the disengagement and apathy that some young people feel in today’s
classrooms.
In conclusion, by assuming the importance of schools “as settings for socialization and
development of future citizens” and by adopting an intercultural approach, teachers may
become facilitators in the fundamental task of turning our “citizens-in-waiting” (Sofia
Araújo) into “cosmopolitan citizens”.
Sofia Lopes Moreira
4
TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
“Literary Literacy: Why read literary texts in the English
Language classes?”
Rita Baleiro
In her session, Rita Baleiro noted the importance of reading literary texts in English
language classes both as a means of improving learners’ linguistic and interpretive skills
and as a way of having access to a vast and diverse range of human experience and
reflection. In this manner, the use of literature may ease the process of becoming more
receptive to different cultures and also helps students to express themselves creatively
and imaginatively. Yet, despite being a rewarding, motivating activity, recent surveys
show that most Portuguese University students of Literature do not read fiction on a
regular basis. Clearly, this finding is disturbing. In view of this, Baleiro defends that
EFL teachers in Portugal should undertake the initiative of finding new ways to
motivate young people to read. In her view, hyperfiction may be an attractive alternative
way to read literary works.
Before this session, I had no idea of what this genre of writing could offer in terms of
enhancing the learning process and improving the students’ literary literacy skills. So I
took the challenge of connecting to the net and venturing into this “new brave literacy”.
By experiencing hyperfiction first-hand, I was hoping to enjoy reading literature on-line
and, with luck, draw my own conclusions about this approach to literacy as a potential
pedagogical tool. This resolve to experiment reading anew reminded me of the
metaphor of “the reader as traveller” who takes a journey into the unknown, used by
Ana Matos, in the session “Modes of Reading texts in a Foreign Language and
interculturality”. In this case, I was taking a virtual journey whose results were totally
unpredictable…
Having surfed the net and wread some of the hyperfictions suggested by Baleiro, I went
on to try other hypertexts and interactive fiction. My first impressions were not very
positive as I found out that some of the hyperfictions recommended in Baleiro’s handout offered a flavour of the past, instead of a taste of the future. Indeed, the hypertexts
available in New River – Journal of Digital Writing and Art and in Eastgate Reading
Room and even the works by Michael Joyce, Stuart Moulthrop and Shelley Jackson
have become somewhat outdated. These text-based hyperfictions represent the dawn of
this literary genre that had a big boost in th 1990s. Now these hyperfiction are visually
Sofia Lopes Moreira
5
TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
unexciting, frustrating and tiresome to read. Mostly, they present very long chunks of
text in small font-size that I found vague and empty.
However, as I accessed more recent websites that produce challenging hybrid fiction
projects I actually became aware that these captivating “productions” may bring
exciting new directions for literature and, consequently, the teaching of literature and
language. In Dreaming Methods, for instance, the wreader is offered “challenging
hybrid fiction projects that push the boundaries of digital writing” that “are inspired by
music, film and web design as much as literature, and an attempt to take strands of each
and weave then into something entirely new.”
The new creative websites that produce digital fiction continue to retain the written
word but, in most cases, visual text seems to be used more sparingly than in the
previous hyperfictions. Nonetheless, these interactive experiences seem more effective
and exciting. As interactivity increases and the language gains meaning in connection
with sound, movement, image, film and web design, the wreader is more involved in
the multimedia story and, actually, becomes part of the narrative, creating his/her own
story/stories.
Bearing in mind that different text types should become available in English classes for
students to read and interpret, the use of hyperfiction in the classroom seems to make
perfect sense. So long as schools have computer facilities, teachers should try to
implement strategies to let the students deal with hyperfiction. For example, after asking
learners to navigate a certain amount of hypertexts, the teacher may start an informal
discussion on the difficulties and rewarding aspects experienced by the students. This
discussion can be followed by an attempt to make distinctions between traditional print
narratives and this new art of narrative. These simple tasks may lead students to reexamine their notions and understandings of what a text is. Ultimately, they will
motivate students to read more… on-line or on paper.
Sofia Lopes Moreira
6
TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
“Realbooks for context, consolidation and fun”
Simon Cantle
As part of the effort to make young people read more, one crucial notion is that reading
should start at an early age. No culture can foster a “reading culture” unless that initial
effort is made at home and in schools. Simon Cantle’s session showed how that effort
can be turned into a genuine pleasure for the teacher and the students alike in EFL
classes. Though I have no experience at teaching English to children, I am a mother of
two young boys, and so I truly appreciated Simon Cantle’s golden rules in how to
approach language learning when dealing with primary school pupils. His use of
realbooks to teach basic vocabulary by means of repeatedly reading the same story
aloud reminded me of storytelling by parents of children who are acquiring their native
language. This simple fact may turn the use of this inexpensive tool into a very valuable
treasure for teachers, as it creates a cosy atmosphere where the teacher becomes a
familiar, friendly figure.
As these books are shown to children and they have the chance to touch them,
storytelling also has the advantage of combining listening with the interpretation of
images. According to Cantle, this attribute should not be underestimated as research
shows that, from an early age, “visual literacy” is more equal among learners of
different academic ability. Additionally, when reading a story aloud, the teacher uses
body language and establishes eye-contact with his/her audience, which may, in turn,
facilitate classroom management and the establishment of rapport.
As for the acquisition of the English language, storytelling has many linguistic benefits,
as new lexis is contextualized and children learn grammar, collocations and idiomatic
language by means of authentic and culturally valued material. Cantle underlined the
notion that repetition is useful, no matter how much time is consumed in classes, since it
will help build up confidence, increase memory and improve fluency. Finally, reading
realbooks aloud and realizing that pupils learn chunks of the stories – if not the entire
story - by heart is rewarding and fun for all.
Undoubtedly, reading pupils stories is the first step to motivate them to read and write
stories of their own later in the future.
Sofia Lopes Moreira
7
TEFL: theory, practice and methodology
1st International Conference on Teaching English as a
Foreign Language
FCSH-UNL, Lisbon 2008
Sofia Lopes Moreira – sofiamoreira@yahoo.com
EFL teacher in Escola EB 2/3 Ciclos de Grão Vasco – Viseu
Address:
Urbanização das Mélias, lote 33
Santa Joana 3810-164 Aveiro
Portugal
Sofia Lopes Moreira
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