By Mayra Yaranga
A widespread practice among teachers of English is to spend their
working hours dealing with learners of
different ages: teaching
kindergarten and primary school,
or teaching secondary school and adult learners, etc. Unfortunately,
this practice has a detrimental impact on the quality of teaching and teachers.
In our country, teaching at an elementary or secondary school generally
does not have the level or recognition it deserves financially or professionally,
especially when it comes to the former or kindergarten. In the particular case
of English teachers, they are often sent to teach different levels according to their proficiency in the language,
leaving those with a lower level in charge of younger groups. They may also be
told to cover all levels of pre-college education regardless of what they were
originally trained for. What is more, many teachers feel forced to supplement
their income by teaching elsewhere, moving “where the money is,” which
generally means teaching adults, businessmen, university students, or training learners
for international examinations in the evenings, Saturdays and perhaps even
Sundays.
Working all day, every day, leaves many teachers devoid of energy and
enthusiasm for their work. They may end up becoming jacks-of-all-trades in
order to make a living. In addition, those who devote time to educating people
at the most sensitive stage of life feel compelled to seek “status” by teaching
more “profitable” classes. This leaves little room for improvement, as
everything in their professional lives becomes doing and not finding ways to
enhance their teaching, to ensure that those human beings in front of them are
being given the best education possible.
This situation may seem inescapable, a routine in which teachers remain
stuck without a way out. However, I believe that language teaching is currently experiencing what has affected many
other professions: specialisation.
Nowadays, teachers need to find a particular area of their interest and devote
all their attention to it, instead of trying to cover every type of teaching at
the same time. Those who are more interested in very young learners, for example, should start by becoming highly
qualified in teaching this age group and begin, through work experience, to
develop expertise in this specialised field. If finances are a concern, this
should be seen as an investment rather than as an expense. An entrepreneurial
attitude will not only fulfil professional ambitions but also has the potential
to make a difference to Language
Education.
What do YOU think?
Can specialisation have a positive impact
on teachers and teaching? Are there any drawbacks?
Biodata
Mayra Yaranga (1985) has
completed Doctorate studies in Education at UNIFÉ;Master’s Degree in Media,
Culture and Identity from Roehampton University (London) revalidated by
PUCP, a Bachelor’s Degree in Education - UPCH and the Professional Title of
Licenciada - IPNM. Currently she works as IELTS trainer, Cambridge Oral
Examiner and Member of the Research Area for Universidad del Pacifico
Language Centre. She is also ESP coordinator and Pre-University Centre Director
at UNIFÉ.
