Tempted to Use Translation When Teaching a Foreign Language? Two Reasons Why it Can be Effective

By Mayra Yaranga Hernández

When we think of a traditional foreign language lesson, we immediately picture a class with well-behaved students aligned in neat rows, dusty books, a green board, white chalk and a method which nobody would dare to contradict: translation. We might think that, after the arrival of Communicative Language Teaching translation would be gone for good, wouldn’t it? Actually, things are very different and I would like to argue for its use in the language classroom.

Different approaches and methods have told teachers to prevent their students from using the L1, since this may have seriously detrimental effects on their learning process. However, using the L1 and translating are not problems in themselves, but regarding how they are used to aid learning. After all, we all translate, even if only at the beginning of our language learning process!

          

In order to make the most of translation, we should not think of it as a method like the much-maligned Grammar Translation. Instead, we should try to think of activities in which translation and interlinguistic awareness could be challenging for our learners. Using translation wisely can help students in two ways:

1. Language Awareness:

Thanks to a comparison between lexical chunks, learners can become aware of many interesting peculiarities of L1 and L2. For example, the differences between collocations in the two languages (e.g. “depende de” versus “depend on”), false friends (e.g. “actual”) or even the shocking lack of equivalence in idiomatic expressions and popular sayings (e.g. how would you say “ir de Guatemala a Guatepeor” in English?). Although knowledge of these features does not in itself guarantee lexical mastery, at least it prevents some recurrent interference-based mistakes and creates a habit of L2 fact-checking, especially now that most students seem to be so keen on Google Translate instead of a good online dictionary.

2. Cultural Awareness:

Two different language systems operate in different ways in their respective contexts. There are assumptions, beliefs, and ways of seeing the world which are not necessarily apparent when we expose students to L2 content. Translation can help students realise that, in the real world, what they consider “normal” in L1 simply does not apply in L2. Think, for instance, of students asking you how to say “de nada” in English as a response to “thank you”. Would you simply throw out “you’re welcome” or the old-fashioned “don’t mention it?” Or would you think twice about when this kind of phrase is used and when not (most of the time)?

If we want to incorporate translation into our teaching, we should consider how our learners will benefit from it. If they require systems work, then translating or comparing L1 and L2 could be beneficial if we detect areas needing special contrastive attention. If they require work on skills, translation can help them go beyond their current capabilities by providing them with language they can use in communicative settings (for example, when preparing questions for an interview). If they require more challenging practice, we can set up lively activities requiring students to identify, produce or give feedback on translations of language chunks in context. For further suggestions, I would recommend the eyebrow-raising work by Guy Cook, “Translation in Language Teaching”.

In conclusion, translation is definitely here to stay. Certainly, teachers can rest assured they do not need to revert to Grammar Translation. Instead, they should not be afraid of using some activities requiring L1 and L2 working together, and perhaps they will discover how useful it can be.

NOW IT'S YOUR TURN

Have you ever used translation in class? If not, What prevents you from using it?

Biodata

Mayra Yaranga (1985) Doctor in Education (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 is Cambridge Oral Examiner and Member of the Research Team for Universidad del Pacífico Language Centre. She is also an Associate Professor and Pre-University Centre Director at UNIFÉ.


*Los mensajes y/o comentarios de publicidad u otra índole, no relacionados con el artículo, serán eliminados y reportados como SPAM* 

Word Lists: do They Help Learners be Fluent in a Language?

By Mayra Yaranga Hernández

We will probably remember our early English lessons. Especially at the beginning, one part of the lesson was when the teacher would pick up flashcards or write words on the board, drill them and then provide/elicit a translation for them. This would go on for a few words, and the lesson’s lexical content had been covered. Eventually, we would get tested on either the words themselves or their translations –if we remembered them, we were safe. When we are young language learners, this usually works, basically because traditional teaching focuses on words and, at best, sentences. Also, because the words being learnt belong to the ‘here and now’, as abstract processing is still not a part of pupils’ development. And finally, because these words have very clear semantic limits, so it is easy to categorise them in groups like ‘fruit’, ‘vegetables’ or ‘feelings’.

The problem begins when working with higher levels and/or older students. Is it enough to just provide a list of words to memorise every class and then hope that the learners will have incorporated them all into their repertoire? I would like to claim that this is just not enough, and may be one of the features of traditional teaching: rote learning. Why do we need to go beyond word lists in our teaching? Here I will give two reasons:

●        The words are not necessarily set in context. By context, we mean a more or less natural linguistic setting –-an audio recording or a written text— where learners can see the word being used naturally. This will help them to, first, realise that the word is useful, and second, get some help to experiment with it safely.

●        The words are usually given in isolation. That is, we do not encourage our learners to see the word patterns (“collocations”) they occur in. What is the point in learning the word ‘fun’ if we do not show that it appears in phrases such as She’s fun to be with or It was such fun!? This is why we should check how the word combines with other words in order to make meaningful chunks.

What is outlined above does not only apply to general English, but also areas where apparently students are better at coping: ESP and international exam preparation. One famous example of project work in ESP consists of building a glossary of specialised terms in the L1 and L2. This is said to help students remember the specialised terms but here, if no context or collocations are given, students will be deprived of the best tool they have to internalise the vocabulary: the way in which the word is used. Isn’t it what they want to learn?

This includes collocation, appropriacy (is the word used among professionals, with the general public?), frequency, and even the shades of meaning in related words (What is the difference between lawyer, solicitor, attorney and barrister, when all mean abogado in Spanish?) A similar situation happens with the publications and websites offering ‘500 useful words for [Insert exam name]’. A catchy title, indeed, but with little pedagogical value for the same reasons mentioned above. Learning those 500 words does not guarantee a half-decent essay, let alone impressive speaking skills.

         

All in all, we should never forget that vocabulary is not a matter of memorising words like parrots. It involves making associations, discriminating and seeing words within chunks of language for easier use.

Now, it’s YOUR turn!

Do you use vocabulary lists in class? What advantages and drawbacks do you find when using them?

Biodata

Mayra Yaranga (1985) Doctor in Education (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 is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

*Los mensajes y/o comentarios de publicidad u otra índole, no relacionados con el artículo, serán eliminados y reportados como SPAM*

Beyond Nodding When Developing Listening Skills

                                                                                       

By Mayra Yaranga

Receptive skills, in contrast to productive ones, are mostly taken for granted since they are assumed to be easier to develop. Just by nodding, learners may show they can follow someone’s ideas or that they have “understood,” but can listening be reduced to this? In this article, I would like to mention several aspects that are often overlooked when teaching listening.

One of the most important aspects is that all listening tasks have a purpose, and that students should be trained to achieve this purpose rather than “just understand.” This involves, for example, helping them to distinguish between general and specific when they are listening for gist, or ensuring that they understand how to answer certain types of questions if they are being trained for the listening component of an international examination. There are sub-skills and techniques galore for each particular listening purpose, and we should do our bit of research when planning lessons. What is more, we should think of how those strategies will help them cope in real life.

Another neglected aspect is that of the actual nature of speech as opposed to writing. Many students may expect that the information given in a listening task will come in the same neat way as a reading text; that is, with a clear layout and clear progression. The truth is, spoken language is rarely like this in real life. We incur false starts, we get lost for words, we paraphrase ourselves a bit too often, we use malapropisms, we contradict ourselves… Are our students being trained to deal with these “faults” in spoken communication? Or do they always face listening expecting to visualize every single word, with the consequent frustration of not being able to make them all up?

One final aspect is that spoken English can no longer be neatly labeled as “American vs British.” Currently, the idea of English as the language of a few powerful countries is rather contrived. It is best to think of English as a lingua franca, with proper varieties appearing in every country where it reaches official status or is spoken by a sizable percentage of the population. Each variety will have its own idiosyncrasies, particularly in terms of pronunciation (not just “accent”). I recommend Jennifer Jenkins’ seminal book The phonology of English as an international language: new models, new norms, new goals for further insights). Do our classroom materials reflect this reality in any proportional way? How can we compensate for this dangerous lack of diversity?

All in all, listening provides countless opportunities for improvement. It is not just about pushing play on a recording device and throwing students at the deep end. Rather, it is about developing a set of strategies to cope with pedagogical listening tasks and real-life listening.

Now, it’s YOUR turn

What difficulties do your students find when developing listening skills? What strategies do you provide?

Biodata

Mayra Yaranga (1985) Doctor in Education (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 is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

    

How to make the most of tedious paperwork

By Mayra Yaranga Hernández

A new school year is about to start and, before pupils arrive in their classrooms, teachers need to have completed quite a lot of work; for example, subjects need to be planned in advance for the entire year. This seems to be a logical step to ensure a sense of direction in our teaching. Although reality shows a quite different picture.

Teachers may feel overwhelmed even before the race starts. The paperwork that needs to be done seems never-ending to many: creating the subject annual plan, dividing it into units, lessons, components within each lesson, materials, coursebook choice, and so on. This can become rather stressful and it also limits teachers’ time to analyse their students’ actual needs and discuss alternative strategies and generate innovation in their own contexts.

It is all too easy to complain and blame the educational system or the school authorities for the mind numbing chore of course planning. Of course it won’t be possible to change this situation in the short term, but in the meantime we cannot remain arm-crossed but we must find ways in which course planning can actually add to our continuing professional development.

One basic rule to start planning is to identify real, achievable outcomes, not just in terms of language development but also of learning strategies. Most teachers focus on the structure and lexis that students need to learn, but ignore how they can gain new knowledge in a more effective way that can be useful when facing more complex language. For instance, having students practise language in realistic conversations not only requires us to focus on the language needed but also on how to control this type of situations (how to start or end one, how to keep it going, what intonation patterns invite turn-taking, etc.)

Another important rule is to allow for unforeseen events organised by schools (excursions, celebrations, performances) by allotting enough time for content and activities. Furthermore, the reasons for these events could be integrated into the plan so that, for example, if the school decides to hold a Talent Show/ Open House/etc., the contents and skills developed could serve as a basis for the activity to be held.

Although following these two rules may seem even more demanding and time-consuming, we must think about the long-term consequences: if Teacher A simply copy-pastes from scope and sequence in order to complete all the paperwork while Teacher B makes an effort to conscientiously determine goals, processes and outcomes, which of them will be investing in their professional profile? Which of them will be equipped with better methodological resources? Which of them will improve their career prospects?

All in all, it’s our mission to transform this daunting paperwork into something useful and flexible which will not constrain our teaching but guide it throughout the school year.

Now, it’s YOUR turn

Do you think planning is a vehicle for professional development?

     Biodata

     Mayra Yaranga (1985) Doctor in Education (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 is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

Experience, Degrees or Language Proficiency? Does One Overshadow the Others?

By Mayra Yaranga Hernández

          As a new year starts, many English teachers begin to make decisions regarding their careers. This is the best time to analyse their strengths and weaknesses. They evaluate the labour market and may start looking for new jobs. Which aspects of their careers, as seen on their CVs, should they improve in order to stand out from the crowd?

          Some teachers take pride in their years of experience and consider them to be their best asset. Granted, seasoned teachers know the profession, which helps them justify their classroom decisions. However, if this experience is not linked to progress, it may not be so attractive to potential employers, since it may mean that these teachers were not able to step out of their comfort zone and try out new dares: teaching more challenging courses, preparing students for international exams, changing schools or adopting new methodologies, doing research, etc. Having said that, there should always be one or two areas in which English teachers should feel most confident and demonstrate more expertise.

          On the other hand, postgraduate courses (Diplomas and Masters’ Degrees) are nowadays much more attractive and more readily available than in the past; this is why quite a few teachers choose to take this option as part of their professional development. This seems to be a good idea: postgraduate courses usually provide theoretical foundations to many of the things that happen in class, as well as foundational research methodology for those more academically inclined. However, in practice, postgraduate study may not have an impact on the quality of language teaching and learning overall as some courses are probably too abstract or do not cater for their audience’s everyday needs.

          We could argue that English teachers may find that strengthening their language proficiency is probably more useful in the long run, as this is the core of their daily work as well as an important asset when seeking further challenges in their ELT careers. Teachers are usually advised to be at least one level above their students in terms of proficiency. This is especially true these days, since many Peruvian schools have decided to start teaching the language from early years and more parents also decide to enrol their children in private language schools after school classes. This results in an interesting challenge: by the time pupils arrive at secondary school, their standard is very close to B1 or B2, which means that teachers would need to operate at a good B2 or C1 in order to deal with language issues more confidently and without “losing face.” Naturally, spending in language training and qualifications requires time and money to invest, which not all teachers have, although maybe they could compensate for this by being constantly exposed to the language outside work.

          All in all, the three aspects are important for English teachers, and should be upgraded as much as possible throughout their careers; but, if they want to make themselves more attractive in our current career market, they should think very carefully about which of the three points they need to hone the most. Arguably though, improving their own language proficiency could yield the best long-term results.

Now, it’s YOUR turn:

Is it enough to focus on one aspect only?

 Is there one that you consider more important than the others?

     Biodata

Mayra Yaranga (1985) Doctor in Education (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 is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

Humans Wanted: Soft Skills in the English Classroom

By Mayra Yaranga Hernández

Tolerance, social perception, empathy, emotional intelligence, cultural awareness, critical thinking and others are part of a set of crucial skills we all need to survive in a world filled with materialism and vanity. We all know these skills are essential to adapt to a rapidly changing world but, are we born with them? Can we learn to develop them? Can they be taught? And if so, can they be measured somehow?

         The World Economic Forum, through its Future of Jobs Report 2018, suggests that by 2022 the top skills people must have will be: analytical thinking and innovation; active learning and active strategies; creativity, originality and initiative; technology design and programming; critical thinking and analysis. As we can see, most of them are soft skills. If the aim of education were to develop them, would it be possible to insert them in the context of a classroom? To be more precise, do they have a place in an EFL lesson?

         Current knowledge on soft skills tells us that they are not really teachable –-that we are somehow born with them-– and that they are common to all human activity. It is also agreed that they are not easily measured because they are of a more qualitative and subjective nature. Therefore, it may seem that their application in an English classroom is not feasible. On the other hand, if asked, teachers would probably say they all develop these skills to a certain extent when they promote leadership, tolerance or empathy. I would argue that this is true, though the key word here is “promote”, which is different from “teach” and sounds a lot less overwhelming! This could be done on a daily basis and without any explicit instruction: a hidden curriculum for the benefit of students.

         Given their importance, then, we should reflect on ways to promote soft skills in our daily work. An example could be how we encourage active listening: we could ask students to talk about something personal, and then ask their partners to report it to the whole class in as much detail as possible, including personal reactions to what they heard. It may sound rather obvious, but for some students this is quite challenging, as they are not used to paying too much attention to their peers. Furthermore, the next step would be to discuss ways to address soft skills with colleagues, in order to find common best practices and set criteria to assess them in a way as objective as possible. Perhaps, in our current world filled with emotionless technology, this could be the light at the end of the tunnel: a way to create the human beings the world needs.

Now it’s your turn

What do YOU think?

Do you promote soft skills in your lessons? How?

  

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 is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

Be Chained to the Textbook or be Creative?

By Flor de María Vila

When teaching English, we, teachers, always try to find the best way to help our students achieve their objective: to communicate in English. In this process, we need to take into account our students’ needs, their preferences, their interests as well as the reasons why they are studying. Furthermore, we should enable them to convey their message beyond the topics offered by the course. Thus, to offer the opportunity to express themselves regarding different themes is crucial because of the following:

1.  Students must have a real motivation. Sometimes, unfortunately, the only motivation is to pass their course, exams and so on. Probably this answer varies according to the place where English is taught. It might not be the same to learn English at school as it might be to learn it at a private institution. Nevertheless, in any of the cases, there are pupils who are studying this language because they “have to,” because of either work or studies requirements. The latter may be because they need to study abroad or they need to finish a school or university term successfully. Having further information about what engages students will definitely become a valuable asset.

2. Students must be able to use English in contexts beyond the ones presented in the coursebook. The idea is not necessarily to teach English through different contents as suggested in the article http://languageteachingblogger.blogspot.com/2018/08/teaching-foreign-language-are-we-on.html. The plan would be to use the same themes used in other subjects at school or propose themes that are relevant for the students who are not studying at school or university. In the first case, pupils may consider one of the themes worked in other courses. This is really advantageous because the student would have to deal only with the language (structure & vocabulary) and not the topic which many times inhibits participation. Since students would have already worked with the concept of the theme, they will find less threatening to try to communicate. In fact, they may feel more comfortable because not everything is new. For instance, if at school all courses are working with the topic of “drugs,” the English teacher can use this topic to help students communicate giving their opinions in a debate organized with students from different classes. Students from different levels and years could participate. Even more, if possible, the whole school could organize things in such a way that different places at school could display banners with information related to the topic.

Regarding our students of the second group, they will always find it more appealing and useful to exercise using English in contexts that are more meaningful for them.

3. This way of working adds variety to the lessons: Not following always the material presented in the texts makes our teaching less predictable and thus more stimulating for both students and teachers. Contemplating other themes whether they are transversal like the ones worked in schools or just different and relevant for students automatically generates a different environment in the lessons. Experience shows that students are more willing and engaged when they are challenged with useful and interesting issues they can use to communicate. 

Are there any other advantages? What about the disadvantages? Do the benefits outweigh the drawbacks?

BIODATA

M.A. in Cognition, Learning and Development from PUCP, B.A. in Education with a major in English Teaching. Ms. Vila is currently Pedagogic Advisor and Member of the Research Team at Centro de Idiomas de la Universidad del Pacífico and Academic Director of International Contacts (test training & foreign applications advisory). She is official Examiner for several University of Cambridge tests, freelance consultant with Universidad ESAN, experienced speaker on diverse English teaching issues for prestigious institutions, and senior international examinations trainer (GMAT, GRE, TOEFL, IELTS).

Why is it Vital to Maximize Our students’ Oral Production?

                                                              By Mayra Yaranga

It may seem obvious to say that students should be given the opportunity to speak as much as possible in language class. Although “TTT” has become a sort of monster that we should avoid at all costs, the truth is that it remains high in our lessons. Let’s revisit some of the rationale behind maximizing our learners’ talking time:

For students, there are several clear benefits of speaking repeatedly in class. First of all, the classroom is the safest setting where learners can practise what they have been learning in class. Teachers should correct mistakes which impede communication and provide feedback on the speaking activities so that students can reflect on what they did well or not. Furthermore, practising speaking from very basic levels –-with carefully graded activities and language patterns, of course-- can boost the students’ confidence and prepare them to face greater challenges in the real world. Finally, when activities, interaction patterns and degrees of challenge vary from lesson to lesson and within lessons, students will need to adjust their effort to meet the demands of the language class.

Teachers can also see benefits in having their students talk most of the time. Obviously, this has a very positive impact on classroom dynamics, because the students become the centre of attention; what they say is the most important thing, much unlike the traditional “let-me-tell-you-about-my-life” teacher that we’ve all had at some point. Lessons in which the students are doing most of the talking are less predictable and the teacher will have the chance to try different activities or techniques to cater for their groups. This extra effort, which may seem exhausting in the long run, can be truly appreciated by students in the end. Let’s not forget that the result of a good class will always be identified in students’ production. If we decide to show off our command of the language and not provide chances for experimentation, we are talking to ourselves, not teaching.

All in all, leading a change in class towards helping our students to maximize their oral production sounds logical though very challenging; nonetheless, we should not neglect it.

It’s your turn

What do YOU think?

What do you do to maximize your students’ oral production in class?

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 is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

Is Memorizing Analogous to Learning?

By Mayra Yaranga

The role of memory in foreign language learning has always been acknowledged. Hardly anyone would argue that there are elements of language which need some rote learning, However, does memorization guarantee effective learning?

Those of us who grew up in our traditional education are probably familiar with the idea that certain items have to be learnt by heart. This is the case, for example, of lexical set phrases (“Nice to meet you”, “What do you think about…?”) which enable communication and yet require no explanation at the level when they are taught. Another area in which memorization is crucial is grammar; it is hard to ignore how students strive to learn irregular past tenses, the order of adjectives, the correct prepositions, among others, by means of old-fashioned rote. And there is little to support another way of internalizing this type of content: explanations matter little, if at all, and so these bits may, we hope, remain in the learners’ repertoire in the long term. Do they?

At this point, I would argue that not enough is being done to ensure real learning beyond mechanical, detached repetition. Testing the students on verb tenses or words helps little in this respect. In order to ensure that the memorized bits of language are effectively retrieved later and truly help communication, it is absolutely essential to provide learners with the opportunity to turn this input into something meaningful. Here, we may have to push the boundaries set by our educational system and consider carefully how to go further.

Let me provide an example: if students are to learn the irregular past tenses, they also need to know the kind of nouns they collocate with and need to see them in a relevant context. If all of this information is provided, students should be more likely to produce – can we argue that fostering production is a less effective way of guaranteeing learning than memorizing? Another very similar situation occurs when students are being trained to take international tests. They may have thousands of learnt expressions to ‘interact naturally’ during a speaking test. However, factors such as social meaning, register, communicative function or paralinguistic devices are meant to play an important role as well. There is nothing more unnatural than to use expressions for agreement without any accompanying non-verbal language, for instance. Are we working on those elements too?

To some extent, it is true that sometimes teachers and students may forget they are not teaching/learning the language as a system, but as a means to enable communication in said language. Blaming robotic memorization for unreal communication would certainly not solve the mistakes memorizing may bring but working on further real interaction and a realistic use of language could, I am sure, prevent learners from deriving a false sense of achievement from parrot-fashioned learning.

It’s your turn

What do YOU think?

Does memorization guarantee effective learning?

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 is Cambridge Oral Examiner and Member of the Research Area for Universidad del Pacífico Language Centre. She is also ESP coordinator and Pre-University Centre Director at UNIFÉ.

Have You Started Working on Your 2018 Resolutions?

By Mayra Yaranga

                                                                                                

The school year has already begun. To what extent are you a different professional in comparison to the one you were last year?

Have you thought of how to improve your language competence and methodological approaches? Here there are some questions that might help you do just that.

What do your answers mean?

1.    With regard to foreign language competence:

a.    It has improved and I have qualifications (language-related certificates, diplomas or degrees) to prove it

b.    I’ve been preparing to take exams

c.     I think it has improved but I can’t prove it

2. Think about these activities: Watching foreign language films, reading in the foreign language, using the foreign language when socialising.

a.    I do them a lot more often than last year

b.    I do them more or less as often as last year

c.     I do them less often than last year

3.    Have your colleagues helped you identify areas for possible improvement in your lessons?

a.    Yes, they’ve observed me several times

b.    No, but I’ve arranged for it this year

c.     No, I haven’t thought about it

4.    In the last year, how many academic events related to foreign language teaching have you attended voluntarily?

a.    Several

b.    One or two

c.     None really

5.    Compared to this time last year, how aware of the Peruvian educational policies are you?

a.    Significantly more aware

b.    Slightly more aware

c.     Equally aware

6.    In the last year, your opinion on the Peruvian educational system has become…

a.    better informed by facts and statistics that I remember well

b.    somewhat better informed

c.     no difference

UPSHOT

Mostly A:

You seem to be very highly committed to your profession. Hopefully all the improvements you’ve made will have a very positive impact on your teaching.

Mostly B:

You’re on the way but remember that actions speak louder than words. Working on your language competence, methodology and educational issues will certainly take you further.

Mostly C:

It’s never too late to start. There might be many obstacles to devote time and energy to develop these areas but all the changes in the teaching profession start with you!

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 is 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.