Interview with Isabel de Francisco

I bring you another interview in the series "Interviews with English teachers". This time round, it´s Isabel de Francisco (no, we´re not married or related!). Let´s learn more about her...

My name is Isabel. I was born and raised in Segovia and started off teaching English language at primary school level in Madrid ten years ago. I have been teaching children aged between three and twelve and have particularly enjoyed eight-year-olds.

For the last five years, I have been involved in the “Comunidad de Madrid” bilingual school programme having taught several subjects, besides English language, such as Social and Natural Science or Arts and Crafts in some different state schools. I am currently teaching these subjects in Year 1 and 2 of primary education.

Isabel, when did your interest in English arise and why did you decide to go into teaching? 

I have been very interested in English since I was very young. When I was at school, the subject was taught in Year 6 of primary education for the first time. As my family was very concerned about my education, they wanted me to learn English before doing it at school. Because of this, my mum herself decided to teach me English. As a result of taking English lessons at an early age, I used to score brilliant marks. The better my marks were, the more motivated I was. Therefore, it became my favourite school subject.

Then, at high school I had excellent English teachers and without realising it, they became role models for me. Not only those English teachers at high school actually inspired me, but also the ones at the “Escuela de Idiomas”. Since then, I knew that my professional life was going to be closely related to the English language.

How was your experience as an “Oposiciones” candidate? Do you find that system adequate or lacking?

My experience as an “Oposiciones” candidate was not bad at all. I passed the whole process six years ago after two attempts. Although I did not pass it until the third time, I could work as a teacher. Along those years I learnt a lot of things and improved my teaching skills.

As far as the system is concerned, it is very different from some regions to others. In Madrid, the “Oposiciones” system changes every year. It cannot be denied that in the case of English, we as foreign language teachers, have to be highly qualified, otherwise students will not achieve their goals.

However, I reckon that the “Oposiciones” system, from about five years ago onwards, is turning into a candidate-eating monster rather than a fair selective process. An example of this was the listening exercise candidates had to do in Madrid in June 2015. It was a radio interview with an English teacher on the BBC. A large number of candidates who took the exam have stated that the recording was speeded up in comparison with the original one. If this really happened, we may come to the conclusion that the aim of that exercise was far from just assessing candidates´ listening skills. You can have a look at the web page and listen to the interview in the listening exam http://www.bbc.co.uk/programmes/b04fzd9h

The system definitely has its strengths and weaknesses, and whenever is modified, it should be done in a crystal clear way, taking into account the whole educational community´s points of view.

You´ve been teaching at primary school level for a few years, what differences have you noticed when teaching children as opposed to the way teenagers are taught?

As I mentioned before, I have been teaching at primary school level, specifically the first grades for nearly ten years.

So far I have realised that the earlier stages are crucial for children because if they lay the foundations for basic contents, they are very likely to succeed in their future learning. For this reason, it is very important to cater for children´s learning needs.

One of the main differences between teaching children in contrast with teenagers is that young learners need more visual aids and teacher´s guidance. In fact, visual materials such as flashcards and realia are a must-have in every English primary teacher´s professional life.

In addition to this, children are believed to learn by playing so primary teachers often take advantage of this and make use of games. There is a wide range of games worth using which enable children to learn English.

Another difference I have noticed concerns grammar. In the case of teenagers, they are usually taught grammar rules because of being mentally prepared for their comprehension. However, it is not the same with young learners, teaching grammar rules is not effective. The best way of teaching grammar is noticing it by reading books or through a PPP (Presentation, Practice and Production) method. Actually, production is the most important stage of the process but somehow is neglected. Because of this, pupils should have the opportunity to produce more.

What do you think of the much-criticised bilingual education in Spain?

Bilingual education itself in Spain does not exist. We should refer to the fact that some “Comunidades autónomas” have set up their own bilingual education programme.

As I work in a “bilingual school” in Madrid, I am going to relate my own experience and opinion. In bilingual schools, the number of English lessons is five a week. Also, schools can choose among some other subjects like music, PE, Arts and Crafts or Science to be taught in the English language. Most schools teach Science and Arts and Crafts in English.

In all the bilingual schools, there are some language assistants employed by the “Consejería de educación” during a school year. These language assistants are English native speakers who mostly come from Great Britain and the USA. They work sixteen hours a week and their functions range from helping teachers out in class to making classroom displays. There is approximately one language assistant per every two class groups of the same level.

Regarding school staff engaged in the bilingual programme, English language teachers can only teach English. With respect to those subjects taught in English, they are the responsibility of teachers who have passed an exam called “Habilitación lingüística” or achieved an ability at C1 or C2 level. So, it may occur that Science and English are taught by different teachers.

Pupils in Year 2, 4 and 6 of primary education have to take external examinations. When they are in Year 2, they take Trinity GESE 3. In Year 4, Trinity GESE 5 and in Year 6, KET exam.

To my mind, Madrid´s bilingual programme has some positive aspects, like the good results children tend to achieve in the external exams or the high level of involvement and enthusiasm most teachers engaged in the programme show.

Nevertheless, it is lacking; the programme is not designed to cater for children with learning difficulties. Besides, preparation for external exams is time-consuming and stresses teachers out; somehow teachers have the feeling of being assessed too.

What can you tell us about your school and colleagues?

My school is located in the north of Madrid city. There are over 200 children aged between three and twelve enrolled. Most of my colleagues have been teaching in this school for more than ten years. This implies that the school staff is relatively stable which results in a highly professional and friendly environment.

How successful are your students in the official English exams they take? Are students more motivated to learn when they know they can get a certificate?

Up to now, my pupils have been successful in their official English exams. I´m used to preparing Trinity GESE 2 and 3 that consists of an unscripted conversation with a Trinity examiner and lasts between 6 and 7 minutes. The lesson plans focused on preparing the exam are communicative and enjoyable activities which let children learn without noticing it. Moreover, in order to prevent any pressure I don´t speak to them about the exam until one week before it takes place.

I understand you are doing the “Estudios Ingleses” degree course. Would you like to teach at a secondary school in the future?

The reason why I am doing the degree course in “English studies” is that it provides me with a deeper knowledge of the Anglophone world, its language and literature. So far, I haven't made up my mind about teaching secondary school in the future.

Do you speak any other languages?

Yes, I do. I studied French at high school but didn’t improve my command of the language so it could be said that I´m just an eternal beginner. When I went to France I was able to get by and that was enough for me.

What are your hobbies?

I really like jogging, walking and swimming. I am also interested in reading, creative sewing, driving, baking, drawing, listening to music and travelling.

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Thanks so much, Isabel. Enjoy the rest of your summer holidays!

Interview with Barbara Taylor

I'm pleased to bring you this interview with "one of the locals". Although originally from England, this English teacher now lives in Valle de Abdalajís (my home village), and we sometimes bump into each other.

Tell us about yourself and your educational background.

My name is Barbara and I was born in a suburb of Manchester, UK, sixty one years ago, the youngest of three children. When I was young, in the UK, we had a different system of state education than we do now, in that there was a selection process for pupils aged 11 (referred to as the eleven-plus.) If you passed these exams, as I did, you went to what was termed a Grammar School, where the education was more formal and academic. I took (and obtained) my A-levels (roughly equivalent to the standard of the Spanish Bachillerato) in History, Sociology, French and General Studies. I have a University of Wales honours degree in Archaeology and Welsh Studies, as well as my Certificate in Education. In the latter, I majored in English and History.

Barbara, how long have you been living in Spain?

My husband and I moved to Spain permanently in the summer of 2005, so nearly nine years ago.

What was it like when you first started teaching English in this country?

With the young children that I taught, it was actually more difficult than I had expected, for three reasons. Firstly, because it had been a while since I had taught young children, I found the sheer energy of them quite exhausting. Secondly, there was a slight cultural shock; children in Spain seem to be much more vocal, open and self-confident than their counterparts in the UK. Thirdly, I really hadn´t mastered enough of the Spanish language to deal with the necessary discipline and explanations. However, I found the adults much easier, I suppose, because none of the above three reasons actually applied.

What levels do you teach?

Currently, my range extends from Year 8 to adult students preparing for their B2 exams, including all levels in between.

Do you have your own methodology?

Yes, I do. I´m fortunate in that I´m not affiliated to organisations, state or otherwise, and therefore not restricted as to methodology. Also, because I now teach individuals, I can tailor classes to the students´ own needs, which is nigh impossible to do in a school environment. I concentrate mainly on a non-structured practical conversation and answer questions of grammar and vocabulary as and when they arise. With those students preparing for exams, obviously, we are focusing on those requirements, but with the younger pupils, I use improvisation and we are creating our own stories.

In your experience, which area do Spanish students find more difficult to master?

English pronunciation presents the most difficulties. Mastering some of the actual sounds themselves is hard, like the classic "s" but also "j", "y" "b" or "v", but almost as difficult are the often nonsensical anomalies of English word pronunciation (e.g. cough, bough, through). Intonations and word stress catch many students out, as does the “s” at the end of words (or is that only an Andalusian peculiarity?)

The “third person” also causes constant problems – is it "he" or "she", "him" or "her", "his" or "her", "does" or "do", "doesn´t" or "don´t"? Prepositions likewise seem difficult to remember.

Do your students have a genuine interest in learning English?

Nowadays, I only take on students that express a genuine desire to learn. The majority hold the belief, whether misplaced or otherwise, that having a good grounding of English will be valuable for their future careers, and from this conviction, I hope that I am beginning to develop an even greater interest in the language itself. I am fortunate that I have a few students that already possess a genuine love of English.

Have you had any awkward situations because of misunderstandings while living in Spain?

Not really. In the beginning, sometimes there were problems of communication and understanding, not only of the language but the different cultural aspects, including those of officialdom, but I have always found that, with a sense of humour and a lateral-thinking mind, I will eventually be understood.

Why did you choose this country?

We were looking for a country that had better core values and pace of life, better weather and a cheaper lifestyle than that of Britain, but at the same time wouldn´t present too many difficulties in returning to visit family and friends. Originally, we considered Crete but the language and the complexity of travel were prohibitive. We came to Southern Spain in 2003 and discovered it had a similar beauty of landscape, flora and fauna, whilst, at the same time, “ticking all our other boxes.”

What are your hobbies?

I regard my life as my hobby, but I do supplement this with reading, genealogy and research in general, baking and people watching.

Do you speak any other languages?

I learnt French and German at school and Welsh at University, but I am sadly out of practice with them.

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Thanks so much for taking the time to answer these questions.

Interview with Cristina Cabal

 

Hi there! My name is Cristina Cabal and I am a teacher at the EOI Avilés (Asturias). I’ve been teaching English for a good 21 years and, believe it or not, I still feel enthusiastic about it. I also keep my own blog, “Blog de Cristina”; I have always thought I should change the name because it doesn’t sound very English, but I never get around to doing it . So Blog de Cristina it is. 

This blog has a bit of everything including different sections where you can practise English as well as daily posts where I post interesting tidbits about Technology and handy Tools that you can use in the classroom, students’ collaborations, funny stuff and everything related to the English language that I find of interest. 

I would recommend it to teachers wishing to integrate Technology and Education, and to students wanting to improve their English as there are different sections to practise all skills.

Cristina, when did you decide to become an English teacher?

I had been studying English and spending summers in England on and off during my adolescence and I loved English so it was just the natural choice.

What levels do you teach?

I teach all levels from Beginners to Advanced levels.

In your opinion, why do Spanish students have a poor level of English despite having completed their secondary education?

Well, this is a hot issue. On the one hand, not all Spanish students have a low level, some of them can communicate quite well when they finish their studies, but it is quite true that most of them don’t see the point of learning a language they won’t be able to use outside the classrooms. Unfortunately in Spain, every single film on TV is dubbed, even in the news when you are listening to a clip of an interview with a politician or a singer, you have someone translating everything they say. Why don’t they use subtitles and give learners a chance to see if they understand? 

On the other hand, there is the feeling that everybody speaks Spanish outside Spain, so again, what’s the point of learning English? It is said that Danish or Finnish people speak English very well. It is true but they are well aware that, otherwise, they would be completely isolated from the rest of the world.

What do you do in class to engage your students' interest and attention?

I cannot be so naïve as to think I always manage to engage my students’ attention, but I definitely do my best. I always use visual material to reinforce what we are working on and I try to practise the four skills in every lesson. My classes are also more student-centred than any other thing.

How long does it take for a student to go from "beginner" to "intermediate"?

I think it all depends on the level of commitment. It is difficult to say.

If you hadn't become an English teacher, what would you have done?

That’s a good question. I have always wanted to be a flight attendant but my parents never liked the idea. I still feel green with envy when one of my friends, who is a flight attendant, tells me about the places she’s been to.

What do you do in your free time?

I like doing sport and reading, but I also like being with family and friends.

Do you speak any other languages?

I studied French in primary school and spent some summers in France when I was a child with a host family, so I speak a little French and I have taken some Italian courses although I cannot say I speak it.

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Thank you, Cristina.

I have been visiting Cristina's blog and stalking her (just kidding!) for some time and I highly recommend it. Here's the link to the blog again.

Cristina's blog

Interview with Francisco Sánchez Benedito

I'm very happy and proud to begin this series of interviews with English teachers by interviewing my old teacher at university, Francisco Sánchez Benedito, simply and affectionately known as "Paco".

Paco has taught English for 52 years at all levels. Although he's now retired, he keeps himself busy working on new editions of his books and dictionaries.

Paco, when did you decide to become an English teacher?

In 1960, when my father’s business went into decline.

Did you encounter any difficulties when you first started teaching?

Not at all, teaching I’ve always found fascinating and rewarding. 

What was the methodology like when you started teaching and has it changed much over the last fifty years? 

Pronunciation drills were then in vogue; later on the communicative approach became fashionable and it still reigns, though nowadays most teachers prefer to use eclectic methods, provided they are student-centred.

In your opinion, why do Spanish students have a poor level of English despite having completed their secondary education?

They lack motivation, especially because they don’t have opportunities to speak English in their circle outside school, and when they realize how important it is to be fluent in English it is usually too late.

What qualities should a good English teacher have?

Taking for granted that his English is good, the main one is to know how to motivate his students.

What did you do in class to engage your students' interest and attention?

In a way, I let them control their own learning and mainly do what really interested them.

In your experience, how long does it take for a student to go from "beginner" to "intermediate"?

There’s no general rule, it depends on the student, but this is not really important, the main thing is to keep at it and never give up. I suppose you know the old saying : ‘practice makes perfect’.

If you hadn't become an English teacher, what would you have done?

I believe in vocation and destiny and so, despite a false start as an exporter of raisins and other dried fruits, I simply had to become a teacher to fulfill myself. Well, I did, and I have no regrets.

Tell us a couple of amusing anecdotes which you must have after such a long career.

There are so many that it is practically impossible for me to choose one in particular, but I’ll tell you one that I find rather curious: It happened in the seventies when I was head of the English department at the Official School of Languages. 

At that time, to obtain your diploma in English, it was necessary to pass a final exam, called ‘Reválida’, which was dreaded by all and sundry, not only because your English had to be very fluent indeed, but also because you had to master a lot of specialized vocabularies, idioms, phrasals verbs and what not. So, not surprisingly, the number of students who passed was really limited. Even English-speaking students found it hard to pass, and a number of them failed. 

Well, one day or two after one of these ‘Reválida’ exams, I got a phone call from the civil government office informing me that I had been sued by an Englishman who couldn’t understand how he had been failed, English being his native language. I explained the circumstances to the secretary and added: “You know, I think this man might be right, and I have an idea: why don’t you ask the British consul to deliver up to us the latest United Kingdom census, so that we can begin to fill in the diplomas on behalf of all British subjects”. Fortunately for me, the matter didn’t go any further.

You have published extensively on English vocabulary, grammar and pronunciation. Is there one book in particular which is your pride and joy?

Unquestionably, my Gramática Inglesa, but my passion for lexicography has led me to edit a Pedagogical Bilingual Dictionary, Diccionario Pedagógico Bilingüe, English-Spanish, Español-Inglés, with the help of a team of priceless collaborators, and although I’m fully convinced that the perfect dictionary does not exist, I do my best to keep it up-to-date. Learning English Vocabulary and Grammar Through Short Stories, now out of print, but which is soon to come out again (it is due for publication in May) is also one of my favourites, together with my Diccionario Bilingüe de Modismos, which I thoroughly enjoyed writing.

What do you do in your free time?

I like reading and, my tastes being quite simple, I especially enjoy detective novels, by Agatha Christie, P. D. James and Mary Higgins Clark, among others. I also like biographies and historical novels. I remember being impressed by André Maurois´s Olimpio, o la Vida de Victor Hugo and his Historia de Inglaterra that I read when I was a boy. 

Other novels of various genres that I read in my youth and found excellent are: H. Rider Haggard’s She, Chesterton’s The Innocence Of Father Brown, Lewis Carroll’s Alice’s Adventures in Wonderland, George Orwells´s Nineteen Eighty-Four, Charles Dicken’s The Pickwick Papers,  Jane Austen’s Pride and Prejudice and Graham Greene’s Our Man in Havana, to cite but a few and, more recently, John Le Carré’s The Spy Who Came In from the Cold, David Lodge´s Changing Places, Kingsley Amis’ Lucky Jim, Tom Wolfe’s The Bonfire of the Vanities, Ken Follett’s The Pillars of the Earth and María Dueñas’ El Tiempo entre Costuras, for example.

Do you speak any other languages?

I used to speak French decently, and I get by in German, too. 

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Well, thank you very much for taking the time to answer these questions. 

Below are three links to learn more about Paco's career and current activities.

Website
Blog

Facebook