In the world of TESOL (Teaching English to Speakers of Other Languages), it's often assumed that more teaching practice is always better. However, recent research suggests that the way teaching practice (TP) is currently structured on many short, intensive TESOL certification courses may actually be hindering new teachers' development. Let's dive into why less supervised and assessed practice might paradoxically produce more effective TESOL educators.

The Current State of TESOL Training

Every year, thousands of aspiring English teachers enroll in certificate courses validated by organizations like Trinity College London and Cambridge ESOL. These courses, such as the Trinity CertTESOL and Cambridge CELTA, typically include about 6 hours of supervised teaching practice spread throughout a 120-hour program.

At first glance, this hands-on experience seems invaluable. But a study by Caroline Brandt, published in the ELT Journal, reveals some surprising issues with how TP is currently approached.

The Problem of Performance Over Practice

One of the most significant findings from Brandt's research is that trainees often view TP sessions as high-stakes performances rather than learning opportunities. As one trainee, Aileen, put it:

"The different tutors had different preferences e.g. one was very into phonology and the way to get positive feedback was to stress that. It was very much a case of identifying the hoops and then jumping through them. [...] It would have been nice to make mistakes and not feel that by doing so you were being pushed closer to the brink of failure."

This pressure to perform perfectly leads to several problems:

1. Focusing on tutors' preferences: Trainees spend energy trying to figure out what each tutor wants to see, rather than developing their own teaching style.
2. Avoiding risks: The fear of making mistakes prevents experimentation and genuine learning.
3. Lack of continuity: Trainees feel unable to address ongoing student needs, focusing instead on demonstrating isolated techniques.

The Marginalization of Language Learners

Perhaps most concerning is how this approach affects the actual language students in TP sessions. Brandt's study found that trainees often viewed these learners as tools for their own development rather than as individuals with genuine learning needs.

One course graduate, Jim, admitted: "For the duration of the course I must say I viewed [language learners] as tools for me to use to improve my teaching technique."

This perspective is further exacerbated by the fact that TP students often differ significantly from regular language learners. They may be volunteers who are "primed" to be extra cooperative or tolerant of trainee mistakes. While this creates a supportive environment for nervous new teachers, it doesn't prepare them for the realities of managing a real classroom.

The Conflicting Roles of Tutors

Another crucial issue is the dual role that tutors must play. They're expected to be both supportive mentors guiding trainees' development and critical assessors evaluating their performance. This conflict can lead to problems like delayed feedback on failing lessons, as tutors hope for improvement in subsequent sessions rather than addressing issues immediately.

Rethinking Teaching Practice: Quality Over Quantity

So, if the current approach to TP is problematic, what's the solution? Brandt suggests that we need to shift our focus from quantity of assessed practice to quality of learning experiences. Here are some key recommendations:

1. Unsupervised Practice Opportunities: Many trainees expressed a strong desire for chances to teach without the pressure of observation. As trainee Sandra emphatically stated: "I [...] HATE being observed and it is creating this block between myself and class. [...] WHY don't they let us have some classes with NO ONE observing?"
2. Video Recording for Self-Reflection: Trainees found video recordings of their lessons extremely valuable for later analysis. One graduate, Peter, noted: "Of tremendous value was the video recording. Much more should be made of this. Over one year after the course I still refer to my tapes."
3. Focus on Learner Needs: Course design should prioritize genuine engagement with language learners' needs over demonstrating isolated techniques.
4. Separate Mentoring and Assessment: Create distinct roles for tutors providing formative guidance and those conducting summative assessments.
5. Encourage Experimentation: Provide safe spaces for trainees to try new approaches and learn from inevitable mistakes.
6. Contextualize Training: Move away from a one-size-fits-all approach to account for the diverse contexts in which TESOL occurs globally.

Towards a Transformative Approach

Ultimately, Brandt argues for a shift from a "being told" transfer approach to teaching to an exploratory "finding out" or transformative approach. This new model would:

• Build on trainees' existing knowledge
• Allow for different learning styles
• Provide opportunities for problem-solving
• Encourage autonomy
• Promote critical reflection

By reducing the emphasis on assessed teaching practice, TESOL courses can create space for more meaningful learning experiences. This approach aligns with adult learning theories and the development of reflective practitioners who can adapt to diverse teaching contexts.

Conclusion

While hands-on classroom time remains valuable for new TESOL teachers, how that time is structured and assessed makes all the difference. By rethinking our approach to teaching practice, we may produce more skilled, confident, and learner-focused educators who are better prepared for the complexities of real-world language teaching.

What do you think? Does this match your experience on TESOL courses? How might we better balance the need for assessment with creating genuine learning opportunities for new teachers? Share your thoughts in the comments!

References:

Brandt, C. (2006). Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal, 60(4), 355-364.

Schön, D. A. (1987). Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.

Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow and Associates, Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco: Jossey-Bass.