Teaching English without Teaching English | Roberto Guzman | TEDxUPRM

Summary

In this engaging talk, an educator from the University of Puerto Rico shares her innovative approach to teaching English, focusing on critical thinking and real-world application over traditional grammar instruction. By developing a 'BS detector' to identify fallacies and fostering an environment where questioning is encouraged, she aims to equip students with the skills to analyze, synthesize, and evaluate complex information in English, thereby enhancing their language proficiency and cognitive abilities.

Takeaways

• 😀 The speaker began teaching English at the University of Puerto Rico, Aguadilla Campus, and quickly became frustrated with the gap between students' written knowledge and their conversational skills.
• 🤔 The students knew English grammar and vocabulary but struggled to converse naturally, leading the speaker to develop an unconventional teaching method.
• 🛠️ The 'BS detector' is a metaphor for critical thinking skills, which includes asking specific questions to assess the validity of information and arguments.
• 🔎 The importance of specificity in speech was emphasized as a sign of genuine knowledge, contrasting with vagueness that may indicate ignorance or intent to deceive.
• 🚫 The speaker teaches students to identify and avoid logical fallacies, such as non sequiturs and ad hominem attacks, which are common in flawed reasoning.
• 💡 The third component of the 'BS detector' is based on Benjamin Bloom's taxonomy, focusing on higher levels of cognition like analysis, synthesis, and evaluation.
• 🧠 The speaker encourages students to embrace being tentative and open to changing their minds, as this is essential for personal and societal growth.
• 🌐 The class engages with current events and real-world materials rather than textbooks, fostering relevance and dynamic conversation about global issues.
• 📝 Writing is approached with an emphasis on content over form initially, allowing students to express their ideas freely before refining grammar and mechanics.
• 🚫 Strict classroom rules prohibit personal attacks (ad hominems) and encourage the questioning of ideas, promoting a respectful and intellectually honest environment.
• 🌟 The speaker's goal is for students to leave with a love for questioning, an understanding of the importance of content over form, and the confidence to engage in intellectual discourse.

Q & A

What was the main frustration the speaker experienced as an English teacher?

The speaker was frustrated because despite their students performing well in written tests, they struggled to converse in English during casual conversations, exhibiting a 'deer-in-the-headlights' look and a stuttering response similar to 'Porky Pig Syndrome'.

What is the 'Teaching English without teaching English' system the speaker developed?

This system involves moving away from traditional grammar teaching and dividing the class into three stages: developing critical thinking skills, identifying logical fallacies, and fostering higher levels of cognition such as analysis, synthesis, and evaluation.

What is the purpose of the 'BS detector' the speaker mentions?

The 'BS detector' is a metaphor for critical thinking skills that students develop to discern truth from misinformation or manipulation, by asking specific questions and identifying logical fallacies.

How does the speaker incorporate current events into the classroom?

The speaker uses current events such as the Syrian refugee crisis and Puerto Rico's economic situation to engage students in discussions, fostering language acquisition through relevant and meaningful conversations.

What are the two ground rules the speaker sets for classroom discussions?

The first rule is to avoid ad hominems and respect others' right to differ. The second rule is that ideas are not people and can be freely questioned and challenged.

Why does the speaker emphasize the importance of making mistakes in language learning?

The speaker believes that making mistakes is a natural part of the language acquisition process, allowing students to explore the boundaries of linguistic rules and learn from their errors.

How does the speaker approach the writing process in the classroom?

The speaker focuses first on the content of the writing, encouraging students to express their ideas and evidence before correcting grammatical mistakes and focusing on the mechanics of the language in a second stage.

What is the significance of the 'developmental errors' concept in the speaker's teaching philosophy?

The concept of 'developmental errors' acknowledges that making mistakes is an integral part of learning and growth, and it encourages students to feel comfortable with the learning process without fear of judgment.

Why does the speaker compare learning English to experiencing good food?

The speaker uses this comparison to illustrate that language, like food, is a living experience that cannot be fully understood or appreciated through description or memorization alone; it must be actively engaged with and experienced.

What does the speaker mean by 'I want my students to learn how to cook, not to read a book'?

This statement reflects the speaker's belief in teaching practical, applicable skills ('cooking') over passive, theoretical knowledge ('reading a book'), emphasizing the importance of active engagement and real-world application in learning.

How does the speaker view the role of questions in education?

The speaker views questions as essential to the learning process, encouraging students to be 'intense question-askers' and to challenge narratives and ideas, fostering critical thinking and personal growth.