Helene Combe

Through my journey as an English teacher and a language learner

Teaching French learners

This term has been quite hard. I did not write here for quite a while, mostly because I can’t find the time to do so. I miss writing here, I believe it helped me for a long time but lately, it seems like the universe is just messing with me. The term is almost over, and I couldn’t be more grateful for that.

As mentioned previously, I teach a few classes in college, mostly people who are studying marketing or management. Obviously, English will be an important part of their future jobs, even if they don’t move abroad. But I am afraid some of my students are reluctant.

Teaching in France is quite a challenge: England and France were enemies for centuries, the French language invaded (and almost killed) the English language (the only thing stronger than the French language was the Death Plague) and it’s been said, for decades now, that French people suck at English. That’s pretty much what my students say to me, every lesson: “in France, we suck at languages”. Like if it were some sort of cultural thing.

The whole concept of bilingualism is a problem in France: I’ll write another article about it (I am preparing it now). But purely psychologically speaking, if you start something by saying “I will suck at it”, you can be sure that you won’t succeed. A lot of my students (maybe half of them) are convinced that they can’t learn a foreign language, and specifically, English, because they are French.

Being French is not only about eating croissant, admiring the Eiffel Tower and wearing a different beret each day. It is indeed an important country, with a great cultural impact, and an enormous history. The French language is fiercely protected, after all, the Académie Française has been around since 1635. But it also means that learning a foreign language is threatening this identity.

During the eighties, the French president Mitterand said that it was perfectly useless to speak English, and promoted the German language instead. Unfortunately for him, we now talk of English as an International language, and not German as an IL. The national education system is not promoting languages learning (this article is dedicated to my middle school headteacher who told my mother that knowing languages was “not important, and it will never be.”) Efforts are not being made. Classes are overcrowded. The snake eats its own tail.

Can we talk about ethnocentrism? Maybe a little bit. Are the French alone in this situation? I highly doubt it. Is it going to change anytime soon? English is an International Language, but not in France, obviously. We have a long way ahead of us.

What went wrong … Delta module 2 edition

If you have been following me on Twitter, you are aware now that I have been referred on Delta Module 2 and that I didn’t take it gracefully AT ALL. Let’s start with the obvious: clearly, I have overestimated myself, and underestimate the amount of work I would have to do.

I started my MA in Applied Linguistics and TESOL in September 2018, eager to learn more and I was quickly disappointed: too general, not enough practice, I felt like I had made a huge mistake.

I also had a lot of work back in the day and one of the training center I worked for was starting to piss me off. By January, I was done with them for real, but it caused a lot of stress to work for people who around zero consideration for their employees. Also, I had eye surgery, which went pretty bad, which means that I almost completely lost my right eye (it was scratched pretty seriously during the surgery).

So, the first semester of my MA wasn’t the best one, but I passed anyway. I started the second one with more motivation, and it was, indeed, extremely interesting. I still missed the practical aspect of it, so I applied to do a Delta at ITTC, and if you have followed my blog, you know what happened there.

I came back to France in September 2019 with new students, new challenges, but also, a goal in mind: sitting for the Module 1 of Delta in December. But clearly, I needed a tutor to make me study, and it was too late for the December session: I decided to reschedule for June then. I got sick, endometriosis was kicking my ass, and I started the second year of my MA a week late. And then, I got it: the email which said that I had been referred.

Was I surprised? Yes.

Was I upset? Hell, yes. I am still upset, to be honest.

Was I close to stop everything? No. No way.

Despite having to do LSA4 again (grammar), my portfolio got accepted, which means that the rest of my work was okay. I didn’t mean that I was not a good teacher nonetheless.

I started to think about the reasons I had to want so badly a Delta and a MA, I mean, my job wasn’t being threatened or something like that. Nobody had forced me, and I teach in companies and local private universities, after all. But I knew, deep down, what had motivated me. I am nonnative speaker, who realized at 26 years old that she wanted to teach. I started “late” (I passed my TKT at 28 years old, then continued with a CELTA), I knew I was starting with a handicap, being a NNS, and I wanted to make up for the years I had lost. But were they really a loss?

After all, I do teach Business English and ESP, not Academic English, which means that my professional experience also matters. And the fact that I am turning 31 pretty soon is not that late (in France, it’s still quite unusual to go back to college), I can still complete my MA and finish my Delta.

So, I am trying again LSA4. I’m doing research on native speakers for my “World Englishes” module, and the due date for this paper is the 24th of January. I like that topic, I should start writing pretty soon, but I am not completely done with the research part yet. It didn’t completely break me to know that I was referred, but it certainly wasn’t expected. It made me realize the amount of pressure I had put upon myself, and that it was not the end of the world to delay Delta after all.

No, I am not a native speaker

But English is my first language nonetheless. I read in English all the time, probably a lot more than most people; I speak in English every day; I watch documentaries, movies, information channels, pretty much everything actually in English; hell, I even text/tweet/Instagram in English.

Yet, today once again, someone was surprised when I said that my ultimate goal was to train teachers of English as a Second Language. Her reaction was actually quite extraordinary: “but you have to have a high level of English to do so!” That person being my dentist, I cannot exactly qualify her of being stupid so I answered that I was indeed bilingual.

“Yes,” she continued, “but are you originally from England, or another English speaking country?” I would love to explain to her that I don’t know half of my biological details but as I couldn’t (TMI already) I just said that since she wasn’t from the land of the Tooth Fairy but could manage to be a dentist, I would be just fine being an English teacher and teacher trainer despite having a French passport.

The year is 2019: we know that English is an International Language, we know that most conversations in English are between two non-natives, we know that bilingualism is real yet, when it comes to English, it seems necessary to prove that we are somehow related to an English speaking country.

An educated person once told me that I was good at English because my ancestors were probably from an English speaking country. As I am not exactly motivated to do a DNA test to prove these people wrong, I am just gonna say that I probably have Celtic origins, but I highly doubt it matters.

The thing is I am white, (fake) blond, tall woman. I am lucky if I compare myself to others, who every day have to face discrimination just because of their skin color (and it’s only one example). I face discrimination because I am not a native speaker, but hell, I can clap back as much as stupid people can ask dumb questions.

English is my first language, and I am proud of say so. My native language remains French, but I prefer to express myself in English, and now this is not something recent: I am sure I can dig up an old diary of mine from 2003 already in English. I chose to teach English because I love it, and honestly, I would be the worst French teacher ever. Literally, you should run away if you enter in a French as a Second Language class and see me.

So yeah, English is my first language, French is my native one, and I have to work twice as hard to make people understand that I am competent. I have nice certificates upon my walls, from Yale University, Cambridge University, and they are not only here to decorate, and I am far from being the only one who has to demonstrate her ability when she explains what she does for a living.

For the record, a lot of writers who are considered genius, such as Joseph Conrad or Jack Kerouac, had another native tongue than English. For some reasons, I highly doubt that it is impacting the book sales nowadays.

Am I good enough?

I pretty much ask myself that question every day since the beginning of the school year.

If you have been reading this blog for a while, sure you had realized that I was quite busy, that I hadn’t updated in weeks, that my plate was quite full. I started yet another challenge, yay. I have been teaching for more than two years, I’m still a baby teacher, a rookie, after all. So I guess wondering if I am a good teacher is quite normal at this stage.

Let me explain what’s happening lately: I started teaching in a local college (literally right after high school – first year college students!) and well, the experience has been enriching so far. I never really took for granted that students wanted to be in front of me; even when I worked briefly for a language school in England. But this experience is whole new level.

So I was expecting young people in front of me (they are ten to twelve years younger than me after all, I can call them young people) but not that young. I mean, that type of young. I wouldn’t be mean to call them naive, but they are definitely out of this world. Not all of them are like that, of course not. I have also amazing classes who are motivated, focused, and know that education matters. But I also have a class full of slackers.

France is not a huge fan of teachers in general and I am not a huge fan of the French system either. We teachers are basically the official government’s punchbag for quite some time now, and language teachers are considered as useless most of the time. I can’t count how many students have told me “I can’t believe you are French, you never speak French in class!’. Apparently, it’s mandatory to speak your native tongue despite teaching another one, I was not aware of that rule though.

I know I sound dorky by saying that I want to help my students, that their successes matter to me, that I am glad when I hear a struggling student saying “I got it!”. I decided to teach English fully aware that half of my students would probably hate it. But I really mean it, I feel lucky enough to do a job that I love.

But despite that, I wonder if I am enough, if my good will, my good feelings will be enough to prove my point. When marketing and advertisement became more important than education and knowledge, I guess society lost it and will pay the price later. Sorry for getting dark tonight guys, I didn’t want to. I guess wondering is healthier than just accepting facts, but nonetheless, it can give quite a headache.

Here we go again

Temperatures are dropping, days are getting shorter (at least, where I am currently, it might not be your case), it means only one thing: my third year as an English as Foreign Language is starting!

I am teaching a looooot of people this year, and they couldn’t be more different:

-First year students at a local college, who are preparing the French equivalent of an Associate’s degree in Business.

-MA (in Marketing) students at the same local college

-Employees of a petrochemistry company (which is really funny, because I know next to nothing to petrochemistry, and they teach me a lot about it)

-Seniors! Seniors everywhere!

In a previous post, I mentioned that teaching seniors was extremely interesting, but also tiring and intense. Nonetheless, it allows me to try different techniques and methods, like using literature within the class (with B1 students), Project-Based-Learning (with B2 students)… Yes, it takes a long time to prepare all the classes. Yes, it’s tiring because they are demanding a lot. But I am allowed to design my own classes, I can use what I want to use, they are determined and motivated, it’s flexible.

I am not doing a MA and a Delta just to stay an EFL teacher ad vitam aeternam, that would be a lie, as you probably already suspected. I’d like, at some point, to become a DoS, or a teacher trainer, and the Senior Language School (within a company- there are only retired people from this precise company, so I am technically an employee of that company as well) I am in charge of is the best first step I could dream of.

What is this Senior Language School anyway? Two “Elementary 1” classes of 90 minutes (Mondays and Wednesdays) which are basically A0/A1; one “Elementary 2” class of 90 minutes on Wednesdays which are A1/A2; four “Intermediate” classes (two are 45 minutes as it’s only a conversation class – one is quite traditional and the last one is called “Introduction to British culture”), which are on Tuesdays and Wednesdays , for B1 students and the last class is called “Advanced”, but should be called “Project class” (I literally call her the “PBL class” myself) on Wednesdays, for B1+/B2 students. I am designing all these classes, and I, of course, teach them.

So you know pretty much everything about my projects for this academic year. I hope everything will go as smoothly as possible, and I wish you the best for this new year 🙂

« Older posts

© 2019 Helene Combe

Powered by Jonas ChopinUp ↑

Pin It on Pinterest