#eurocallgathering A meaningful mission on my road to retirement

 

Summer 2020 was to mark my the end of my teaching at Warwick. I plan to retire at year end and didn't want to leave the next cohort part way through their learning. These were just plans in my head, but they were of course affected by the arrival of a global pandemic - forecast for some years by experts and yet unexpected by the UK Government, which of course had their eyes only on the earning potential presented by their #brexit agenda. 

As it became apparent that we would not be able to travel easily, thoughts turned to how we could maintain some continuity in the Eurocall community which is almost entirely supported through an annual conference, already some way into planning to take place in Copenhagen. A difficult decision was made, we would not be able to go ahead. I had been co-opted to the board of Eurocall in 2018 and this organisation has a special place in my heart. 

As an early adopter of technology for language teaching and learning I had become aware early in my career that there was a group of academics who researched in this area. As a teacher, even as a head of subject I didn't have resources to enable me to join a physical conference. I read some of their work and attended local training events in Warwickshire but back then there was no easy access to information through the internet. In the 90's, when Eurocall was founded I used CD-ROMs such as Granville in my teaching. Later in my career, having moved to work in Higher Education I was able to track down Graham Davies, thanks to his ICT4LT website and twitter. I contacted him in 2010 as I had taken on a role to support staff development at Warwick Language Centre and he kindly agreed to speak to our teachers in his Second Life persona. Even with my very rudimentary skills in Second Life I was able to get my avatar to wear a Eurocall t-shirt! Warwick language tutors listened to Graham together and discussed how we could further embed technology in our teaching practice. I felt I was offering them the chance to connect with the leading edge of research and those with most experience. 

Graham and I shared a love of Europe and the need to support language learning:

UK withdraws from ECML, European centre created to support excellence in language teaching - reducing our influence over policy #mfl #sttf

— Teresa MacKinnon (@WarwickLanguage) October 28, 2011

Sadly Graham died 2 year later. I attended a celebration of his life in Second Life, a really moving event. He cared deeply for the fellowship he found in EuroCALL and I felt honoured to be able to pick up his legacy through working on the virtual strand blog. I felt that the challenges I had faced as a young teacher would not be going away. The opportunity to make the work of Eurocall more open and accessible to all who supported language learning was one I could not resist. For me this was personal

The idea of the #eurocallgathering event was born of the challenges presented by covid19 in 2020. 10 years after Graham had spoken to our teachers, I put a plan together to use the under-utilised capacity of our G Suite to ensure that we could still get the community together. I set up a site a hashtag and a You Tube channel and spent the summer months pulling it all together. Thanks to the support of the executive, the conference committee was able to transfer much of the planned event online. We didn't have the joy of visiting Copenhagen but we were able to share our work and and fellowship for two packed online days which will also leave a legacy behind them for others to find. 

The wide range of research which is generated by this community continues and #eurocallagathering only shows a small cross section and much of my work continues with UNICollaboration which was born out of the work supported by Eurocall. The stream is widening, as John Gillespie pointed out in his keynote.  

Labelled and dismissed.

"Generalisations are always dangerous" said my English teacher to our class when I was about 12 year's old. The joke was not wasted on me, I have often had call to remind myself of this in the past 40 years or so...

The recent reporting of comments from Sir Michael Wilshaw have sent shockwaves through the education community. You can read them here.

So let's do some amateur discourse analysis on the oft repeated soundbite from Sir Michael's pronouncements as reported by the press and tweeted:

Wilshaw 'enraged' by suggestion that inspectors 'lefty-child-centred ideologues'. Says Ofsted 'in a very different place now.' #oprah
— Tom Bennett (@tombennett71) March 21, 2014

"lefty"  adj, leaning to the party political left. Overtones of insult.


"child-centred" adj., refers to an approach to teaching that prioritises the needs of the recipient. 

"idealogue" n., someone who theorises. 


So, he felt the need to refute the labelling of Ofsted inspectors against these stereotypical perceptions of the profession and yet:

What has someone's political choice to do with their employment? To cast someone as a "lefty" comes from the perspective of someone who does not respect that individual's party political choices. 

We are learning more each day about teaching and learning thanks to the emerging work of cognitive neuroscience. What is rapidly becoming clear is that learning happens despite our best efforts, probably through a process that attaches emotional information to experiences being processed by our memory systems. As communicated recently by Dr. Terry Lamb, Professor of Languages and Pedagogy at the University of Sheffield:

#ECMLconference we must think about learning and then review what we mean by teaching (Terry Lamb) pic.twitter.com/lOMffFqi3h
— pestalozziprogramme (@pestalozziprog) March 21, 2014

If the child isn't at the centre of education, who should be? Is the individual less important than their ability to generate statistics for analysis by others? Seems to me that learner centric learning is all that exists. Should teachers not want a child to learn? Should lesson planning not prioritise the learning needs of individuals ?

Finally, does Sir Michael really believe that those tasked with inspecting the delivery of education should be incapable of engaging with theory and connecting this to their practice? An intellectual idealogue is someone who can think creatively, a quality we know is important in order to function in a rapidly changing world and imagine the raft of skills that will be necessary for a future we are as yet unable to see. 

So I am at a loss to see Sir Michael's rationale for wishing to dismiss these terms in relation to his office. Surely, they are labels which could be considered badges of distinction for educators. 

A "lefty" must be an individual who knows their own mind and has made political choices which best represent their experience. As professionals, these would be part of a range of personal preferences that remain private in the sphere of work.

The rest is all about an approach to the teaching profession which is to be applauded. I am proud to be involved in learner centric teaching, my students tell me it works for them. It is demanding for them and for me, pushes their boundaries and engages them in new and important experiences. I engage with educational theory in order to better understand how the anecdotal experiences I have as an educator relate to wider conclusions based upon empirical observations. In order to do this I have to use reasoning, critical and analytical skills often referred to as higher order thinking. 

Labelling is a neat way of dismissing someone, it can be used as part of a polemic discourse to support a particular agenda. Sir Wilshaw's defence is worrying, I wonder if he has the metal to stand up for what matters in education?