While Editing: Semi-edited Rambles

I wrote the following in spurts over something like ten days. 

This is not a blog post.

I am really swamped with a project at the moment. This project requires me to be at the computer for long hours and it is not anything like a creative endeavor. Why the secrecy? No need, actually. I am editing 100s of pages of translated documents. Literally in original sense of the word. My former students are the translators and the documents from the government and are super dry. Sometimes I feel like writing something here or elsewhere but this cloud of editing hangs over me. I can’t bear to spend time on the computer without catching up on the endless pages that need to be edited. Also, when I am not editing I feel like I need to be as far away from the computer or at least working on the online course I am teaching. Poor me. Anyway, such is life, I suppose. In order to quell my creative impulses I have decided to share some scattered thoughts that occurred to me whilst editing. These thoughts came over a period of a few days and were written quickly in my “breaks” from editing. I hope they are least slightly of interest. Enjoy the ride and thanks for reading. I hope readers will understand if this post is not as tightly edited as it could be.

Sometimes I miss my previous job (well actually I guess it was 2 jobs ago) when I worked in a language school and I met and worked with a wide cross-section of society. I had retirees, cops, students, stay-at-home-moms, government officials, business-people, nuclear engineers, cooks and lots more. It was a nice chance to meet a variety of people and to also connect to Korea and Korean culture in a different way. I love my current job. I also feel nostalgic about working with and knowing people from various industries and walks of life.

One of the cops I taught in the job mentioned above  was part of one of the funniest things I have experienced in class. I brought my brother and his then girlfriend (now wife) to my class. The police officer was a kind, caring and sensitive man. He was quite good at English. He was inexperienced talking to non-Koreans and was largely self-taught. Coming to my class was one of the view times in his life he communicated with foreigners (or even did much communication in English at all) so he was excited to talk to my brother and his future wife. The comedy (and to be fair, uncomfortable feeling for me) came when he asked her, “How do you please your boyfriend?” She couldn’t respond without laughing as she couldn’t figure it was anything but a sexual question. His follow-up question of “How do you make your boyfriend happy?” didn’t sound much different or slow down the laughter. Some further clarification showed he meant something more like “How do you ensure a healthy relationship with your boyfriend?” There were lots of lessons for me as a teacher to learn from that experience and interaction. I can’t remember exactly what they are now, though.

I think I learned a lot in that job. Teaching nearly 30 hours a week with different groups and frequently teaching new courses and new groups was a good opportunity for professional development. The competitive nature of the place where evaluations were so important was silly, of course, but it also provide a baptism (or maybe trial?) by fire that was in some ways good motivation to work hard, even if it didn’t necessarily provide fantastic grounds for innovation and experimentation. Working with a wide variety of people in terms of experience (both life and teaching), knowledge, commitment and perspectives was also a great chance for professional development.

I am reminded of a line in “The Developing Teacher” that sometimes development is something that happens to us and a change in circumstances, context or responsibilities can provide many opportunities for development. Sorry for not digging out the exact quote, I can’t bear to do it with this editing in front of me. Well, if anyone asks politely for the quote in the comments I will gladly find and share it because I will have more time by then.

Even if the management was not always good or less than terrible in that job I was describing there were some great colleagues there and I learned a lot from them. My current thought, which might be controversial, is something like, “There is not much of a correlation between good management and opportunities for professional development.” My two most recent previous jobs (nice phrase!) could only be charitably described as not-very-well-run but I think I gained a lot from these experiences. In fact, I might go so far as to say the shittiness and shoddiness added to the professional development opportunities because I was granted plenty of chances to try stuff out that I might not otherwise have had in other, better run places. I wonder if this jives with the experience of others? I think most of the time as people seeking to develop professionally we seek out the well-run places but I am thinking there might be a lot of chances in poorly run places.Of course all this brings up questions about what I mean by well run. I am not really sure so I won’t even dive into it here.

light and tunnel

Insert your metaphor here. Photo by Blue Collar Photographer John Steele Used under a UCC license from: https://www.facebook.com/JohnSteelePhoto?fref=ts

In what is a completely new train of thought a few days after the previous I am wondering, what if we never taught students the present perfect tense? To my (American?) ears and eyes it seems to be quite overused. Would students, especially at beginner levels, be missing out too much If they just over used the simple past? Or even present simple. “I go to Canada three times in my life” is pretty comprehensible, isn’t it? As is “I went to Canada three times in my life.” Ohh well, these are the sorts of thoughts I have while editing. It is not hard to blame the English Grammar Industrial complex for such things.

I had an interesting chat on social media one day about why we yanks “use present perfect wrong.” While this idea of wrong is the sort of prescriptivist bullshit up with which I will not put I thought it was quite interesting to think about how the history of immigration in the US might have influenced such things as the (non) use of the present perfect while our former colonial overlords would still tend to use it more.

In terms of present perfect usage, two classic examples for me are “The train has arrived at the station!”  and “Goshdarn it I’ve lost my keys.” Now, I can fully see why one might use the present perfect here I think I would be more likely to talk about simple past. “I lost my keys and I will leave it up to you to consider how much this event impacts the current moment, thanks.”

Time for a joke then? OK. The past, the present, and the future walked into a bar. It was tense.

This talk of language somehow reminds me of a long, long, time ago in a country not so far away when I was doing editing on some English education materials. I didn’t always have a high opinion of the materials (read: sometimes I thought they were ridiculous). There were many laughable and saddening things in the material and I was always ready to pick holes in it (though, on balance it probably wasn’t quite as bad as I thought at the time. I remember laughing to myself (and hopefully not aloud) about some bullshit called the “Zero Conditional.” Only later did I realize it was actually a thing. If Mike sees mountains and mountains of nonsense he starts to think everything is nonsense too.

This language talk and the admission of my lack of knowledge of terminology reminds me of something else. What a windy road we are on here in this post. I don’t remember where I heard or read him say it (might have been his talk at IATEFL this year) but I think Hugh Dellar said something about how you never see presentations about language at conferences. That matches my experience very well. I wonder why this is the case. Would ELT folks feel weird learning about language or developing their English skills at a conference? Would presenters be intimidated?  I am not sure if I am talking about just those people known as native speakers or not. I don’t wish to suggest that grammar knowledge is the whole of language knowledge but a while back Alex Walsh wrote a very interesting (not to mention brave) post, “The Confessions of a Grammarphobic ELT” that I think is related.

Another idea from Hugh Dellar about conferences and this field that often finds its way to my mind is how you always find people at conferences at the front of the room telling the audience how telling and lecturing are bad without any apparent sense of irony or internal conflict. There seems to be a very strong belief that telling is bad. I think in many cases it might not be ideal but I think as always we need to make our decisions and not be swayed by thought leaders or group think. I think we should see more interpretive dance, art projects, and music related to the idea that teacher-fronted instruction is bad, for those are the only ways which could thoroughly convince me.

Yet another random thought that occurred to me as I race through this arduous editing task is about feedback. Outside of the editing game, I felt moments of myself wanting to give unsolicited feedback to friends, family and strangers this week. Perhaps I’m being habituated to such actions in a short time, assuming that everyone could benefit from my wisdom as much as those paying for my editing acumen. I need to re-read my post on suggestions. I mostly managed to resist the urges but this desire to give feedback in cases I don’t believe I usually would pushed me to think about what it means, if anything. Assuming it was related to the constant fixing and editing I was doing (which is a moderately sized assumption I think) made me wonder how much of our lives outside the classroom are shaped by our lives in it. I am thinking of a particular guy I know in Korea who strikes me as a nice guy but very much a blowhard. As I tried to be not overly dismissive of this fellow I theorized that he is just used to talking to people and is used to being the expert, or at least English expert in the room. What I found extremely grating might just be an extension of his classroom personality or persona. I dunno. This theory makes it slightly less bothersome but only slightly.

I just edited something that had the word omission and commission in it. The sentence was something about the commission double checking if something was omitted in the reports. Nonetheless it reminded me of this poem (read aloud here by the author).
This round of unwritten things is on me.

Till next time then.

I’ve just sent in the last of the editing. 

Update: I was just asked if I’d be interested in doing some more. Maybe I can find some guidance in this post from Fiona Mauchline

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2 comments

  1. David Harbinson

    Wowzers, what a ride. Head hurts a little (joking – kind of, maybe?!)

    It is quite rare to see any talks about language/grammar now that you mention it, although Keith Folse’s plenary at KoTESOL a couple of years back was on grammar. There’s one part in particular where he talked about prepositions of time (in, at, on specifically), and showed how he helps learners to remember it with a pyramid (AT at the top for the smallest unit of time – the hour, ON in the middle for the next smallest – the day, and IN at the bottom for (almost) everything else). I typically use this to explain prepositions – when asked – to my students at least once a week, and they seem to really like the explanation. It is probably the most useful thing I have ever learned from a talk – by that I mean it’s the single thing I have used the most since hearing about it. Anyway, I wonder why then there are not more talks like this. I’m sure it would be a great way to learn about novel ways to explain common questions to students when asked.

    • mikecorea

      Thanks for the comments and (mostly) sorry for the headache. I like your example and it reminded me of a great presentation I saw once that mentioned the same thing. (From Elka Todeva from SIT at KOTESOL a few years back).

      It is interesting to see that this was “probably the most useful thing you’ve learned from a talk” (according to the definition you gave). I think “Good ways to explain common English questions” sounds like a nice idea (even if the title could be a bit a bit sexier). Maybe we could talk about co-presenting on something like this next year.

      Thanks again for reading, persevering and commenting.

      On Tue, Sep 16, 2014 at 2:57 AM, ELT Rants, Reviews, and Reflections wrote:

      >

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