So, what is an SR-EALer (srealist?) anyway?

Since getting the blog off the ground some months back, this is a question that really calls out for an answer, and certainly something more substantial than the vague allusions I've offered up so far. In my defense, I doubted anyone would visit the site apart from those who stumbled across it by accident or perhaps a few likeminded colleagues wishing to drop in and bounce around some new ideas. I should have known better. The internet being what it is, I now receive the occasional -and welcome- note from a fellow EAL professional wondering just what I'm on about and whether this whole SR-EAL 'thing' has any life in it or whether we should quash it lest it becomes some ghastly distracting new fad. I do confess to satisfaction that in piquing the interest of my peers. On the other hand, there's nothing quite like a bemused email to bring home the point that in a site promoting SR-EAL I've neither defined the term with any precision nor discussed the potential it offers to improve EAL teaching in bilingual and international school settings.

I've made a promise to myself that once I get on top of my work commitments I will promptly put pen to paper and compose a document of sorts that hopefully explains 'the ins and outs' of SR-EAL to everyone's satisfaction. Now, that's not saying much, I realize. Apart from my less than stellar record when it comes to keeping such promises there's the question of a likely timeframe. When exactly will this supposed document materialize? Next week? Next month? Next year? Unfortunately, honestly, your guess is as good as mine in this era of covid, on-line learning and lockdowns. For those looking for a quick fix I've put together this 'stop-gap' measure to get across the basics. This tongue-in-cheek posting won't be to everyone's liking, but I invite you to spare a moment for a quick read. As I've said: There are a good deal more closet SR-EALers out there than anyone supposes. In fact, you may be an SR-EALer yourself! How about we find out?

So, pens and paper at the ready? Five minutes. Start now!

You might be a SR-EALer if.....

1. You have a healthy disregard for national curriculums! You appreciate NC's might serves as guides, of sorts, and acknowledge their value as a first 'port of call' when looking for ideas and reminders. Nevertheless, you recoil at the thought of slavishly following a curriculum designed with a national population in mind rather than your students' very particular language needs. (You/not you)

2. The same applies as much to textbooks. You stand is awe of the Headways, Interchanges, and

English Files but you question their generic, 'one-size-fits all quality' -the implicit assumption that what students in Shanghai might sensibly study somehow matches up with that of a student in Madrid or Berlin. At the back of your mind something else bothers you, too: Could it be that commercial pressures impact upon curriculum content? "Surely not! " But then again.... (You/not you)

3. You look at a coursebook Unit that happens to focus on teaching the names of common professions. You admire the glossy pictures of nurses, drivers, cleaners and librarians but it occurs to you: "Wouldn't it be better if those were pictures of nurses, drivers, cleaners and librarians who work at your school -pictures of people, that is, to whom your students readily relate and with whom they likely interact on a daily basis. True, we can't match the artistic skills of the graphic designers at Pearson and Longmans etc. On the other hand, does that really matter? Not to you. At least if the lesson raises student interest and involvement (You/not you)

4. In today's lesson, students listen to a short biography of 'Z' and then go on to answer comprehension questions. Everything runs like the proverbial well-oiled machine. But you wonder whether a brief biography of one of your own teachers, a member of your staff or a student (perhaps the winner of a sought after school prize) might have proved more engaging while still allowing you to cover the same lesson objectives. (You/not you)

5. It was a great video! And you know full well that the quality of all those other media freebies packaged with your recently purchased "The New, Best Ever EAL Course!" will prove every bit as impressive. But, then again (see 3), couldn't we have made these resources ourselves, you ask. Wouldn't the students have found the videos etc. more engaging had we done so? You recall that 'Mrs. Smith' runs an after school club on film/media making. If you asked nicely, couldn't she challenge her students to design and make EAL themed video clips, audio recordings and conversational skits? And let's not forget all those secondary students studying ICT. You put yourself in their shoes for a moment. How motivating must it be for someone in Year 8 to produce educational products in the full knowledge that their efforts will offer real benefit to your peers. Besides, the skills covered in the production process align with those listed in the ICT syllabus, don't they? (You/not you)

6. In a dreamier moment, you come up with this crazy idea of moving away from off-the-shelf

EAL courses altogether. You promptly take a cold shower and promise to never entertain such radical thoughts again. The problem is, that ridiculous notion just won't go away. You look around the staffroom, and what do you see? -Smart and engaged colleagues with truck loads of experience. With all that talent at hand, couldn't the school come up with its own course offering? Is it beyond the wit of fully trained graduate teachers to design and self-publish a bespoke course for one's own school? It's an outrageous thought, of course. I mean, who are we as mere EAL staff to suppose we might cobble together a Touchstone, Speakout, or Outcomes? (Time for a cold shower. Is that twice in one day?). But that crazy old idea clings to you with all the tenacity of blu-tak ensconced on the sole of a teacher's shoe. Just imagine it! -a bespoke course built around your students needs and your own school's ethos and culture. (You/not you)

7. You look at those grammatical items in the syllabus and something troubles you. Your trusted copy of Headway teaches grammar, sure enough, but that grammar seems out of sync with the grammatical errors you feel most call for attention. Now, if only you had a course that focused on what your students struggle with! You have this ridiculous idea of looking at students writing and identifying just what errors exactly your students tend to commit. Couldn't you then move on to address these as best you can and in a manner that you consider most effective? You've long felt that the school curriculum falls short when it comes to remediating the very particular errors you come across in your students' written assignments. (You/not you)

8. The curriculum requires that you teach that wonderful old fable of the Tortoise and the Hare. Great! It's one of your favorites. The class will undoubtedly enjoy it, albeit they likely know a classic like this by heart. But rather than simply rehash the story, you believe you can do rather better: You'll tell the story, yes, but will follow it up with one to which children might relate rather more. You have in mind your school's stellar success in the recent football tournament where, through dint of hard work and perseverance, the team triumphed against highly regarded opposition. (You/ not you)

9. Your school has values and an ethos that it tries to promote. Only last year, the staff introduced a prize for the House that collected the most trash from the grounds. This year you have an award for environmental awareness. Now, couldn't you help promote the school's commitment to a cleaner world through your EAL lessons? How about basing a listening comprehension lesson around an interview with this year's prize winner? Now, there's a thought. (you/ not you)

10. On a philosophical level you like the idea of students having a role in materials design -be it providing pictures to illustrate a point in the school's emerging, bespoke, self-produced EAL course, designing a cover for the resource book, or providing exemplars of language that a class might sensibly study (the possibilities seem endless). You sense that your students feel more empowered (a good thing!) and you find satisfaction in wresting control of teaching from anonymous coursebook writers and reclaiming control of the learning process.

END of TEST

At this point, I should invite you to add up your score (1 point for each 'You') and provide some potted interpretation of 'results.' Suffice it to say that the closer to a perfect 10, the more of an EALer you're likely to be. To all of you 'high flyers' out there I cordially invite you to visit the site every now and again. It's just possible you'll find something to pique your interest. A zero or one? Well, I remain ever hopeful we might yet win you over. My invitation to drop in extends just as heartily to yourselves.

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