A reflective analysis of pre-course pedagogical
considerations for teaching a business Abstract The tuition of 'Business English' within Japan is a growing area and offers a number of context specific challenges for the EFL teacher. Many corporate programs are constructed with very little attention paid to factors such as curriculum design, course objective and teacher evaluation. This article aims to provide the prospective 'Business English' instructor with a practical framework for assessing and preparing for a corporate English course through a reflective analysis of student and teacher beliefs, attitudes and knowledge with reference to the language-learning process. These concepts will be discussed and then visually represented in the form of the SBAK+ and TBAK+ as suggested by Woodman, (1998). Introduction Within the typical 'Business English' classroom environment there are basically three distinct components which must interact in a productive manner in order to reach a desirable outcome for all parties. The student population, comprising of many individual differences in: - Learning objectives - Previous language experiences - Motivations for study - Areas of strength and weakness - Preferred learning styles and methods - Beliefs about what they need to progress The teacher, an individual who brings to the classroom: - Their own teaching beliefs - Their own expectations for the course and students - Their own preferred teaching methodology - Their own experiences teaching - Their own areas of strength and weakness - Beliefs about what students need to progress Finally, we have the course structure, situational variables, class personality and learning materials, which in many cases are what binds the teacher-student together in the pursuit of what are expected to be shared goals of attainment. In addition to these factors, the teacher-learner interaction within an EFL context is often molded by language teaching theory. The theoretical approach to language teaching can be decided by either an institution that directs the teachers' behavior or by the teacher acting alone. Japanese corporate teaching is one area in which language teaching theory is often totally absent. This is partly due to the fact that those individuals who organize and prepare the course are not qualified educators; they have very little knowledge with regard to the theoretical applications within the teaching-learning process. In a great deal of cases, this leaves the teacher alone with little other than a loosely defined set of objectives to work from. These objectives are usually focused around "improving the students' TOEIC scores" with the aid of a standardized, non-specific textbook. There are though, a number of relatively simple steps any prospective 'Business English' instructor can take it order to provide a better structural teaching environment to maximize the teaching and learning processes. Theses steps refer to the creation of a SBAK + (Student Beliefs, Attitudes and Knowledge) and TBAK+ (Teacher Beliefs, Attitudes and Knowledge) analyses. To complete these visually structured analyses the teacher must take a highly reflective view of their prior teaching experiences and identify what they wish to achieve during the up coming corporate program. They must also communicate with a student (usually a designated class leader) in order to construct a visual representation of the student's expectations and desires for course. Using these visual, reflective tools as a basis for course design and material selection is an excellent way for the 'Business English' instructor to empower themselves and the students by introducing knowledge and awareness of the many variables involved in the teaching-learning process. Beliefs, Attitudes and Knowledge (BAK) Woods, (1996) originally proposed the term 'BAK' (beliefs, attitudes, knowledge) in order to capture the connected aspects that inform teacher perception and behavior within the classroom. These BAK's were not static and changed frequently, the teacher needed to constantly re-address his or her own BAK's as the teaching situation changed or evolved. Woods referred to teachers non-specific experiences as 'hotspots'. It is essentially how a teacher resolves these 'hotspots' that will influence the shape and form of their new BAK base. Woods, (1996) stated, "traditional categorizing teachers into pre-determined groups hides the dynamic aspect of BAK, and oversimplifies our understanding of the concept and the process of teacher and curricular change" (p.246). Woodman, (1998) elaborated on the BAK proposal to form SBAK+ (student) and TBAK+ (teacher) methods of analysis. The current analysis focuses on the construction of a SBAK+ and TBAK+ prior to a 3-month intensive 'Intermediate Business English' course at a major Japanese electronics’ manufacturer. The teacher (myself) was provided with limited information concerning the course structure and objectives. Upon request, I was provided with a list of student names, ages and TOEIC scores. After a brief analysis of this demographic data it could be assumed that they would have been educated in a very rigid, disciplined public school system during the 1970's and 1980's. In many cases English language tuition would have been seen a minor element and very much focused on grammar-translation, repetition of set phrases and other drill type behaviors. Although such experiences would certainly play an active role in the formulation of beliefs and attitudes towards English, the popularity currently enjoyed by the language within Japan should provide them with a balanced platform of mixed views, opinions and attitudes not based on one experience alone. Of course, these observations are entirely pre-course and represent an element of speculation concerning the specific class make-up in terms of prior educational experiences. The first step in the construction of a SBAK+ is to meet at least one of the prospective students for a discussion concerning a wide range of student centered issues. The discussion should be based on the SBAK+ questionnaire outlined by Woodman, (1998).
The Woodman, (1989) questionnaire has specific strengths in its ability to function effectively without the student answering all of the questions. The teacher can choose to include or exlude those questions which he/she believes to be appropriate or inappropriate depdening on the specific situation. The TBAK+ questionnaire functions on the same principles as those of the SBAK+ questionnaire.
After recording the information given by the student, the teacher has the ability to visual represent the student's beliefs, attitudes and knowledge regarding the up coming course of study. The SBAK+ can then be used in collaboration with the TBAK+ in order to provide a cross-referenceable source of practical information based on theoretical issues to enhance the classroom experience. It can also be used as a source of reference throughout the duration of the course. After meeting with the designated course leader for the 3-month intensive 'Intermediate Business English' course I was able to create my own SBAK+ and TBAK+ and provide a detailed analysis of the factors which became apparent during the process.
The Analysis In addition to theoretical approaches, the current SBAK+ identified motivational factors as a key issue. In the current context the student population had a combination of both integrative and instrumental motivations. The integrative motivation of living in an English speaking foreign community is present in most EFL learners within Japan, although it only becomes a reality for a small number. The single most dominant motivation for this particular student group was career progression as shown in the SBAK+. The students are often required to communicate in English with overseas factories or customers; this is in the form of telephone, e-mail and videoconference communications. An additional instrumental motivation was that if the students could obtain a TOEIC score of over 600 then they would have an increased chance of being selected for overseas deployment which is considered very favorable in terms of life experience and career advancement. As the current class members all had a TOEIC score of over 600, I believed that both integrative and instrumental motivations would play a relatively equal role. With the TBAK+ analysis I believed that I had two core motivations for providing a quality, satisfying course. The most prominent motivation was that of financial gain. If the course were judged to be a success by the students then the company would offer me subsequent courses. This unfortunately meant that, as a teacher I tended to pamper to the students' needs and requests a little more than I would usually do. This method of student feedback concerning the teacher’s performance is commonplace within Japan and must be a consideration for all teacher behaviors with the classroom. As a partial method of ensuring student satisfaction the students were also given freedom to choose their own textbook, even though I know that the majority of students do not know what they need to achieve their goals. As a teacher who often has total control over material selection and lesson structure I often question my own beliefs regarding student needs and progression. As Barkhuizen, (1988) found in his research on student perceptions of teaching techniques, the teacher is frequently wrong about which activities students find the most motivating. The implications for both student and teacher at this stage are huge. If a teacher can become more aware of where their learners are coming from, how they approach language learning, what they feel about their language learning experiences, and how they like to learn the language, they will be able to facilitate the desired learning outcomes in the classroom more efficiently. Likewise the student has a responsibility to communicate their preferences to the teacher so that the teacher has an opportunity to adapt their own beliefs, attitudes and approach to the class. For the current program I essentially shifted responsibility away from myself in giving the students more freedom of choice, but the power of financial motivation in this case remained dominant. The second teacher motivation was the desire to share knowledge and assist student progression. I had a good understanding of the students' problems based on previous experiences and truly believed that I could offer a number of practical solutions to them. Within the classroom environment were a number of significant extrinsic factors that were beyond my control. The classroom environment, temperature, lighting, chair comfort and other ergonomic issues can all act to shape teacher/student motivation and concentration. In the current situation the only one that presented a significant problem was classroom temperature. The particular electronics company has a policy that forbids air-conditioning to be used at any temperature lower than 28 degrees, which means that the classroom environment becomes very hot. This is often on my mind and I take time to drink water and fan myself down during the class, all of which is effecting the teacher-student interaction. Students also commented on the heat factor at least 2/3 times per class, which demonstrates a conscious awareness of the environment affecting them both physically and mentally. Being in a Japanese company environment additional social factors also played a role in the formulation of any teacher-student interaction. Social role and status are considered very important in establishing a system of power. Usually age equates to status, the older you are the more status and power you have. This represents the 'sempai-kouhai' relationship that can be observed within any Japanese corporation. Immediately, I was breaking one of these golden social rules, as I was only 28, I was the youngest person in the classroom but at the same time I was in a position of authority and superior language knowledge. This required a great deal of modesty and sensitivity on my part in order to avoid any conflict or ill will. Based on previous experiences I have found this to be a problem only when dealing with 1) very low-level students or 2) students who are over 50 years old. A counteracting positive social aspect was that I am a native English speaker which immediately demands respect within Japanese society, it also identifies me as non-Japanese and as such tends to exclude me from the usually system of social interaction.
Based on my previous experiences within this particular company I have found that the classes tend to prefer learner-centered approaches and materials, this is in part due to the students high level of proficiency. Whilst this is somewhat of a rarity within mainstream teaching within Japan it also presents the teacher with additional points for consideration. From observing both the SBAK+ and the TBAK+ diagrams there was a strong consistency between student and teacher with regard to preferred classroom activities. Although there are other areas of similarity and difference I feel the following points are vital: The TBAK+ is not a static entity and the English language teacher will often have to renegotiate their own beliefs, attitudes and knowledge in response to classroom learner behaviors and challenges presented. SBAK+ are much more entrenched and have been constructed over many years. Educating students in the classroom learning process is vital. Viewing the student population as a partner rather than a passive subject void of expertise in teaching theory and knowledge is favorable. If the teacher can assist the learner in identifying their own learning strategies and thinking of ways to maximize them then the SBAK+ will take on a much more dynamic form which can be inter-locked with the TBAK+. As Felder, (1996) commented, when mismatches exist between the learning styles of the students and the teaching style of the teacher, the students are liable to become bored and inattentive in class, do poorly on examinations, get discouraged about the course, the curriculum, and themselves, and in some cases change to other curricula or simply dropout. The SBAK+ and TBAK+ aim to solve these problems by providing the teacher with a practical, yet theoretically grounded solution. Both of the diagrams below were developed primary through the use of the questionnaire provided by Woodman, (1998) with regard to SBAK+ and TBAK+. Additional points were added based on the specific situational demands of the students and teacher.
References Barkhuizen, G.P. (1998). Discovering learners' perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32, 85-108. Biodata
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