How do I transform my ESL classroom from

a focus on test-taking to a focus on

authentic literacy practices?

---- Curriculum and Instruction--NLGL Creative Synthesis Project

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Author

Xiaojing Hou

 

Abstract

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This is a challenging and rewarding year in NCSU. I encountered awesome professors who offered thought-provoking classes. What I have learned and reflected is synthesized here, including a  plan of action back to BRS. In this project, you will find well-established ideas of teaching reading, writing, speaking and listening in creative and integrated ways, aiming to not only improve students' academic achievement, but develop their inquiry skills, creative and critical thinking, collaboration and problem solving skills through authentic digital literacy practices and teachers' positive leadership influence in and out of classroom. 

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Rationale for the compelling question

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Let's imagine a scene of building blocks first:

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On the table lying a cluster of different block pieces, teachers are builders exerting tireless efforts experimenting and passionately lining the blocks based on their uniform manuals. Students are those pieces, static and passive.

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Let’s imagine another scene:

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The block pieces revive by becoming block builders passionately and purposefully experimenting and envisioning the position of each piece based on their own unique potential and trait under the guidance of teachers standing behind the scene.

 

Then, which group’s works do you expect to see? Definitely the second group.

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But the first scene is what I was doing in the past, test-centered education producing mechanical test takers without critical and creative thinking, and diversity, which is by no means the desired outcome an international school like BRS looks forward to. There are many teachers who are still repeating my past test-centered practices. When we are overwhelmed by high pressure of tests, we cram students as content-givers and test crackers. Constructivism and instructional scaffolding is completely out of our test-fueled mind. Preparing for the test is nothing wrong, but we shouldn’t only focus on tests and bore students to death with only fragmented texts and exercises and forget language is learned through use rather than through practicing exercises. We forget students need to be given opportunities to make language of their own by making connections with their own lives and background information. We forget their failure in English learning might also attribute to their first language inadequacy. We always remind students of the tests but we forget students learn best in low-risk environment where exploration is encouraged. Apart from test exercises, they still need other language nutrition and other competent skills to be empowered. Tests are not excuses for us not to make our English class a haven for language learners, and only by that time, will their language scores steadily go up. 

 

Driven by this, I come up with my compelling question: How do I transform my ESL English classroom from a focus on test-taking to a focus on authentic literacy practices?

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No matter what courses I teach back in BRS, the findings in this creative synthesis project will apply and serve as a reminder and timely guide to my future professional practices!

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