For my first two weeks I have been observing classes to see how the schools teach, involve all the students and discipline. Fortunately, on the whole the students at both of the schools I am working in are very polite and enthusiastic, so hopefully I won't have too much trouble when I do start helping out properly. The teachers have a pretty much zero tolerance attitude to any chatter and misbehaviour and I think this certainly has a positive effect, since I've not encountered any really unpleasant behaviour thus far.
I've observed many different lessons-- not just English, but also French, History, Music, Spanish and PE. I think my favourite was probably History because it was about ancient writing and I got to walk around and help the students with the final task which required them to imagine that they were an ancient Egyptian scribe who was defending the value of their work to a friend. It was a great way to practice my French and to get a proper taste of teaching, and it was very closely related to a few topics I love: language, orthography (spelling) and writing.
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| This is an example of a papyrus with some ancient Egyptian hieroglyphics written on it. We had a papyrus to show the students so that they could see what people used before paper. |
Language is something that has always interested me-- no, fasinated me. From a very young age I had some very strong opinions about language: words I do and don't like (for no particular reason really), pronunciations I don't like (which is most certainly NOT to say I am prescriptivist or pro-received-pronunciation in any way). I studied English Language as an A-level and loved learning about different accents, dialects and language varieties like Jamaican Creole and how it influences things like Hip-Hop culture and areas with high ethnic diversity such as London. I also learned about the advent of the printing press and how it revolutionised orthography and writing culture. Whilst this is a little more modern than ancient Egypt to say the least, I certainly felt that I had some expertise to offer the students who asked me questions about the role of a scribe and such-like.
In an English lesson with a Euro class I did a little presentation about French stereotypes (berets, frogs, cigarettes, garlic and the like) and a bit of pronunciation work. In France, children who choose to be in Euro classes tend to learn 2 or 3 European languages, and since it's a choice, this generally means that they're pretty enthusiastic! This class were great in fact, their pronunciation was quite good anyway, but it was great to demonstrate how English pronunciation patterns differ from French ones. As you'll see later, pronunciation can make all the difference... In fact, possibly the hardest thing for a French person to learn is the syllable stress of English. In French, there is no definite syllable stress, but if you must have one, it tends to be the final syllable (len-te-ment: slowly), whereas in English there can be multiple stressed syllables and there is no fail-safe stress pattern (mar-ma-lade, A-mer-i-can, etc...). Anyway, I can see your head is about to touch the keyboard in boredom, so we'll move on, shall we...
Je Me Présente (Presenting Myself)
For most lessons, I have been invited to introduce myself to the students at the start of the lesson, however there was one rather awkward lesson-- music in fact-- where I was not introduced in any way... The teacher was lovely, but he did just tell me to sit next to a girl near the back of the class with no explanation as to who I was (bear in mind that this was a class of twelve-year-olds) and I was gawked at unashamedly and unreservedly throughout the lesson-- they must have thought I'd seriously flunked a few years!
In the English lessons where I introduced myself, the teacher usually invited the students to ask me some questions. Of course, there was the usual 'Where are you from?', 'How old are you?', but in one class, I was asked by the same fifteen-year-old boy whether I was married (I am aware I look older than 20, but maybe I should consider a cosmetic procedure now?!) and whether I wanted children (Steady on! Not for a very long time, thank you). I was also asked all manner of whether I like Little Mix, One Direction, Justin Bieber: 'No, no, and most indubitably: no.' In fact, saying I didn't like One Direction has quite possibly ensured that one particular girl will hate me for the duration of the year, but I can live with that.
In fact asking me about celebrities is where diction comes in: you simply forget that foreign people will pronounce names very differently to you. This became very clear when one girl asked me if I liked a particularly well-known female singer. I'd asked her to repeat the name a few times because I simply had no idea who she was talking about, so she wrote it on the board: Mariah Carey. The French pronounce it something like 'marrya carry' and without any stress on the syllables. Of course, once she'd written it down it was obvious... This at least prepared me for a boy who asked me if I liked David Bacon.
Oh, David Beckham... (justr FYI, I'm indifferent.)
The incidents reminded me of a line from the cartoon 'Bartok the Magnificent' in which the rather pompous bear, Zozi, says to Bartok: 'Diction, my dear boy: it can make all the difference.' I couldn't agree more.
The Three Bitches
I realise how long this post is getting, so I'll leave you with a wonderfully offensive error I made when talking to the History teacher. It was the end of the lesson and she was asking me how I'd found the Biology class I had observed before History. It had been great, but there were three boys who had been talking constantly throughout it, much to the teacher's exasperation. I'd picked up a slang term for boy: 'gars', so I told her 'le cours s'est passé bien, mais il y avait trois gars qui ont tchatté beacoup!' Since 'gars' is short for 'garçon' (pronounced 'garr-son'), I pronounced 'gars' as 'garss' at which she looked at me and repeated in English: 'there were three bitches?'
It turns out 'bitch' in French is 'garse', pronounced 'garss', and the short term for 'boy' is in fact 'gars', but pronounced 'gahr'.
Diction, my dear boy: it can make all the difference.



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