to Zirve with love

I wrote this letter, upon request, while I worked at Zirve University in May 2010.  The language arm of the university was managed by a university in north Texas.  While there was a bit of friction between the Texans and the director of the school regarding running EFL classes instead of ESL classes, I was asked for advice.  

And no they didn't consider me too serious.

7.1.10

Making a better ELP

Anonymously Random Thoughts:

Expand the variety of courses.  Pronunciation, grammar (separate from writing), and a newsletter class for students whose departments, such as psychology, do not require an academic based writing background (for example research writing) are a few examples.  Clubs such an English Club where movies are watched and discussed; and Game Club using Monopoly and Risk, would greatly expand the realia of the language and offer a contemporary and comprehensible approach to language learning at Zirve.   The computer labs, while sitting empty, could be effectively used with software and teacher controlled enabled broadcasting.  Years of experience  with students using the computer to access authentic Internet sources has proven successful and could be easily implemented here at Zirve with the right software.

With TEOFL out of Zirve’s future plans for now, the English program should consider a two track approach to teaching students: the academic and the practicum.  The English needs of the Turkish student are widely varied and a better ELP will reflect that diversity.  To meet these needs a variety of courses mentioned above can fulfill student and administrative expectations.

It is very difficult to accept the 100 minute class model.  Fifty minute classes with 10-15 minute breaks is sufficient.  There is no pedagogical justification for keeping students in their seats longer than their brains are capable of receiving  input, and there is strong evidence teacher and student burn out has occurred in an experiment that smacks of Texan arrogance.  A quality experience succeeds in an IEP that doesn’t focus on quantity.

Finally, the physical environment for a quality based learning experience needs much attention.  Presently the rooms are sterile and filthy, the air conditioning system is not fully operational at this time, and there are constant distractions with construction outside and custodians running floor cleaners in the halls every single day.  Such an environment challenges tired minds and makes the learning experience an exercise in futility.  I would recommend teachers who can keep one classroom be allowed to paint it, bring in plants and carpets and art to provide students a relaxed environment, and as for the construction and floor cleaners...I don’t know.