Interview with Jacqueline Lord – a summary

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Jacqueline Lord's (J.L) taped interview on different points affecting ESL teaching in Quebec reveals three major elements to be regarded upon as the problems they generate but also with the solutions they bring forth. In the following summary, I will extract these points from the interview and contrast them with the suggested solutions. Finally, I will give my personal opinion on the overall idea of how ESL teaching requires important attention and revision.

The first problem stated by J.L. is the manner in which ESL teaching is affected by socio-political and socio-cultural overtones. The government as well as the people's incapacity to separate academic English teaching with English at the political level has revealed itself to be nuisance to the progression of ESL teaching programs. Undoubtedly, as long as the government and people stand afraid of loosing both their French heritage and their vote count, the overall improvement of conditions within the ESL program as well as suitable use of ESL (in society) for our students will be further delayed.

Although governments encourage ESL, their reserve on the subject leads to the second problem which lies mainly on the required redefinition of goals, objectives, and methodologies within the program, as well as a refreshed approach according to our times and present generation. The classical methods of teaching have been overridden with the new communications program implemented in the 180's by the Ministry of Education but has left the ESL program with little or no methodology for adequate interactive teaching and learner's evaluation.

Consequently, the time presently allotted to the ESL teaching program in consideration of the number of students per classroom stems from the absence of the program's appropriate definition. ESL teaching is the only subject covering four skills (reading, writing, speaking, and listening) and is also the only subject with a set weekly time limit. How then, can learners master speaking, writing, listening and reading skills in a second language with a total of 716 hours of class (in groups of 4) from primary through to secondary levels?

Consequently, the activities and course load in ESL teaching relies greatly on the teacher's personal objectivity, creativity for activities and material (lack of financial resources) as well as their capacity to interact and evaluate the progress of their class. If the teacher in question tends towards the classical methods, then she/he will be at a loss when confronted with the new methods in the current conditions, and motivation will decrease.

This takes us into the third point made by J.L., which are the challenges with which teachers are faced in ESL teaching. She states that with the introduction of the new communication program, many teachers had no concept on how to animate and promote interaction within the classroom in contrast to clear textbook teaching. Teachers did not know how to assess results nor to promote learning as opposed to memorizing information.

The introduction of this program was a step ahead in ESL teaching; however, teachers require more incentive through proper definition of the ESL program, more consideration to ESL as a subject and more financial resources.

Nevertheless, ESL teaching is slowly acquiring more attention. It is my opinion that in the province of Quebec, the governments and the people are the first who must redefine what ESL teaching is designed for and the significance it must acquire within the schools. As indicated by J.L., ESL teaching does not take away from the French heritage nor should it affect votes but rather, ESL should be perceived as a complement to any learner's knowledge and as a necessity for efficient present and future economic, political, cultural and business interactions. Moreover, ESL broadens the minds and contributes to positioning a person firmly in their own culture with the advantages of performing and understanding effectively a second language.

Finally, if both the governments and the people gain a refreshed attitude on ESL teaching, then the Ministry of Education can support and even endorse ESL programs thus ensuring their revisions and redefinitions. Once goals, objectives and methodologies are adapted to our times and expectations, then the financial resources, the number of hours allotted, and the number of students per classroom ought to be improved in order to attain the previously set goals.

Jacqueline Lord's insight is logical and brings forward both the problems and also feasible solutions to counterbalance efficiently. However, it is also clear that the first step to be taken in recognizing the significance of ESL teaching in schools relies on a political will to do so.

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