[etni] Fw: clarification about Oral Bagrut

----- Original Message ----- 
From: sbshai - sbshai@xxxxxxxxxxxxx
Subject: clarification about Oral Bagrut

Dear Etniers,
I've noticed that the discussion about the Oral Bagrut has gone off on an 
unexpected tangent; therefore, there's a need to clarify:
I don't think any one of us would argue against the fact that verbal 
proficiency is a top priority in EFL instruction; my intention was only to 
point out why the present system of testing is unjust (and perhaps even 
incongruous with this aim). I am not advocating throwing out the proverbial 
baby with the bath water!

Similarly, I certainly did not mean to put anyone on the defensive regarding 
her / his methodology.  I simply question the MOE's stated objectives when 
compared to what's actually happening in the field.  It seems to me to be 
axiomatic that if you hope to teach a foreign language, you must use that 
language as exclusively as possible in the classroom.  This is the idea 
behind the ulpan system for Hebrew language instruction, which has been 
proven quite successful.   (That said, Renee's point is understandable --  
hence, the qualification about use of the mother tongue in the statement 
above.)

Preparing for the Oral Bagrut is certainly one way to motivate our students 
to speak English, but that alone is not enough!  I agree with Louise that a 
teacher whose Hebrew is not strong actually has an advantage: As a case in 
point, I freely laugh with my students about the many times I have been more 
or less politely corrected by my children and grandchildren concerning 
various mistakes I was in the habit of making in conversational Hebrew. 
(And there are always plenty more waiting in the wings!)  This usually eases 
the pupils' reluctance to talk.

I've had colleagues who were native Hebrew speakers (I don't consider an 
accent sinful, by the way; those I've known are practically accent-free 
anyway!), and it's admittedly more difficult for them to refrain from using 
the L1 that's common to them and their students.  However, I think these 
teachers are perhaps in the best position to inspire their classes regarding 
the high level of proficiency that it is possible to achieve when 
communicating in a foreign language.

To summarize while standing on one leg: if we can't do anything to change 
the present -- rather unfair -- system of oral testing (which would save 
time, not to mention money, to be used more productively), at least we 
should be willing to consider how to increase communication in English in 
our classes.  This would inarguably benefit our students where it really 
counts -- i.e., outside of the classroom.

Once again, I thank ETNI for affording us the opportunity to air our 
concerns.

Wishing you a pleasant testing experience,
Batya


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