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Christopher Graham on Teacher’s Coffee
Continuing Professional Development (CPD) is a crucial yet often stressful aspect of an educator’s career. But how does it unfold in settings where teachers not only navigate classroom challenges but also face the harsh realities of war? And how can sustainability awareness be integrated into English language teaching in such contexts?
Christopher Graham, the incoming president of IATEFL, recently joined Gina Dooley and George Kokolas on the Teacher’s Coffee Podcast Series to discuss the complexities of CPD in conflict and post-conflict zones.
Graham highlighted the profound impact of trauma on educators working in these environments, many of whom have endured extreme hardship that inevitably shapes their teaching methods and interactions with students.
Trauma can lead to shorter attention spans, unpredictable emotional responses, and challenges in engaging with structured training. Graham emphasised the importance of treating these educators as professionals rather than approaching them with excessive sympathy, which can undermine their dignity. His training approach prioritizes flexibility, allowing teachers to step away when overwhelmed, fostering an environment of respect and understanding to help them rebuild confidence in both their personal and professional lives.
Listen to the whole episode, here!
Characteristics of Traumatised Teachers in Conflict Zones
Teachers in conflict zones often carry the emotional and psychological burden of their experiences into their professional lives. Many have been directly affected by war, displacement or political upheaval, making it difficult for them to concentrate for extended periods or engage in structured professional development.
The unpredictability of trauma means their responses to training and classroom situations can vary significantly, making it challenging to establish consistency in their learning. Despite this, Graham emphasises that these educators should not be treated differently from their global peers in a way that isolates or patronises them. Instead, recognising their resilience and providing them with a stable, respectful professional environment is key to supporting their development.
Why CPD is Crucial for Teachers in Conflict Zones
Continuing Professional Development (CPD) plays a vital role in helping teachers in conflict zones regain a sense of professional identity and stability. Beyond equipping them with new teaching methodologies, CPD provides a much-needed sense of community, where educators can share experiences and support one another.
Associations and training organisations can serve as safe spaces for teachers, offering not only skill-building opportunities but also informal moments for discussion and emotional reflection. Graham highlights that institutional support, such as endorsement from Ministries of Education, is crucial in ensuring that CPD remains accessible and sustainable. When CPD is framed as a structured yet flexible initiative, it empowers teachers to re-engage with their profession despite the challenges they face.
The Importance of Professional Learning Communities (PLCs)
Engaging in teacher associations and professional learning communities (PLCs) offers educators essential opportunities to connect, share experiences, and support one another. These collaborative spaces promote reflective dialogue, collective problem-solving, and the development of shared values and norms, all of which contribute to enhanced teaching practices and student outcomes.
By participating in PLCs, teachers can overcome the isolation often felt within the profession, gain fresh perspectives, and work together to tackle challenges, thereby enhancing their professional growth and the overall educational experience for their students.
An example of this is the Reading Apprenticeship programme developed by WestEd, which provides a research-based framework to improve instructional effectiveness in middle and high school classrooms. This programme focuses on engaging students in reading activities that foster confidence and comprehension, leading to significant improvements in academic literacy.
Integrating Sustainability into English Language Teaching
In the 9th episode of season 8 of Teacher’s Coffee, the topic of integrating sustainability into English language teaching was discussed. This approach not only raises environmental awareness but also boosts students’ critical thinking and language skills.
By incorporating activities such as role-playing and discussions on sustainability issues, educators encourage learners to analyse complex topics, consider diverse viewpoints, and articulate their thoughts effectively in English. This not only enriches the learning experience but also prepares students to engage meaningfully with global challenges, fostering a deeper understanding of both the language and the world around them.
CLIL Sessions and Sustainability Awareness
Integrating sustainability into English language teaching through Content and Language Integrated Learning (CLIL) offers a dynamic educational approach. By combining language instruction with environmental topics, students not only enhance their English proficiency but also gain a deeper understanding of important global issues.
Lessons can include analysing the causes and consequences of climate change, preparing students to adopt sustainable lifestyles and take appropriate action. This method aligns with the objectives of climate change education, which seeks to address and develop effective responses to environmental challenges. Such interdisciplinary learning fosters critical thinking, as students evaluate complex subjects and articulate their insights, thereby enriching their educational experience.
Project-Based Learning: A "Water Pollution" Case Study
An effective method for blending English language learning with sustainability awareness in CLIL sessions is project-based learning (PBL). Through this approach, students engage in research-driven group projects on environmental topics while developing their English skills.
For example, in a "Water Pollution" project, students could:
- research the causes and effects of water pollution in various regions.
- analyse real-world case studies of polluted rivers, lakes, or oceans and efforts to clean them.
- create a presentation, video, or infographic suggesting solutions to reduce water pollution.
- discuss and debate policies or daily habits that could improve water quality, using structured speaking activities.
- write reflective essays or reports on how individuals and communities can contribute to cleaner water sources.
This approach ensures that students practise reading, writing, speaking, and listening in English while engaging with sustainability topics in a meaningful way. It also helps them develop critical thinking and problem-solving skills, making them more active learners.
Educational Resources for CLIL and Sustainability
An increasing number of educational resources are now embracing the integration of English language learning with sustainability topics through CLIL-based approaches.
Series such as RightOn!, 4Minds, I Wonder, #English, HappyToons, CLIL Readers: Explore Our World, and CLIL Readers: Discover Our Amazing World offer engaging content aligned with real-world issues.
These materials provide structured lessons where students can develop their language skills while exploring topics like water conservation, climate change, and responsible consumption. For example, in CLIL Readers, students might read about the impact of plastic waste on marine life, expanding both their vocabulary and awareness of environmental challenges.
By using these resources, educators can move beyond traditional methods and encourage learners to think critically, express ideas confidently in English, and connect their studies to global concerns, making language learning more meaningful and relevant to their lives.
