A disgruntled CNAQ instructor quit after the Doha Players bombing in 2005. At the time, he appeared on CBC TV critisizing the college for the bad treatment of it's employees after the bombing. Sounded like sour grapes to me. It went to naught b/c no bombing since and the college has increased security.
Are EFL teachers grumbling? I thought they were the last group to be grumbling b/c they are the group of teachers who are actually trained and prepared to teach what they are supposed to be teaching (teaching English to non-native speakers). In contrast to this, many of the content teachers are trying to teach something they aren't prepared or trained to teach: teach content (e.g., engineering, trades, security, health science,to non-native speakers). Many of the content teachers come from industry or teaching to native speakers. When they come here, their students are non-native speakers with barely enough language to understand the content. It is true the sponsors who pay the bills at the college are pushing the ESL teachers to get the students through the ESL program faster and into the "real" content classes faster. This reduces the quality of the students' language and increases the frustration (and griping) level of the content instructors.
A disgruntled CNAQ instructor quit after the Doha Players bombing in 2005. At the time, he appeared on CBC TV critisizing the college for the bad treatment of it's employees after the bombing. Sounded like sour grapes to me. It went to naught b/c no bombing since and the college has increased security.
Are EFL teachers grumbling? I thought they were the last group to be grumbling b/c they are the group of teachers who are actually trained and prepared to teach what they are supposed to be teaching (teaching English to non-native speakers). In contrast to this, many of the content teachers are trying to teach something they aren't prepared or trained to teach: teach content (e.g., engineering, trades, security, health science,to non-native speakers). Many of the content teachers come from industry or teaching to native speakers. When they come here, their students are non-native speakers with barely enough language to understand the content. It is true the sponsors who pay the bills at the college are pushing the ESL teachers to get the students through the ESL program faster and into the "real" content classes faster. This reduces the quality of the students' language and increases the frustration (and griping) level of the content instructors.