Oxford University Press conference in Budapest
For this conference I decided to give a talk entitled The ventriloquist that I hadn’t delivered for years. Those of you who haven’t had the misfortune to listen to it should know that it is a ventriloquist act. Well, sort of. I hold a dummy in my right hand, with whom I conduct a dialogue. When it’s the dummy’s turn, I change my voice and try not to open my mouth too wide in order to make the impression that it’s not me speaking but the dummy. I must be doing it quite well because there are always a few participants who come up to me after my talk, saying that they didn’t know I’d been trained as a ventriloquist. Of course I hadn’t.
Continue reading October 2014 calendar update
Just as I’d planned, I attended the second annual TETA conference in June. As Dijana Markovic Hajdarhodzic, acting president of TETA, wrote to me in her invitation letter, this association is the driving force of English teachers in Bosnia-Hercegovina – and indeed it is!
The conference was held in Tuzla, a pretty town in the North-Eastern part of the country. You may have read in the papers that the Tuzla region was very badly damaged by floods in May, and there was a danger that the conference would have to be cancelled. However, the organisers and the participants, mostly primary and secondary school teachers, didn’t budge.
Continue reading June 2014 calendar update
1. TEFL Equity Advocates: Thanks a lot for agreeing to be interviewed, Péter. We’d like to start off our discussion by talking about the problem of discriminatory job ads. It seems that the majority of EFL posts advertised are for NESTs (Native English Speaker Teachers) only. Many language schools prefer hiring NESTs (despite the fact that in the EU it is illegal to do so) because of the supposed ‘market demand’, i.e. students want to have classes with native speakers. Do you think this market demand is real? If so, what caused it in the first place? If not, why do so many schools continue to advertise for native speakers only?
Marek, you lead in with „many language schools”. The question is how many – the majority? Anyway, which countries are we talking about? Poland, Brazil, Sri Lanka? Mind you, I’m aware that in a lot of countries posts are advertised for native speakers only. „Non-NESTs need not apply,” they say. Continue reading Marek Kiczkowiak interviews Péter Medgyes
The annual IATEFL conference in Harrogate (a town between Leeds and York) was a pleasure to attend. And not only because I was elected Vice President with a show of hands, but also because I had the pleasure to attend several sessions, including four plenaries. My favourite was Sugata Mitra’s plenary, who spoke about his exhilarating experiments about how computers can do the job of the teacher. I think a few participants got his message wrong, complaining that Sugata would wish to get rid of teachers altogether. Not so! What he was suggesting was that children who are deprived of having teachers available in rural India (and in many other remote places in the world) may well learn a lot from the internet and also from one another.
Continue reading 2014 – looking back and looking ahead
Vicky: Professor Medgyes, first of all I would like to thank you for this interview – I have admired your work since I was in university!
Professor Medgyes: Thank you very much, Vicky. But frankly I’d much prefer if you called me Peter. It’ s far more informal. My students call me Peter too.
Vicky: You started your career as a school teacher. How did you enter the field of education?
Continue reading Vicky Loras: Interview with Professor Péter Medgyes
Interviewer: Shu-Chun Tseng
1. Could you tell us why and how you decided to become an educator?
(Ana Wu, ESL instructor at City College of San Francisco)
Dr. Medgyes: When I was a university student the last thing on my mind was to become a teacher. In my youth I didn’t like going to school and my dream was to become a literary critic. However, I was so exhilarated by the practicum experience in the last year of my university studies that I felt I was born to be a teacher. (Youngsters are full of self-confidence, you know.)
2. In your teaching journey, what are your own terms of being “an ideal teacher”? And, how do you achieve your own goals?
(Shu-Chun Tseng, PhD, Indiana State University)
Continue reading NNEST blog June 2011
My 2014 calendar is pretty full – as you can see below.
The first conference I attended this year was the International House Director of Studies Conference in January. I gave the opening plenary to a well-packed audience. Sadly, I could afford to spend only two days so I had no more than a couple of hours to marvel at the beautiful sights of Greenwich where the conference was held. Chief Operating Officer Lucy Horsefield – thanks a lot for the invitation.
Continue reading 2014 – looking ahead
I have two daughters from my first marriage: Réka (b. 1971) and Kata (b. 1975). Following their father’s footsteps, both of them are English teachers. To make matters worse (oops, better), my wife is an English teacher too. What a family!
I also have a son, Bálint (b. 2001). He doesn’t plan to be a teacher – but my daughters didn’t either when they were his age. He is a computer buff. While he is helping me with my IT problems, he mutters under his breath: „Dad, you’re hopeless.” I’m sad to say, he’s right – I’m not even a computer immigrant.
Continue reading Family, sports and trips abroad