One volunteer is worth ten pressed men

I'm working on Saturdays at the moment. It's ages since I worked weekends on a regular basis. If you don't know I supplement my pension with a few hours of English teaching each week. I don't much care for work of any sort, either paid or unpaid, but, taking that as a given, I find the face to face time of teaching and learning English with the students surprisingly enjoyable.

My Saturday morning group are a nice bunch. Eight young people, from teenagers to twenty somethings trying to get a B1 English qualification. B1 is what my sister, an eminently sensible person, would call intermediate level. It's not an easy qualification; the B1 indicator contains the idea of being confident in speaking, reading, writing and listening to English at a sort of familiar level - about things you know, concrete things, things you may be interested in and things you may encounter when faced with real English speakers in everyday situations. The exam strikes me as a reasonable test of those capabilities.

At the moment I have a couple of groups and a few individuals at this B1 level. I also have one group at the slightly more abstract, less predictable, B2 level. Anyone who is truly B2 level would have very little problem getting by in an all English language situation.

Whenever I start a new course I always ask the people why they want to learn English. Most don't. Amongst the youngsters, the teenagers, the most usual answer is that they're doing it because their family wants them to. In the University student and early on in their career group the most usual answer is that they need a qualification. I understand that. I know, for instance, that teachers need an English qualification to get ahead. I have no idea why. Fair enough if a teacher is going to specialise in English it's a good idea that they have at least a smattering of the language but I have no idea why a primary teacher or a secondary science or PE teacher needs English unless they are working in a bilingual school where one of the languages is English. I think it would be a hard world where astronomers needed a grade 5 in piano or clarinet to be let loose on their computers or where cooks needed a Yachtmaster Offshore qualification before being allowed to handle a skillet. But, then again, what do I know?

So the hunt for qualifications is not my preferred answer. Much better if someone tells me they want to learn English because they have an English boyfriend or girlfriend or because they have been inspired by the film performances of  Tilda Swinton. That person is much more likely to put in the sheer hard graft needed to speak better English than, say, an already employed nurse who needs a B2 to improve their promotion prospects.

I once did a course about the industrial archaeology of West Yorkshire. I've forgotten it all now but, for ages, I would remember some small detail from the classes as I drove past a lavish church on a barren Pennine hillside or a gabled house with tripartite windows. I joined the course because I hoped it would be interestings and I was receptive to the information because it was. I've also done a couple of food handling courses and a handful of first aid courses. They were well delivered by good teachers but I did them because I needed the qualification or, more accurately, because someone else required me to have that qualification. I don't remember the first thing about them. I am, on the other hand, eternally grateful to the YMCA training department for giving me the time and money to learn an extra, practical skill as part of my staff development programme. My typing may still be very two fingered but, without them, it would be even more hunt and peck!

And on 18 April 1930 the BBC said there was no news

Just outside our kitchen door the sun is shining. In fact Culebrón is bathed in glorious sunshine, as it has been for days, but it's just outside our kitchen door that concerns me. That's where I read whilst I drink tea when I have time.

It's nice outside our kitchen door. There are lizards and swallows and blackbirds and wagtails and a symphony of butterflies and all sorts of beasts chirping, chittering and squawking from the hedges and greenery. It's private too, private enough for me to take off my shirt, which is something I would never do in public nowadays. The flabby fat makes me feel unwell and I wouldn't want to scare the horses.

As you may know I do a bit of teaching work. The English classes have been tailing off with the summer. My students, quite rightly, realise that there are more interesting things to do than fight with the pronunciation of island (izzland). But, suddenly, I have an intensive summer course or two to do. Exam courses; exam cramming, grinding through exam papers. The first of them started this week. Three and a half hour non stop sessions on three consecutive days so far. Nice crowd of learners.

So, if I normally tend to read a bit in the morning one of the things I do in the evening is to half watch TV programmes; that I don't care about, and look through the Inoreader news feed on my phone. The news reader picks up stories, in Spanish, from four newspapers. There is also a feed for local news from the Town Hall and a couple of sources of  Spanish news in English from el País and from The Guardian. Because of this and that, probably the football and because the intensive course has sort of moved my day around, I haven't checked the news reader for two evenings. When I did finally looked there were 944 Spanish stories waiting for me plus another 40 or so from the local and English language news. I just deleted most of them. Far too much information.

I read the news because, like most people, I like to know what's going on and because it's one of those things that we all do. I do it too, a bit, to bone up on my Spanish culture. There are thousands of things that we all know because we grew up with them - they seep into our memory, into our shared history. For the first fifty or so years of my life the stuff that washed over me was from a British milieu. That's why I know what Brooklands is and why I know songs by Freddie and the Dreamers and Amen Corner.

So the whole world knows that Stephen Hawking and Philip Roth died this year. Britain knows that Tara Palmer-Tomkinson and John Julius Norwich have shuffled off this mortal coil, rung down the curtain and joined the choir invisible. Meanwhile here in Spain the death of María Dolores Pradera got a lot of media attention. I didn't have a clue who the actor and singer, particularly famous in the decades around the 1960s, was. It happens all the time. Actors, singers, politicians, institutions, restaurants, towns, buildings. We're still learning them. Malvern, Harrogate and Bath I just know but Mondariz, la Toja and Solán de Cabras I have to learn. The news reader on my phone helps me to do that alongside things like reading novels, watching the telly, listening to the radio, shopping in supermarkets and eating out. On the other hand 944 pieces of information in two days perhaps highlights that, sometimes, it's a bit of an uphill struggle.

Crime and punishment

I've got a few hours of teaching over the summer with an academy here in Pinoso. Sixty hours of preparation in six weeks for the B1 exam.

Within the European Union there is an agreed framework for language study. Various educational bodies organise exams to accredit learning at the various levels which go from starters - A1 - through to more or less bilingual at C2. So B1 is a lower intermediate type course.

This is the official description of the B1 level: Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

So basically it says that you can get by in situations that you know about with texts, recordings and conversation in English. Obviously enough, within the documentation for the exams there is more detail but to give an example, about pronunciation, the documentation says that a word should be intelligible.

Now I have a critic. A Spaniard who lives in the UK and who always takes me to task whenever I make generalisations about Spaniards. So here we go. I await his comments.

It seems to me that one of the elements of the Spanish education system is to punish errors. The exam I am teaching to is run by Cambridge Examinations and their style is to reward success. To give an example at school. If a Spanish pupil fails more than a given number of subjects then they are sent back to repeat the year. There are opportunities to resit the exams between the end of one academic year and the start of the next so lots of Spanish youngsters spend a good deal of their summer holidays cramming for exams. If they pass sufficient of the failed subjects they can continue without repeating the year.

Lots of the students I deal with have learned with the la Escuela Oficial de Idiomas, the Official School of languages. Without having direct experience of la escuela oficial it sounds to me as though they have some quality teachers doing a quality job. On the other hand they seem to be very nit picky. They teach the sort of English that is grammatically correct but, at the same time, old fashioned. It may well be true that "Could I have an orange juice, please?" is more formal than "Can I have an orange juice, please?" but I don't think many English speakers would worry about that. Indeed it may well be that the escuela oficial is even more grammatically correct and teaches "May I have an orange juice, please?" I was taught, and I still say, "If I were you..." but I have no problem with "If I was you..."  - I'm sure the escuela oficial does. So the students are barraged with lots of rules, lots of detail. They become so caught up in the detail of the grammar that they find it difficult to speak or to write fluidly. Now grammar is important but if it gets in the way of basic communication it becomes a problem.

So one of the problems I have with my students is getting them to see the broader picture. Through their learning career they have seen their work returned covered in red pen. Every detail mistake is punished. Rather than being praised for having written something that has mistakes but would be perfectly comprehensible to an English speaker, the only comments are on the errors. Students are corrected as they speak breaking the spontaneity and communication. Obviously mistakes have to be corrected but they don't need to be over emphasised. "Then these two persons go to the cinema," says the student. "Ah, says the teacher - so these two people went to the cinema - and what film did they see?" Corrected but not deflated. Oh, and I've been told a couple of times by Spanish colleagues and employers that I should replace my black or blue biro with a red one so that the mistakes are highlighted.

We were doing something about the speaking exam and I mentioned that asking for clarification was a good thing - it shows that students are behaving as real people would if they were speaking. I mentioned that navigating around a word they didn't know or remember was also considered to be positive. "Oh, I've forgotten the name but it's the thing you use to dig the garden". I sensed that the students didn't really believe me. On the listening exam where lots of the questions are multiple choice I was stressing that they should leave no question unanswered. if you have three choices and you don't know which it is give yourself a sporting chance and plump for one. "Don't they take marks off for getting the answer wrong?" I was asked.