Читать книгу The English Teachers - RF Duncan-Goodwillie - Страница 7

I have structured the book by dividing it into chapters broadly based around key questions with explanations as to why this is my focus. I hope I have chosen wisely. I have then provided the transcripts of teachers’ answers to these questions. These have been edited for relevance and succinctness I had no intention of boring readers with every “um” and “ah” – even though we all do it! Furthermore, my audio recording and transcribing software has been far from accurate in places. Speaking is a notoriously less accurate skill than writing, so I have also had the transcripts edited by a professional editor to keep the contributions understandable for readers by making minor changes to the tenses used etc. but with the original meaning kept intact.

At the end of the book there is a conclusion with my own ideas and beliefs as a commentary, and some questions for readers to consider. I have done so to draw the chapters to a close, not with the intention of encouraging readers to believe everything I have written. Indeed, I would be appalled if that happened; life would be very boring if we all had the same opinions.

I’ve kept some of my interviewees anonymous on request. English teaching is a wonderful job, but some aspects of business and educational culture do not lend themselves to open and honest dialogue with a name attached.

Similarly, I have kept the use of the names of specific institutions to a minimum.

The views of 35 people speaking in 2019 have been recorded here and it’s possible they may have changed their ideas since then. Most of the interviewees are teaching in Moscow, though many have international experience which they have also contributed. Some contributors may express what seem to be mutually exclusive viewpoints. I think this is something the vast majority of people do, such is the nature of humanity. Read the book both critically and with an open mind.

My personal email is at the end and I welcome questions, ideas and constructive criticism.