FIVE STATEMENTS THAT CHANGED THE COURSE

OF THE SCHOOL OF TESL

“SOMEDAY YOU’LL BE A SCHOOL.” Who said it? Joe Helms, Student

Advisor, ELS Language Center When? 1984 Why? Nan Butler had just returned

from a meeting with Seattle University Office of Off-Campus Education and gotten approval to offer a course titled “TESL Theory and Application” (now the foundation course, EPDES 930 “TESOL Theory and Education”).

ELS LANGUAGE CENTER, CAMPION TOWER, SEATTLE UNIVERSITY, OFFICE OF THE STUDENT ADVISOR. NOTE THE ELECTRIC TYPEWRITER, LOTS OF PAPER FILES, A ROTARY PHONE WITH LONG CORD.

Nan at ELS in 1984

Some day you’ll be a school.

“WE ARE DESPERATE FOR A SUMMER INTENSIVE.” Who said this? The two night classes

of “TESL Theory and Application” in Spring Quarter, 1988

Why? They were mostly public school teachers who wanted summer credits in TESL.

The result? Nan Butler quit her job at ELS Language Center and offered the first Intensive TESL class in her dining room in August, 1988

INTENSIVE TESL CLASS IN NAN BUTLER’S DINING ROOM – A TIGHT FIT, BUT A SUCCESSFUL COURSE.

“LET’S GIVE THIS A NAME, ALREADY.” Who said this? The August, 1988,

Intensive TESL class. Why? They were tired of hearing Nan

Butler say “This is the way I think you should teach” and insisted we give the overall approach a name.

The result? Facilitative Language Teaching.

FACILITATIVE LANGUAGE TEACHINGBELOW IS AN EARLY VERSION’S START. FLT HAS UNDERGONE NUMEROUS REWORDINGS AND CLARIFICATIONS BUT IS STILL THE CORE OF THE SCHOOL OF TEACHING ESL CLASSES.

FACILITATIVE LANGUAGE TEACHING

(copyright Butler, 1993) 

Facilitative Language Teaching was originally called “This is how I think you should teach languages,

and why” by Dr. Butler, when the School of TESL was in its infancy. The Intensive I class of August,

1988, gave the pedagogy a name: Facilitative Language Teaching. Details of the pedagogy and

ways of expressing it were worked out more formally at the annual staff retreat in the Fall of 1992.

FLT is revisited periodically by the staff so that it truly presents what we, as the staff of the School

of TESL, endorse.

 I. UNDERLYING THEORIES AND BELIEFS:

Language is more than a formal system. It is a tool which people use to set and accomplish personal

and social goals. Language is acquired through understanding and use. This can take place in the

classroom as well as in natural settings. In the classroom, the end result of focusing on message is

fluency. In the classroom, the end result of focusing on form is the students' ability to monitor the

accuracy of their language. Students have control over their own learning, and teachers serve as

facilitators in the learning process.

 II. INSTRUCTIONAL DESIGN:

Needs analysis: It is important to determine the students' needs for learning English. This analysis

draws upon students' perceived needs as well as the instructor's information about what students

will need.

“PLEASE BUY THE PEPPERMINT PLAYHOUSE.” Who said this? A friend who wanted

to retire from owning/running the Peppermint Playhouse, a Montessori preschool in Ballard.

When? 1990 The result? In 1991, the school was

moved from temporary headquarters near Northgate to Ballard, where it remained for 13 years. The preschool was closed.

THE PEPPERMINT PLAYHOUSE BECAME THE LITTLE RED SCHOOL OF TESL HOUSE.

“I NEED A CHALLENGE.” Who said this? Bernice Ege-Zavala When? 2003 Why? Nan Butler wanted to retire;

Bernice Ege-Zavala was ready to train for transition to the directorship of the School of Teaching ESL.

The result? Bernice Ege-Zavala became the Director and moved the school to its current Licton Springs locale.

THE DIRECTOR AND THE SCHOOL OF TESL, 2010