In response to (Message Deleted by Poster) (JN)

I'm not sure when the expression "talk and chalk" first came into use or who originally coined the phrase, but I first came across it when reading Martin Wolff's paper on "Holistic English." (Paper URL: http://www.usingenglish.com/esl-in-china/holistic-english-1.pdf)

Although his work, a culmination of five years of research and teaching in China, is geared more toward a new approach for teaching Oral English in China, I've found it useful to keep in mind in terms of other subjects in the EFL environment as well. I didn't, however, mean to imply that the old talk and chalk method doesn't have its uses. But, clearly, when we look at the level of English possessed by English major graduates in China, we have to start asking some serious questions about the efficacy of old methods and should hope that FTs in China will make an effort to move past some of those methods - despite the recalcitrance of administrators and school owners.

I agree wholeheartedly with your sentiment regarding the need to get our students beyond the surface. I've often discussed with my students the need for them to become students "of the language;" that is, not just students learning the language. For example, this year, in my reading classes, I urged them to look more closely at Greek and Latin affixes as a means of improving their lexical base without always having to stick their noses in their translators, which only detracts from their reading enjoyment and, therefore, defeats the whole purpose. Many of them were shocked when they realized how helpful it was to learn more than the very minimum they had been taught in middle or senior school, such as adding "al" or "ion" to a word and how that changed its grammatical usage. I've also tried to make them aware that they need to move beyond the expectation of a teacher spending hours and hours throughout the term simply writing vocabulary words on the board and explaining and/or acting out the definitions. Using context and being students of the language would be far more beneficial to them, and they're beginning to understand that. I've also found it helpful to make sure they have a clear understanding of frequency words which account for a huge bulk of written material and to take pride in the fact that they know far more words then they may realize they know because they're constantly getting bogged down by the introduction of advanced vocabulary in textbooks that are way beyond the level of comprehensible input, or I + 1. (Krashen: Comprehensible Input plus one step higher.)

Beyond all that, though, I think we've all had our moments of disbelief in China in terms of how difficult it is for our students, and their Chinese teachers for that matter, to think outside the box. In fact, before coming here nearly six years ago, I attended a seminar about teaching in China and this problem of there being an absence of critical thinking skills was the essence of the seminar. When I notice something that indicates a student is moving in the direction of being more of a critical thinker I'm nearly overwhelmed with joy. Not because I've managed to somehow contribute to it but because for some reason the light finally came on through no help from me except perhaps encouragement coupled with something that demonstrates that there is often a solution to a problem that doesn't always immediately present itself.

Well, sorry, this post seems to be wandering all over the place. I'd better have that second cup of coffee and get on to marking final exams. Yuk.