Back to it...

Classes started yesterday, and since I'm now teaching at 8am, Mark and I were up bright and early (actually...it was still dark, but I'm hoping that will change as the semester goes on!). It was a long day, but I think things generally went well. Mark is certainly feeling stressed about auditions and his upcoming recital, but he is working hard and practicing a lot. I'm sure he'll do great. My classes went pretty well--it was the least anxious first day I've ever had, so I think that's good. I have only 20 students enrolled in my 8am class, and 23 in the 9am (they cap the ESL sections at 23 instead of 25). I'm hoping the early one won't fill up, because the smaller class size is definitely good for me (and also for the students). I did have lots of familiar faces in both classes, but I also seem to have a more diverse group in terms of their home countries. I hope that will make for an interesting class. In addition to many Chinese and Taiwanese students, I have two from France, one from Guatemala, one from Colombia, one from Africa (he didn't say which country, but I will find out), one from Saudi Arabia, some Koreans... I was also able to learn quite a few names--it helps to already know some of them, of course. We didn't do much besides introductions and going over the syllabus, but I did have them fill out a little questionnaire as a first in-class writing exercise. I read over those this morning, and it was pretty interesting to see how they answered the questions. (I asked what they learned in 107, what their goals are for this semester, what specific grammar areas they want to work on, and about their reading and writing strategies/processes). I hope to use that info not just to help them, but also to help me with a "brown bag" presentation I'm participating in later this semester and possibly with a research project for one of my classes.

I haven't started as a student yet, because I only have classes on Monday and Tuesday. I did get an email from the professor teaching the Tuesday class (about Internet technology in L2 instruction). He's asked us to create a google account and start a blog, so I created a new blog for the class. I'm interested to see what he'll want us to do with that. He also sent readings for the first day, so I guess I will have homework this weekend after all! My other class won't start next week either, because of Martin Luther King Jr. Day, so I'll be waiting for a while to see what it'll be like.

In the meantime, I've been working on planning ahead for my class (trying to develop as many of the materials and plans as I can), applying for funding for TESOL, and looking into applying for the SLAT PhD program. Unfortunately, both the funding and the application are due by Feb. 1, which means I have quite a bit to do. Since starting to think seriously again about the PhD, though, I'm wondering if I really do even need to apply. For a long time, I've said I could apply, and postpone my decision longer, thinking there wasn't anything to lose doing it that way. But, the application costs $75, which seems like a lot for something I'm not even sure I want. I can keep mulling it over for a few more days, but I do need to decide quickly so I can ask for the recommendation letters. I guess my thoughts at the moment are leaning towards not applying. Here's why:

• most people in the program are interested in becoming researchers (or college professors). I'm interested in neither.
• while I still feel like there is so much more to learn about this field, many of the areas I'm interested in are not emphasized in the coursework available at UA (for example, adult education, family literacy, civics/citizenship teaching...)
• the PhD also requires a dissertation, and I still have no idea what kind of research I'd want to do. I'm sure I could come up with something, but it seems like to invest that kind of time and energy, I should have a clearer picture of what I might like to do.
• there are other (less stressful) ways to continue to learn--attending conferences, reading journals (which I don't have time/energy to do now), auditing classes or taking them as a non-degree student
• since I know (more or less) what I want to do--teach adults--and my MA will qualify me to do it, it seems strange to put it off longer just to have another degree (which won't really help me in the job market for the kinds of positions I'm interested in)
• it also seems like there are some things that are only learned hands-on. My teaching now is certainly providing some of that experience, but I'd like more. Also, when I really think about it, I enjoy teaching more than the majority of my coursework, so doesn't it make sense to go ahead and teach full-time?

I think there are two main reasons that I find it difficult to make the final decision. One, the SLAT program at UA is a great deal for people coming from EL/L--our coursework transfers, and we keep our GAT position. So, the degree would be completed in less time (I think it could be done in 3 years if I worked myself really hard), and funding is provided (assuming the University doesn't go totally broke). Two, several people have been very outspoken in encouraging me to do it--including Dr. Troike (the EL/L program director), and Pop-Pop. But, I feel like neither of those things is really a defining reason to make this kind of commitment. And, Mark has mentioned that he's really hoping to do his doctorate at a different school, so in that case I'm not even considering continuing on to a PhD. Well, those are my thoughts at the moment. Anyone with advise or other things to consider can post comments, if you'd like...