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Today, I was teaching a class of two Chinese students. They are both eight years old but have a strong and developing English level. They were writing examples of countable and uncountable nouns on the board. When we came to uncountable, one of them wrote down “leaves.” When we were reviewing later, her classmate, startled, said, “But leaves are countable. We can count them. One leaf. Two leaves. Three leaves.” From day one in my English teaching journey, the concept of countable and uncountable nouns has caused a dilemma. I have done tests with students involving filling in the gaps with “a,” “an,” or “some,” but where the nouns in question could have been seen as both countable and uncountable. Should it be “a salad” or “some salad”? Should it be “a lemonade” or “some lemonade”? Yes, these were in the context of teaching food and the situation of being in a restaurant. Both items here might be those that we teach as uncountable, suggesting that we should use “some.” The issue is, in the context of food and drink, we might be considering one unit — for example, “a salad” really means “a bowl of salad,” or even “a portion of salad (such as is on the menu).” For lemonade, “a lemonade” really means “a glass of lemonade.” What is challenging is that native speakers will often leave out the measure word — bowl, glass, or portion, for example. Perhaps we take it to be assumed. We begin to have to consider a mix of grammar and technicalities, and how English might naturally be used. Want more complexity? Well, I’ll be open here, as this is an area where, as native speakers, we might all be different. But to me, it is different for other nouns. “I want fries, please.” sounds more natural than “I want a fries, please.” Similarly, “I want noodles, please.” over “I want a noodles.” (Although in both cases, the other does still work for me.) Perhaps it is because “fries” and “noodles” sound very plural — actually, they are plural words — even when here we might be technically seeing them as uncountable. During my English teaching career, I have even found situations in which I focus strictly on which article or lack thereof to use when teaching a food or drink noun, only to find this is different from what students may have heard or learned elsewhere. We return now to my students today and the leaf. After the boy’s explanation, the girl took some thinking time. Then she said, “But I still think it can be uncountable. Sometimes there are many leaves on the ground. Some of them are even broken. They are small bits of leaf. We can’t count this.” Take some time to think about this. It really is a beautiful point. Today, we also discussed that many nouns can be seen as both countable and uncountable, especially for food. Take cake, for example. You can definitely consider whole cakes, which means you are in the countable realm. However, often we wouldn’t think of the whole cake as “one cake,” but rather what we are having, quite simply, as “some cake.” To make this countable, you could say “a slice of cake,” “a piece of cake,” or even “a bowl of cake,” as one of the students noted. Pizza is similar. So is fish and other seafood. What does this mean for our teaching? Well, our goal is always (or almost always — some situations might be different) to guide students to develop their English naturally, through comprehensible input and hearing language used by native speakers. That said, it is true that it may be difficult for them to have access to the same volume and contexts of exposure as natives, so we may have to be more structured. This certainly isn’t an area to worry about until students are far enough in their understanding and appreciation of English to be able to use it. When we are teaching nouns where articles or the lack thereof might come into play — food always being a prime example — introduce them through examples such as “I want a coke, please,” ensuring consistency with what students might learn elsewhere, but focusing more on the vocabulary and the overall sentence. Then, when students are ready, the issue can be discussed with them. Perhaps focus on what “countable” and “uncountable” actually mean. Practice classifying. Allow room for open discussion about abstract cases, such as the leaf that came up for me today. Highlight with examples how some nouns could be seen as both, and in each case, show what we would be thinking when we see them as countable, and what we would be thinking when we see them as uncountable. This will certainly give an opportunity for deeper understanding about what is actually going on here. Around the same time, highlight to them that when we want to make an uncountable noun countable, we need our measure word — for example, “a cup of coke.” You could even show them at this stage that native speakers might often leave out the measure word. However, this is only something to be aware of. Focus on the measure words for now, so as not to make it overly confusing. This will have the added benefit of ensuring they are accurate with their language use. Over time, with further exposure to natural English, they can have the opportunity to become more familiar. An ultimate goal is, of course, natural communication. It is rare that challenges with communication of meaning would occur in this area. Even if they did, our students might be able to work to resolve them in the moment. This would then only be a learning opportunity in itself.

Role play and storytelling are much loved by young children — and actually, perhaps by all of us, if we allow it. I certainly found this over six years ago, shortly after first moving to China, when I joined my first Dungeons and Dragons campaign. (As a short introduction if you are not familiar, this is a tabletop role-playing game. You gather together, normally with a group of others, each role-playing a character you have created, usually based on guidelines. You go on an adventure, created by your Dungeon Master — DM — often with models and drawings for characters, creatures, and scenery. Much will be done through real role-playing, led by the characters, but with rules and boundaries for what can be done based on objective abilities, and dice rolling often being used to find outcomes of actions and decisions.) How is this relevant to teaching, however? Well, it happened very naturally. I was recently in a class with two twin sisters I have been teaching for just over a year. We began when they were six years old and starting Grade 1 here in China. Now they are in Grade 2. We have had many classes and been through a lot together, including completing two whole course books. We have regularly included games, play, and especially role-play in our classes, fueled by the passion and curiosity of the two girls. Notably, recently, we did an activity involving following a very precise description of a story scene to draw the picture — listening — but with them both then telling their own story of what was happening before and what would happen after the scene — speaking. Now, in this class, they told me themselves about a game they had played in a German class in the past, involving a mystery that needed to be solved in a zoo. The game involved lots of German practice as the foundation for learning and development there. They informed me with anticipation that they wanted to play a similar game in our next class. I obliged. The idea played on my subconscious for the next week until our next class. As the time approached, an idea formulated for a rescue-style game. In our classes, we often talk about a fantasy world of cats that the girls have created — indeed, many of the aforementioned stories have been based in this. Initially, it was to be far more structured — simply a series of sequential tasks, each practicing language, but with a story behind them. However, as I thought a little more during gaps between other classes on the day of the lesson, the idea began to transform into having full role-play elements, my experience with Dungeons and Dragons inspiring me. I quickly put together some sketches — the versions in the pictures below have had some extra pictures, rough notes, and details of what we were doing when we were playing added since. As we began, I gave the girls the opportunity to draw and create their own character, including written details, which they then introduced in speaking — already both writing and speaking practice. The plot then began to unfold. We began in the town where they lived. There was news from a stranger of his grandson — who happened to be our two characters’ friend — who had not been seen since two nights before. He led them to a hill, where they met the “Angry Fairy Meow Meow Cat,” who sent them to the forest, saying that there were clues there, and saying that she could come and give them specifically asked-for help — normally with the requirement of passing a challenge first — but would otherwise not be with them. They set off along the long road to the forest, encountering challenges there, then reaching it and learning some clues inside before setting off for a different location. I have narrated much to them and set the conditions along the way, but there has been much opportunity for role-play. The full story may be for another time, but to emphasize here are the opportunities for English practice we found throughout, catered to their level. Whenever the characters have encountered a challenge, part of solving it — part of being able to get past an obstacle or perform magic — has been the requirement of language practice. There have been many short reading challenges, even those of the style of an exam they will be taking in the future. On one occasion, to persuade a guard to let them through, they needed to write a note to persuade him — writing. To persuade the wand of the Angry Fairy Meow Meow Cat to perform a required spell, they had to do a persuasive speech to it; this is not only speaking, but a speech — and a functional speech at that — practicing valuable skills even beyond language. In role-play, the character of one of the students asked if the magic wand could create an image — think clairvoyance — of a secret location they wanted to travel to, and as a requirement, they needed to write a description of what they thought it might look like. In addition to these challenges, through the role-play, there was much authentic speaking practice; through listening to the narration and other characters that I played, often purposely with very unclear accents, there was a range of attuned listening practice. Many new words were seen in the story also. Beyond all the English, the role-play and exercise of creativity are beneficial in themselves. This has been an exciting experience for all of us. What should be taken away? Everything you do should always be limited to the levels, needs, and requirements of the students. However, never forget that games, imagination, storytelling, and creativity of all types really can drive genuine passion, engagement, and learning. Never let yourself be held back here.

Working in early childhood education, we are all familiar with allowing our students time to play and explore. Free play gives space for original and creative ideas to develop. It allows for the re-creation of what students have experienced in their daily lives. It allows for storytelling. It allows for the practice of social and emotional skills. Language, fine motor, and mathematical skills may even be practiced naturally. I continue to see examples of this every day. As teachers, or parents, we play multiple roles. (No pun intended.) Simply observing can help us get to know children better or allow us to share the experience and deepen connection with them, while still giving them space and freedom. Sometimes, they might need someone to join in; they might even ask us directly. Even without direct involvement, it can be valuable for their language development and to support them in extending their thinking through open discussion about their activities. Even in free play, there might be moments when non-intrusive intervention is needed if they require our support. Play activities and interests can be long-term. Often, we can support children over time to take their ideas and practical activities further—through classroom provocations, discussions, or idea brainstorming. On the other hand—and it’s often not a matter of “right” or “wrong”—rather than becoming actively involved early on, it might sometimes be better to sit back and see the direction students take on their own. Over the past fortnight, on several occasions, a small group of girls in my class of 5–6-year-olds have undertaken a self-initiated activity in which two or three of them draw identical (or near-identical) pictures at the same time. I have only observed once they were already underway, having been working with other students beforehand. As I’ve watched, they have been deeply involved in both the drawing itself and the story behind it—discussing and examining one another’s pictures carefully to ensure they stay in sync. Keen and excited to build on student activities and interests, ideas naturally arise. Could I intentionally provide or discuss other opportunities for shared creative expression and encourage them to explore these? Could I introduce possible methods for shared planning that they might use before beginning their work? Perhaps. Indeed, these things may very well come later. For now, however, I’ve decided to hold back from intervening and to allow them the space to move forward on their own. They are already confident in their thinking and ideas and have spoken with depth and enthusiasm when we’ve discussed their drawings. They know the resources and materials available in the classroom. They have plenty of experience working together. Wonderful and beautiful things can emerge when we allow next steps to unfold naturally. The girls are already leading the way. For now, we observe attentively—and see what happens. There are times when this is necessary. Reflect on what possible interventions and next steps might be. Always remain observant and ready. It’s probably not necessary to act on every observation, but equally, we don’t want to miss the moments when thoughtful intervention could make a difference. Still, allow play and creativity to unfold as they should—the best, or at least a suitable, path for learning may be the one that’s happening naturally.

What are some worries we might have about our children? Think for a moment. What comes to mind? Many may easily be noted. However, concerns over television, and especially too much television, are becoming almost timeless. While it is definitely important to support our children in managing TV watching and TV time, and while there is no question that it is important for them to engage in a much broader range of activities, research and observation are showing me more and more the benefits that television can offer. I remember from my own childhood the likes of CBBC Newsround, which encouraged us to become more interested in and knowledgeable about the real world. I also remember Art Attack, which inspired creativity. These are not to mention the numerous series with ongoing plots that can ignite imagination and storytelling. What is especially notable, however, is the role many children’s TV shows may play in supporting social development, particularly in learning to play and work well with others. Often, children are able to see characters they grow to love, growing up just as they are, experiencing similar situations, and learning the same lessons. There is a reason why we often use stories, whether in books or animations, to teach children valuable lessons. While these cannot fully replace real-life experiences and interactions, they can certainly be supportive. Recently, I was considering new songs to use with my kindergarten class of 5–6-year-olds. Contemplating, an old favourite came up almost naturally in my YouTube recommendations — the Arthur theme song, from the well-known children’s TV show. Above, I mention learning to work and play well with others. This is highlighted directly in the song — “if we could learn to work and play”. It, and every other line, is pure gold. Watch the video on YouTube yourself here and reflect on each line. Each could serve as a teaching point in its own right, for social skills and even, beyond that, for language development. The song as a whole serves as a useful reminder of so many important ideas. It is something I will go ahead and use. What should we take away, then? I recommend this song, of course. More deeply, remember that TV shows can play a beautiful role in education. When guided appropriately and used effectively, students can gain much from them. We can reflect on how they can be used at home or even at school. From getting to know the characters to witnessing the storylines unfold, there is something valuable to gain. And it can start even with the theme song

I still remember an English as a second language class I was teaching over three years ago. I was covering the class and so all the students were new faces to me, new friends. Just as importantly, I was to them too. In the light of wanting to elicit as much open and creative language from them as possible, while they were still in a relatively early stage of English learning, I put the sentence, “Joel is ___________.” on the board, and nothing else. I read the start of the sentence to students. I asked how we could finish and fill the gap, how we could complete the sentence? Without further scaffolds, this was challenging. Students had met adjectives for describing people previously, but only practiced using in ‘yes or no’ questions. There was quiet for a time, but I stayed calm and waited. Eventually, a student who had been a little quiet during the introduction activity we had done just before, said, “Joel is strong.” (Really? Haha.) From there, slowly others began to make sentences. We had time to continue to using both sentences with “_______ is ________.” and with “_______ isn’t _________.”, both making serious and joking examples, also building rapport between all of us in the process. Something beautiful had happened just then. On a personal level, the student had been given the opportunity to speak up and build confidence. An opportunity for risk taking had been provided. A prompt for free production had been given. Since then and before, I have encountered many, many similar incidences. Right through to even today, when , I asked students first what the definition of a continent was, and then later what a country was, and by waiting, was able to hear a very clear definition of a continent – “It is a place with many countries.”, and many ideas for what a country is, for example, “It has many people.”, “It has it’s food and clothes.” and “It has it’s parks, schools and wild animals.” Students were able to work together to make their own definitions and ideas surrounding the concepts. Later on, we were discussing greetings in different countries. I asked, “How about Japan?” Some time was needed. I was going to provide some sort of support, but at that moment, a girl spoke up and shared with us – “こんにちは (Konnichiwa)”. Waiting isn’t easy. It does require time. In addition, there are many times when we do need to give more support, so that students can enter the zone of proximal development, or to give inspiration. Knowing whether or not to provided further support is often a big question that we should reflect on. Yet, as far as we can, always remember the importance of teacher wait time. Time to think is often needed. A space to take risks and think originally is created. A space encouraging of free expression. A space that can elicit deeper thinking and conversation. A space in which students can truly show you what they know. A student-centered situation that moves at the pace of the students. An opportunity for quieter or more shy students to speak up. Thank you!