Interview with the author: Monica Ruda-Peachey
Our talented author, Monica Ruda-Peachey, has just published Reading First: eight practice tests for the Cambridge B2 First and talks to us about her experience in the ELT industry.
This book was written and produced during the COVID-19 pandemic. How did this affect the process for you?
In one way or another, the pandemic has affected every single one of us, and its long-lasting impact is simply too deep to ignore. As the education sector has been heavily disrupted, I felt that some aspects of these unprecedented times had to be included in this book – even though it’s a very sensitive topic to tackle. We decided to dedicate one of the reading tests (Parts 5, 6 and 7) to what I have been experiencing, personally, over the last few unsettling months – from the challenge of grocery shopping to amazing acts of community and solidarity.
You have written a lot of digital content for English language learning. Can you tell us about this and share your thoughts on the challenges and benefits that digital content presents for teachers and students alike?
I’ve created digital learning materials for Lingoda, an online school, as well as practice and assessment materials for 40K Plus on a digital platform aimed at Cambodian schools. I find it fascinating, knowing that what I write is then transformed into interactive exercises!
In this day and age, you can learn almost anything with the help of digital content. This is, in my opinion, the biggest advantage to online learning: its possibilities. More specifically, if I want to improve my English language skills, I can attend online classes or I can do my own research and study independently. This could be tricky, though. We all have a favourite language area we tend to spend more time on than others – mine used to be grammar! It’s important to remember that all language skills (Speaking, Listening, Reading, Writing, Grammar, Vocabulary, Pronunciation) should be practised often in order to achieve fluency and accuracy.
From a teacher’s point of view, I think digital content can be a great teaching aid, but it implies the use of technology, which can be challenging for some teachers. I strongly believe that more should be done to support teachers in developing their tech skills. However, when used in the classroom, not only can digital content give a fresh spin to your lessons, but it can also help reduce planning time.
How long have you worked in English-language education, and why did you choose this as a career?
I’ve always had a passion for the English language, but what motivated me to pursue a career in the ‘English as a Second Language’ industry was the positive impact that English proficiency has had on my life. Being able to speak English in various settings can open doors for those who are looking for better or different job opportunities, and I wanted to be a part of it.
For the past two years I’ve been writing print and digital learning/teaching materials, but I was an English teacher for eight years before that. After completing my initial training (Trinity Cert. TESOL), I moved to Prague for my first teaching post in 2010. Since then, I have taught in Italy and the UK, where I obtained my DELTA qualification. I’ve worked with one-to-one, mono- and multilingual classes as well as IELTS, and Cambridge exam preparation courses and EAP classes. As a teacher-trainer, I have created and delivered training sessions for in-house and external teacher training workshops and courses.
Which parts of the Cambridge exams do you think students struggle with the most?
In my experience, Paper 1 (Reading and Use of English) is the part students find the most challenging. This isn’t surprising, as not only does it test your reading skills, but also grammar and vocabulary – and you have only 75 minutes to complete it!
How would you describe the difference in language mastery between B2 and C1?
Despite what many students think, there is a big difference between the two levels. In B2, you mainly study ‘textbook’ English, like grammar, vocabulary and so on. At C1 level, you’ll have already mastered the vast majority of the grammatical structures and gained a wide-ranging vocabulary. This level focuses on better understanding nuances of the language and fluency. It is quite common for advanced students to be able to think in English and to develop an instinct for what is correct and what’s not, even if they don’t know why.
Is there any one, last-minute technique or piece of advice that you would give a student about to sit their exam?
The best piece of advice I can offer is to focus on the questions, rather than the texts. You can still pass the test even if you don’t understand the whole reading text or all of the audio script, but you just can’t answer correctly if you don’t understand the questions in the task.
What are you currently working on and what will you be doing next?
I’m currently reviewing, editing and updating an activity book that I have written together with Billie Jago, and we are hoping to have it published soon – watch this space! Due to the COVID-19 pandemic, work has been slow for me, but I’ve finally had the chance to dedicate some time to my website and my blog... every cloud has a silver lining!
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Monica Ruda-Peachey is a DELTA-qualified ELT writer, teacher and Trinity TESOL teacher-trainer. She has prepared many Cambridge candidates for their exams, and her articles have been published by popular ELT journals, English Teaching Professional and IATEFL Voices.
You can go to Monica’s blog here.
