Memories of Professor Scott Thornbury: A Journey in ELT

Shady Abuyusuf

Mon, 25 Nov 2024

668

In the vast world of English Language Teaching (ELT), certain names stand out like beacons, guiding educators through the complexities of pedagogy and methodology. One such luminary is Professor Scott Thornbury, an internationally recognised academic and teacher trainer whose influence has shaped the landscape of ELT for decades.

My personal journey with Professor Thornbury began on a rainy day in Cairo, Egypt, back in 2013. Despite the inclement weather and the long journey from Damietta, I arrived at the language school where he was conducting a workshop. With two hours to spare, I found myself in his presence, engaged in a captivating conversation that left an indelible mark on my teaching philosophy.

Scott Thornbury's humility and warm demeanour were immediately apparent, and I couldn't help but feel a sense of awe as I conversed with the man whose name graced the pages of my DELTA study materials. Our discussion delved into his innovative Dogme approach, a pedagogical philosophy that prioritizes meaningful interaction and emergent language over traditional materials and explicit syllabi. His encouragement and genuine interest in my experiences implementing Dogme at a local language school fueled my passion for experimentation and innovation in the classroom.

Despite his busy schedule, Scott maintained a supportive presence through email correspondence, providing valuable feedback and even writing a recommendation letter that opened doors to my first university teaching position. Our paths crossed again in Barcelona, Spain, where he graciously invited me to share a meal at a Moroccan restaurant, ensuring halal options were available—a thoughtful gesture that spoke volumes about his character.

During our meeting, Scott presented me with a signed copy of one of his books, a token of his generosity and a testament to our shared dedication to ELT. As we savored our meal, our conversation ranged from pedagogy to personal anecdotes, each exchange deepening my admiration for his wisdom and insight.

One particular moment stands out vividly in my memory: Scott's humility in dismissing praise as undeserved, citing the selfless dedication of a friend volunteering in Gaza as the true embodiment of goodness. His humility, coupled with his unwavering commitment to the field of ELT, left an indelible impression on me—a reminder that true greatness lies not in accolades, but in service to others.

Today, as I reflect on my journey in ELT, I am profoundly grateful for the influence of Professor Scott Thornbury. His innovative ideas, unwavering support, and humble demeanor have shaped not only my teaching practice but also my outlook on life. In a field teeming with methodologies and theories, Scott Thornbury stands as a beacon of inspiration, guiding educators like myself towards a brighter, more meaningful future in English Language Teaching.