Friday, October 31, 2008

More Easy Techniques for Memorizing Names in Spanish


Memorizing Names in Spanish

In the previous, part two segment of this three-part series entitled, "Quick Tricks for Memorizing Names in Spanish", we began with examples of easy ways to memorize last names in Spanish. Remember that these techniques can also be easily applied to memorizing first names or last names in ANY language based on their sounds. Here, in this final article post segment, are more examples of memorization techniques for common last names in Spanish.

The name Ocampo makes me picture “camping”. Señor Ocampo with his big nose (or other prominent feature) goes camping and his nose is sticking out of the tent because it’s so big.

Palacios is the same as “palace”. If you can picture the person or their prominent features associated with a palace, you’re home free with remembering their last name.

Rojas sounds much like “rojo”, the Spanish Word for the color “red”. Paint the person’s face a really bright red (in your mind!) and when you “see” them you’ll always picture the bright red color for their name – Rojas.

Quesada is an easy one for me to remember because it sounds very close to “queso”, the Spanish Word for “cheese” (also a cheese called cuajada). What kind of association could you make knowing that? Mine is really funny. Humor is an excellent tool for using as a memory aid. Nope, I won’t tell you mine. You’ll have to make up your own. It’ll be much better if you do.

The last name Toro is also the Spanish Word for “bull”. Knowing that, you should have little trouble picturing the person and associating their most prominent features with their name.

Torres, a name which is also the word “tower” in Spanish, is another fairly easy association to produce. If you play chess, the person might be the rook.

Uribe is the name of the current President of Colombia. I picture President Alvaro Uribe Velez with his arm around the person’s shoulder, make the person’s prominent features even more prominent and my association is well under way.

Valdez You’ve almost certainly heard of Juan Valdez, (pictured above) the arriero who symbolizes Colombian coffee, haven’t you? Well just associate him and his mules with the person whose name you want to remember and you’ll have a powerful, visual memory aid to recalling their name instantly at a glance.

Vélez is a last name similar in sound to “vela”, the Word for “candle” in Spanish. Picture the person with their head decorated with candles or completely covered with candles. Accentuate some of the person’s facial features. See the little flames burning on each candle? Now you won’t ever forget their last name, now will you?

The common last name of Zapata is very close to the word “zapato” which in Spanish means “shoe”. Imagine the person wearing a very large shoe for a hat, perhaps or getting hit in the head by a big floppy shoe. How about getting hit by the shoe, picking it up, and then putting it on their head as a hat? The funnier, more graphic, sillier and outrageous your image is, the better it will ultimately act as a memory aid for you. You might likewise consider an association to the famous Mexican freedom fighter Emiliano Zapata.

These examples of keys to aid in memorizing some of the 85 more common last names in Spanish are only the tip of the proverbial iceberg. As you begin to memorize first and last names by associating images with prominent physical or personality characteristics of the people you meet with those names, the process will become increasingly easier and faster.

Memorizing Names in Spanish and Other Foreign Languages

Remember, we said before that you can use images of famous people or their occupations to help you associate people whose names you want to recall. The process will effectively operate no matter what types of names you’ll need to recall. You just need to be as imaginative (and outrageous) as possible in forming your name to face associations to make them more effective.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com



Thursday, October 30, 2008

Quick Tricks for Memorizing Names in Spanish


A Guinness Book of Records Mentalist Recommends

Guinness Book of Records Mentalist Enrique Ortega Salinas often memorizes 60 to 100 or more first and last names at once, and suggests that you “begin to memorize first and last names by associating images with prominent physical or personality characteristics of people you meet with those names”. Other association types might include using images of famous people or their occupations.

Here, in Part Two of this three-part article post series, are some examples that will help to illustrate the process continuing from part one entitled, “How English Teachers Can Learn EFL Student Names”.

The last name Arboleda is partly like the word “arbol” meaning “tree” in Spanish. You might picture a tree growing out of the person’s head or ear or other prominent facial feature.

Bermúdez is rather like the island country of Bermuda. If you can link a person named Bermúdez with the island of Bermuda, you’ll certainly never forget their name.

Castillo sounds a bit similar to “castle” which is the meaning of the name in Spanish. Picture the person in a castle or coming out of one.

The name Castro is almost always associated with the Cuban dictator Fidel Castro. Picture his long beard, moustache and military uniform. Find a way to mentally associate the person with Fidel and you’ll surely have a much easier time recalling their name when you need to.

Delgado can mean “thin” or “slender” in Spanish so you might Picture the person being excessively thin or being squeezed thin to help you remember the name.

The last name Díaz has nearly the same sound as “dias”, the Spanish Word for “day”. It’s like the expression, “Buenos Dias” or literally “Good Day” which is used as “Good Morning” in Latin countries. Or associate the person with actress Cameron Diaz.

Domínguez sounds almost the same as “domingo”, the Spanish Word for “Sunday”. Picture the person at church, coming out of mass or in another way relate them to Sunday as an aid to memorizing their name.
Duque is pronounced like “duke –ay” in English. Make a mental image of a royal Duke and associate it with a prominent physical feature or characteristic of the person you’re trying to remember. It always works for me.

Flores is the Word for “flowers” in Spanish so creating a related memory image to remember a person with this name shouldn’t be too difficult. Just picture the person holding your favorite bouquet!

To remember a person named Gómez if you like chewing gum, just imagine the person chewing a huge wad of gum. See how their jaw sticks out from the wad they’re chomping. It’s kind of humorous isn’t it? Great! That’ll help you to remember their name.

The last name Hoyos reminds me of a “hole”. You might picture the person climbing out of a hole, digging one – or falling into one. How about the person digging a hole, falling into it, then climbing out of the hole, sort of like a mini-movie? Be sure to include imagery involving a prominent feature of the person to aid in linking the person’s face and name in your mind.

How about imagining a person named Londoño (pronounced Lon-don-yo) with the city of London? You could paint all kinds of imagery with this scenario. Use Big Ben, Tower Bridge, Buckingham Palace, the London Eye or the Tower of London, even the faces of Queen Elizabeth, Prince Charles or Lady Diana to help your association along.

Mosquera is a common last name among Black families. The name sounds a lot like “mosca”, the Spanish word for “fly”. Picture the pesky insects flying all around the person’s face you want to remember or picture “Spanish fly”.

Coming Up in Part Three of Memorizing Names in Spanish

In the next and final part of this three-part series entitled, “More Easy Techniques for Memorizing Names in Spanish”, we’ll continue to look at more examples of easy ways to memorize last names in Spanish. Remember that these techniques can also be easily applied to memorizing first names or last names in ANY language based on their sounds.

See you then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com


Wednesday, October 29, 2008

How English Teachers Can Learn EFL Student Names


Learning Names in English as a Foreign Language

Names are an integral part of any language.

Many first and last names cross linguistic and national boundaries, but many others are unique, indigenous to one language, culture, country or region. (such as the late Idi Amin, pictured)

It’s always an important skill to be able to learn, remember and recall the names of key people in your environment wherever you might now live (or plan to live), from Afghanistan to Zimbabwe.

Remember, you can use images of famous people or their occupations to help you associate people whose names you want to recall. The process will effectively operate no matter what types of names you’ll need to recall. You just need to be as imaginative (and outrageous) as possible in forming your name to face associations to make them more effective.

English as a Second Language Names

But wait, you’re a teacher (or learner) of English as a foreign or second language, so something more practical like memorizing a quick 100 new words of foreign vocabulary or the names of a new class of forty or more students is a snap, right? It is for people like Enrique. “Everyone has the potential to be a genius”, he says. Adding, “Your brain is an incredible computer you can learn to manage”. So who’s Enrique?

Enrique Ortega Salinas

Formerly listed in the Guinness Book of Records with 320 numbers memorized in one view and 52 playing cards memorized in 49 seconds, Uruguay-born writer Enrique Ortega Salinas travels extensively throughout Latin America training others to accomplish seemingly amazing feats of mnemonic manipulation.

Enrique often memorizes 60 to 100 or more first and last names of his seminar attendees at once, and suggests that you “begin to memorize first and last names by associating images with prominent physical or personality characteristics of people you meet with those names”. Other association types might include using images of famous people or their occupations. We’ve worked together on various occasions for going on two years now. We’re applying his world-record-breaking memorization techniques for English and foreign language teaching and learning. Here’s a snippet of how we met.

Passing from one to the other of us lined up side by side, Guinness Book of Records memorization record holder Enrique Ortega Salinas came face to face with me. I was about number 17 out of around thirty people.

“What’s your last name?” He asked me in a low key voice.

“It’s LYNCH. You know like when they hang someone?”
I pantomimed a noose-tightening gesture to illustrate.

“Oh, like linchar?” (It’s the equivalent word in Spanish.)

“That’s right.” I responded.

“What do you do?”

“I’m a university English as a foreign language professor.”

“And what’s your first name?”

“It’s Larry.”

“Hmmm.” He thought a moment or two before responding.

“I picture your students pulling you by the tie. They want to lynch you and you’re yelling at them in English.”

I laughed a little and responded, “I hope not.”

Enrique moved on to the next person. He was in the process of memorizing the last and first names of everyone at his demonstration session. He continued until he’d reached everyone. Then a few minutes later, he went back and calmly recited each of our names in turn. There were no mistakes.

Memorizing Vocabulary and Name Lists

Fortunately for us mere English language teaching mortals, he shares some of his techniques for rapidly internalizing lists of unrelated words or foreign vocabulary including first and last names. From a phone book or from asking around, find out the most common first and last names in the foreign language you’re learning. For your EFL learners create puzzles and word searches containing commonly used first and last names. Personally, I like to use word search and cross word puzzles of famous people with common first names like Danny (Devito), Ray (Charles) Robert (Deniro), Julia (Roberts), Pamela Sue (Anderson), Josephine (Baker) – you get the picture.

In the continuing installment, we’ll delve into the all-important aspect of learning new and often strange sounding names with unique spellings. Good techniques for English as a foreign language teachers as well as EFL and ESL learners too.

See you then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com



Tuesday, October 28, 2008

Thinking of Teaching in Colombia? Then Read This


If You Want to Teach English in Colombia

You should start distributing your CV NOW for work next semester or at least to garner a few initial interviews when you arrive here. Meanwhile, polish up that CV and assemble your diplomas, academic publications and production, certificates of technical conference presentations and attendance, etc. to have them ready as well.

Work VISA and Immigration Requirements

You’ll also need to bone up on immigration and work visa requirements for foreigners in Colombia. Since my wife is Colombian I took a different route than most of you obviously will need to.

Police records from the USA and your state of residence are also a requirement, I'm pretty sure. From a foreign country you'll need a police document called a "Paz y Salvo" or something similar. The local police or immigration office should know what you'll need too. I'd check with them right away for a document which essentially says you have no criminal record or legal proceedings against you in that country. You could also check with Colombian immigration at the Colombian Embassy but I can't say how helpful they're going to be. It just depends on where you presently live.

"Book'em Danno"

The FBI provides criminal records checks for citizens transferring residence abroad. If you're already living and working abroad, someone from home can inquire about necessary procedures on your behalf at any FBI branch or field office. The local police in the town where you lived might be able to help too. When I lived in Allentown, PA I went to the Central Police HQ and told them what I needed. They contacted the local FBI field office, which happened to be only a couple of blocks away and referred my case to them. The local police fingerprinted me right then and there - along with the current crop of "undesirables" who had just been brought in, but the officer attending to my case made sure to tell everybody repeated that I wasn't being "booked" and that I was a special non-criminal case. Then, everybody, including the others being booked then, had a surprisingly different attitude towards me. Much to my relief, I might add.

I then took my fingerprint card to the FBI field office - up until then I didn't even know that there even was an FBI field office in town. The agents were very nice about explaining the procedures to me, until I told them I was going to Colombia that is. While this noticeably altered their behavior, still I wasn't charged with anything, had no criminal record and was there on my own and not under arrest so they quickly "mellowed out" and helped me along.

The FBI

To "speed things up" even more, I drove down to the FBI HQ in Washington, DC, (shown above) with the police records I had so far, and everything was finished the same day. These procedures were nothing new to them as diplomats, high-level businessmen and administrators all apparently need to do the same thing at some point.

With criminal records clearance from the PA State Police, the local city of Allentown Police and the FBI, I had no problems with emigrating to Colombia and securing lucrative work. In Colombia, your diplomas are key to determining what kind of work - teaching, for example, that you'll "officially" be allowed to do. Other than that, a very healthy dose of patience is all you'll need from then on.

I hope this helps to get you started. Let me know if you have any further questions.

In an additional post I'll comment on what then happens once you get to Colombia. That's really where the "fun" begins.

See you then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com



Monday, October 27, 2008

Halloween in Mexico: Mystic Tepoztlan


Spirits, UFOs and Ancient Aztec Brews Await

Teaching English as a foreign language in Mexico offers many unique, surprising places to see and visit. There are witches conventions, giant Olmec heads, enactments of ancient rituals and frequent UFO sightings, just to name a few options. The mystic town of Tepoztlan is one such place, and thinking of Halloween, this town is one of a few which almost automatically come to mind. This city of about 28,000 Nahuatl-speaking Indians and mixed Spanish blood inhabitants is one of the most unique in all of Mexico. The traditions of the Aztec are continued strongly through the native inhabitants. Nahuatl names abound in restaurants, stores, shops, names of streets and "hospedajes". Nahuatl is also taught in the schools here to enable future generations to uphold the traditions of their ancestors. English isn't widely spoken yet but is catching on in the more tourist-oriented spots like restaurants, souvenir shops and discos. A brisk walk around town will take less than three hours. Flowers bloom everywhere and there seems to be a cathedral on every corner.

Getting Around Tepoztlan

Getting around the town of Tepoztlan couldn't be easier. Taxis are readily available and very cheap, fares are only a few pesos from anywhere to anywhere in town. The cheapest way to get around, of course, is to walk and you shouldn't deprive yourself of the pleasure of the many interesting strolls the town offers. Just pick a direction and light out, stopping often along the way to ogle, chat or gasp in astonishment. It's the only true way to get to know the town and its heavy mix of indigenous folk. The compact size of the town allows you to stroll casually between many locations in a matter of minutes, especially in and around downtown.

Speaking of Spirits: Your First Taste of the Ancient, Royal Drink "Pulque" Awaits

Tepoztlan, the reputed place of origin of "Pulque", the royal drink of the Aztecs, is the perfect place to try some for yourself. There are only a few sites to do so, one of which is conveniently located on the Avenida Del Tepozteco just beyond the pink-fronted Los Colorines Restaurant. Look for someone seated at a small table and the "Pulque" sign. Up to three liters of "agua de miel" can be scooped from the heart of a Maguey plant each day. Allowed to ferment, it becomes the pungent "pulque". Even in its "mild" stage, three to five liters (depending on your size and alcohol tolerance) will have you blind drunk. The Pulque, which has a rather pungent, somewhat unpleasant smell, is also mixed with dark red sangria, or with grosella, which is a bright pink, to make it sweeter and more palatable. A liter will cost you 15 pesos, a half-liter cup is 10 pesos and a glassful is 5 pesos. You can taste a shot glass full of each form at no charge to determine your preferred form of the Aztec's royal drink. Be careful with this drink though, or you might wind up seeing "ghosts". Salud!

A “STAR TREK” You Shouldn’t Miss

Get out your hiking boots - we're headed seriously "Uptown". That is to say, up to the 30 ft. plus high Pyramid of Tepozteco situated nearly a thousand ft. above the town of Tepoztlan on top of a sheer cliff overlooking the town from the rugged northern skyline. The pyramid honors Tepoztecatl, who among other things, was the Aztec god of, you guessed it - Pulque. For the best views and to beat the heat, go early in the morning. You'll also beat the crowds that make the pilgrimage up the near vertical path that starts near the foot of the cliffs at the end of the Avenida Del Tepozteco. Be prepared for a pulse-pounding climb of an hour or more, although the panorama of Tepoztlan and environs is more than worth the effort. The Pyramid ruins are interesting too. Tuck at least 40 pesos or so in your pocket to pay the pyramid site admission fee. Don't forget to carry some water and a camera to capture those mystic moments.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com



Sunday, October 26, 2008

English Teachers: Traveling This Vacation? Here's What to Photograph – Part 2


Use those Memorable Vacation Photographs in English Classes

Granted, you’ve accepted and applied that photographing your own “art” to accompany your teaching activities and lesson plans adds depth to your queries is an essential tool of an English as a foreign language teaching professional. Perhaps you have a specific idea or two specifically in mind. But why not add even greater range to your efforts “on location” and explode your options and possibilities? In part 1 of this two-part article, we looked at slants for photographing people pictures in a variety of ways. Here we’ll consider other options to help bolster your multi-media digital images. Use these ideas to expand your photo essay photographic range.

Food

While you’re away on vacation for goodness sake, don’t eat at the hotel restaurant everyday. Get out there and sample the local fare. Check out farmer’s markets and supermarkets too. Shoot food platters, local fruits and vegetables. I’m shamelessly notorious for taking photos of not only everything I eat, but shots of other people’s meals on occasion as well. If you don’t know the local foods chances are your readers won’t either. While you’re at it, get a few recipes too. Talk to the cook or chef (if allowed). And yes Bunky, get their pictures. If you discretely record your conversation, these interviews can fuel personality pieces for trade and technical publications dealing with that locale or theme area. In Oaxaca, Mexico, I actually had people coming up asking me to photograph and interview them. It provided me with enough raw input, quotes and photos to write more than 20 articles, readings and shorts from just that one trip. Along with a slew of great digital images too.

Architecture

A variety of local architectural styles might make for a good photo shoot. Architectural, building supply and construction publications are potential markets. Flower-adorned porches, balconies and staircases, decorative plants, gardens, leaves and blooms can all add a splash of nature to your portfolio. Storefronts or displays of goods can be editor-pleasing shots too.

On a recent trip, I noticed that an overwhelming number of houses were made of wood, from the most expensive-looking ones to the shabbiest and poorest abodes. I started shooting examples of different types of wooden homes along with architectural details of stairs, doors, balconies and trim winding up with scores of interesting shots that included a two-story house designed to look like a boat. The resulting multi-media package can be milked from now on without the need to travel again to the exotic location I shot from.

Nature

Visit the zoo, aviaries, wildlife preserves, gardens and other promoted sites. Use a fresh eye and your inquiring mind to generate questions, elicit opinions and capture quotations. I almost never miss a chance to spend time in the local zoo. When I heard of an “Iguana Park” in Cali, the Salsa music capitol of Colombia, I couldn’t resist. From Ambato, Ecuador to Philadelphia, Pennsylvania I’ve ogled animals of all types with photo ops leading to numerous assignments on creatures from Ants to Iguanas to Three-toed Sloths. Feature ideas and shorts for children’s English lessons, animal lover and personal travel readings with an “on location” flare await you on your next trip or vacation. They're a tremendous hit with EFL learners too, who genuinely respect the fact that you're sharing personal experiences and anecdotes with them.

Talk to People Whenever You Can

Talk with curators, animal keepers, biologists, environmentalists, horticulturalists and gardeners, local green thumbs – anyone who could add depth to your proposed digital images and readings. Don’t forget to photograph everyone you can – preferably “in action”. Get their contact information to expand their quotes and bios if you need to later.

Photograph People, Food, Nature and Architecture

So, English as a foreign language teachers, if you are traveling this vacation, by all means, take a camera or two along on your trip as part of your standard equipment. Shoot high-resolution digital photos. Shoot color slides and some prints too. Photograph people, food, nature and architecture. Record those interviews and quotes to flesh out and deepen your resource materials. Offer your EFL learners a multi-media English lesson plan that includes art, images, personal anecdotes and reading texts. You’ll find that your acceptance and English class participation just might start changing – for the better.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach Diverse Groups of EFL Learners" by requesting the title at: lynchlarrym@gmail.com



Friday, October 24, 2008

English Teachers: Traveling This Vacation? Here's What to Photograph – Part 1


The English Teacher as Photographer

About now you're looking ahead to the upcoming semester break or end-of-year holiday vacation. If you're planning to travel around the country where you may be teaching abroad or at home, as a versatile EFL professional, an essential for any trip is your camera. Whether you plan to shoot digital, slide or print images, one question that likely pops up is, “What should I shoot?” If you’re on a semester break or vacation the answer is easy though your choices can be a bit more extensive. On the other hand, with some insight and planning, your photo options can be even greater. So essentially, you’re going to go for the new, unique and different that will surround you. Here are some suggested approach ideas.

Fashions

What are the locals wearing? What do you recommend visitors bring or wear?
Pay attention to men’s, women’s and children’s clothing. Don’t forget shoes and accessories. Are there specialty clothing items or accessories manufactured or worn locally? Intrigued by the dress code of Embera Indian women when they “came to town” on South America’s Pacific coast, I asked locals about their colorful wear. The photos, interviews and stories I got access to fuel numerous articles and short readings for my English as a foreign lñanguage classes to this day.

People and Occupations

Are the locals noticeably different from people where you are from? Photograph them at work. How do people get around? On foot, bikes, specialty vehicles? Catch vendors, artisans and tradesmen at work in their own surroundings. Be sure to ask permission first. If there are any occupations that are unusual or off-the-beaten track, get a variety of shots of them. Look for common jobs done in different or unique ways. Street hucksters can provide colorful photo opportunities as well as offer a slice of local ambience.

Everyday Life
How do people live in the locale? Get shots of people going about their daily lives. Stop and linger awhile at local playgrounds, parks and watering holes. Ask waiters and bartenders about the most popular brews, mixes and concoctions. Be sure to try a few yourself for a “first-hand” account.

About People Pictures

Want really good people shots? Just ask. Just smile and say, “Can I take a picture?” If you don’t speak the local language, smile and point to your camera. They’ll get it and smile back or nod permission. Ninety eight of the last 100 people I’ve asked to let me take their photo said, “Yes”. The two who didn’t? A military officer scolded me for taking a shot of a soldier walking on patrol along a picturesque Pacific coast beach. I showed him the digital frame noting that you couldn’t really tell it was a soldier and he relented. The other was an elderly Embera Indian man who was husking rice in his Colombian jungle village using a waist-high mortar and pestle. He wanted me to agree to give him some “gifts” in exchange for the shots. I didn’t, he wouldn’t.

Work two or three location slants
When you have two or three topic areas in mind, your eye will focus and photo ops will pop up all around you. The process can even begin before your trip and often continues during and after the time you are on location. Keep a spiral-bound notepad and pens on you at all times to note essentials like subject names, new vocabulary, unusual spellings, and telephone numbers. Jot down brief explanations of who, what, when, where, why and how to help jog your memory and correctly caption photos. Bear in mind that many editors require identification of subjects in photos.

So enjoy your trip this vacation or semester break, take notes as needed and shoot away. Once you leave the location, the photo ops are gone. My motto is, “When in doubt, take the shot.” It’s better to have it and not need it than to need it and not have it. Take that shot. Later, you might just be glad you did. An extensive variety of digital images has a plethora of uses in the EFL class room, so you shouldn't miss any opportunity to photograph "authentic" scenes and images for later use.

Want even more ideas? See you in part 2 of this series where we'll discuss some practical EFL class room uses for your digital photograhy.

See you then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.


Tuesday, October 21, 2008

How to Learn Chinese in 6 Months – Reader Comment

How to Learn Chinese in 6 Months – Reader Comment

For the benefit of the readers of this blog, I’m posting a poignant comment sent in as a response to the post on learning Chinese in 6 months. It helps to provide a additional perspective on foreign language learning of Chinese:

Truett Black said...

I've studied and taught Mandarin for more than 20 years. I am a Chinese to English translator and interpreter and have done business in greater China for the past fifteen years. I live in Taiwan and Mandarin is my daily language of commerce.

I can say, with absolute certainty, that a native English speaker could achieve only marginal fluency in Mandarin in 6 months, but nothing more. You may be able to hold a very simple conversation, but you will not be able to do anything really useful with the language (e.g. conduct a business meeting, make a telephone call) until you've studied it and used it on a daily basis for about a year.

There are several problems with learning Mandarin to communicate in Mandarin fluently (e.g. grammar, tones, writing). All can be overcome, but not in six months.

If an executive wants to learn some basic Mandarin prior to coming overseas, I'm all for it, but he won't make much progress until he/she is actually living among Chinese speakers.

Sent in on October 18, 2008 at 11:41 AM

More on the difficulties and cultural aspects of learning the Chinese Lingua Franca are available at:
http://thelinguafranca.wordpress.com/

Monday, October 20, 2008

How the Global Recession is Affecting English as a Foreign Language Teachers


EFL Teachers, Have You Been Living in a Cave?

Unless you’ve been living in a cave for the past couple of months, you are well aware of the recent severe fluctuations in world economic markets. Undoubtedly, this will ultimately affect us all in one way or another. This includes us as teachers of English as a foreign language. This is especially true for those who may be living and teaching English abroad as they continue to watch the value of their local-currency salaries incessantly plummet earthward like a falling Icarus with his melting wings. Others, like a mourning Daedalus, stand helplessly by, watching as potentially catastrophic events unfold all around us.

World Countries Affected

With even large corporations experiencing heavy financial losses, mid-size companies rapidly down-sizing and some major banks going bankrupt, economic shakeouts are an inevitable event. Stronger currencies like the Yen, British Pound, the US Dollar and the Euro, among other currencies, will be weakened and perhaps even be slightly devalued. In weaker economies based on currencies like the peso, the Baht, etc. may well see their standings against stronger currencies diminish greatly. The crisis may be positive or negative for you depending on your particular country and situation. See “Economic Troubles – Effect on EFL”.

Likely Repercussions to be Expected

These events are highly likely to generate repercussions and a variety of “trickle down” effects such as:

• Cuts in company staff training budgets
• Layoffs of employees
• Reduction or elimination of smaller, low-budget departments
• An increase in out-sourcing of services
• Consolidation of financial, banking and other related services

How English Language Teachers Can Prepare

This news in general is mixed, both good and bad for teachers of English as a foreign language. With an increase in out-sourcing will come a plethora of entrepreneurial opportunities for private contracts in providing still-essential business services such as teaching, training and tutoring, English included, to now cash-strapped companies looking for ways to maintain quality, remain competitive and still stay afloat financially. Staff training budgets likely will see cuts, but the need for English will continue to exist. This represents a continual need for skilled, knowledgeable English as a foreign language professionals with well-honed business and entrepreneurial skills.

A More Detailed Look into These EFL Teaching Related Events

For a more detailed, on-going look into these English as a foreign language teaching related events is available online for EFL teachers at the ESL Daily website post, “Economic Woes and the EFL Community: The Concern – Part 1". This is generally a good site for world news events relating to the teaching of English as a foreign language and is recommended.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com



Friday, October 17, 2008

How to Learn Chinese in 6 Months


Learn A Foreign Language in 6 Months?

When I was asked about proposing a program for an executive that would develop conversational fluency in Chinese in 6 months or less, I was intrigued - and accepted. Many feel that to develop any proficiency in such a “difficult” language requires years at a minimum. But this is not necessarily the case – with Chinese or any other foreign language for that matter. Basic fluency in the majority of foreign languages could be achieved in as little as one to three months, and certainly in 6 months, following some carefully-chosen guidelines and a rigorous, intensive, full-immersion program of foreign language learning.

Essential Foreign Language Vocabulary for Conversation

In his book, “Using Your Memory”, author Tony Buzan says that a mere 100 words comprise nearly 50% of the vocabulary used in everyday conversational speech in most languages. Learning the equivalent of these words in a foreign language will help to quickly develop essential vocabulary for everyday conversational use.

You can function at the most basic level in a foreign language with a core vocabulary of around 1000 words according to Dr. Michael Gruneberg who formalized the “LinkWord” technique. He claims that, using this technique of linking a word in your own language to a word in the new language, you can acquire a core vocabulary in a foreign language in as little as 10 hours.

Estimates by other linguists postulate that that social or otherwise meaningful conversation can be conducted using in a foreign tongue using with a working vocabulary of around 600 words. Personally, I hold to a somewhat higher standard of vocabulary level than these. For me it’s around 1200 words minimum, so you don’t sound like a child saying something like, “Mommy, me want cookie”. Sure, it will get your message across, but what self-respecting adult wants to deliberately sound like a pre-schooler?

Chinese - A Very Difficult Foreign Language

In response to my article post, “If you Think English is Difficult, Try Mandarin” reader Gary Eiber, a frequent traveler to China from Silver Lake, Ohio once wrote, “I wanted to offer what I believe is correct on the pronouns. You have Wu, ni, ta for singular, then ta, ta, nin for plural. I am quite sure it is Wo, ni, ta singular, then women, nimen, tamen for plural. Actually theta is for both male and female, same spoken "TA", whereas the characters are totally different. It is why the Chinese, even teachers who know English quite well, make the mistake of saying "he did this" when it is a female, or "She did that" when it is a male, as in Chinese both are TA.
http://bettereflteacher.blogspot.com/2006/03/if-you-think-english-is-difficult-try.html

He continues with, “I have gone to China about 50 times now and find it a remarkable country, and a VERY DIFFICULT language. I am not fluent in Chinese, but am quite certain on the above points. I speak about 1000 words, but read only about 50 characters. The spoken and easy to read Chinese for foreigners is called Ping Ying, and is phonetic in nature…”

Mandarin Chinese, Anyone?

My own Mandarin Chinese class experience ended without my having achieved much in the way of additional language, but with an added appreciation for the beauties and subtleties of other languages and a desire to deepen my understanding of how this language family “works”. For foreign language learning to be most successful, it must be undertaken in a useful, practical manner which will allow for regular practice and use.

How to Learn Chinese in 6 Months – Part Two

In the next part of this series, we’ll continue with some necessary information on the Chinese language itself; starting with the fact that it’s actually multiple languages and NOT just ONE foreign Language. We’ll also be looking at some useful and practical suggestions for quickly and easily learning Chinese – or almost any other foreign language in a matter of weeks or months – not years or a lifetime.

See you then.

Note: My complete, self-learning system for quickly and easily learning any foreign language can be found at:

http://www.escapeartist.com/e_Books/Learn_a_Foreign_Language/Learn_a_Foreign_Language.html




Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com



Thursday, October 16, 2008

Teaching English as a Foreign Language: Is a Course Book Really All You Need?


Adapting Course Book Materials in ELT

Commercially available course books: Most ESL and EFL programs use a commercially available course book. This however, is truly not the “end-all” solution for providing effective EFL learning materials. Since the vast majority of course books, of marketing necessity, need to be general enough to be useful across large regions of the world, there is a need to adapt specific content for our particular groups of learners. Learner first languages vary, cultures vary, idioms and expressions vary, grammatical elements and connected speech aspects vary. There certainly is no “one size fits all” course book.

A Valuable Didactic Base

While most well-produced course books do in fact provide a needed essential didactic base for ongoing instruction in EFL (or foreign language learning), the English language teacher would do well to have an arsenal of activities and adapted EFL materials in their repertoire. A virtual myriad of possibilities exist, but I have found a number of the following exercise and activity types to be consistently useful.

English as a Foreign Language Didactic Exercise Types

These can be readily adapted from course books to provide for the specific needs of your EFL or other foreign language learners.

COGNITIVE PAIRS – more commonly known as matching when two or more columns are related by the learner


CLOZE EXERCISE – fill in the blanks with missing words in numerically even blanks set into the text


FILL in the BLANKS – fill in the missing words selected for a particular grammatical aspect or part of speech


WORD or LETTER UNSCRAMBLE – re-order letters to form a word or re-order words to form a sentence or other grammatical element


RE-ORDERING a SEQUENCE – re-order words or phrases to form meaningful language elements


TRUE or FALSE – decide if a phrase or sentence is correct


GIVE a DESCRIPTION – verbally detail an object, scene or reference


EXPOSITORY WRITING – express an opinion, tell an anecdote or story, present or respond to an argument


COMPLETE the PHRASE or SENTENCE –complete a missing segment of a phrase or sentence


PROBLEM-SOLVING – express a solution to a problem or scenario


ERROR CORRECTION – find mistakes in a phrase, sentence or paragraph, then write, select or provide the proper form or information


COMPREHENSION QUESTIONS – answer posed questions in a way which demonstrates knowledge of a theme or topic in a reading selection


WRITE the QUESTION – a “right-brained” activity designed to exploit mechanisms of abstract thinking


COMPLETE a CHART or GRAPH – change textual information into a graphic form without altering the original meaning


MAKE a COMPARISON - demonstrate differences between two or more items, situations, etc.


SELECT an ITEM FROM a GROUP – choose which word or phrase is alien to a group of words or phrases and explain your choice in rational or abstract terms


RE-WRITE or RE-STATE – paraphrase a phrase, expression or statement using an alternative lexical set


GIVE an OPINION – argue for or against a presented position or statement supplying necessary proofs, evidences and justifications to support your position


DRAMATIZATION – enact a situation or scenario in a way which demonstrates the ability to manipulate language and / or grammatical structures


COMBINE EXERCISE TYPES – two or more of the previous activity / exercise types can be combined for increased complexity, realism or language skill level demonstration


Elements EFL Activity Types

In the next part of this article post series we’ll go into further detail on the elements of these exercise and activity types. How they each function and with which types of language learners specifically, will be considered as well as incorporating adapted course book material into a course book lesson plan to enrich the learning experience.

See you then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com


Wednesday, October 15, 2008

Motivate Reluctant EFL Learners Using These Five Critical Approaches


Teaching English to Difficult Groups

Eventually it happens. You are assigned a certifiable “group from Hell”. The students are unmotivated, unruly, unresponsive, inattentive, lazy, don’t have (and don’t want) English language course books, attend your English language classes sporadically (or often, not at all). The EFL teacher (this means YOU) is virtually ignored, homework is “forgotten” more often than it is done. Hey, and just forget about “class participation” – unless you include throwing things at you as class participation. Yet, you still have the responsibility to “teach” the group. There’s even some expectation on the part of the school administration and hopeful parents, of these students actually learning some English.

But how?

You cringe at the very thought of walking into a “class” with “them”. Why you’d rather face a pride of lions or a pack of ravenous timber wolves, you think to yourself.

But wait, there’s hope.

Five Critical Approaches

Anytime a notorious pack of hyenas shows up in my schedule calling itself an “English class”, I don’t fret – okay, well maybe a little at first – I pull the “fantastic five” out of my bag of tricks, then, “let the games begin”. Here are my five applied didactic approaches:

Theory of Dual Psychology

This theory, also known as “Split Brain Theory” indicates the existence of separate right and left brain dominant tendencies with insight, 3D, art, colors, imagination and music being situated primarily in the right brain hemisphere. Number skills, reasoning, written and spoken language are seated in the brain’s left hemisphere. Determining a learner’s dominant brain hemisphere can aid in providing a unique “learning pathway” into their mental capacities, helping both the teacher and the learner.

Providing an Enriched Learning Environment (M. Diamond, 1960s)

University of California – Berkeley’s Prof. Marion Diamond demonstrated during the 1960s that the cerebral cortex, which is responsible for higher nerve functions, increases under the influence of an enriched learning environment, just as an impoverished environment decreases the size of the brain.

Applied Multiple Intelligences Theory (H. Gardner, 1983)

Since 1983, Harvard University’s Prof. Howard Gardner has re-set educational boundaries with his theory of now nine specialized ”intelligences” inherent within each of us. The degrees of development of each of these intelligences varies from one person to another creating a unique individual. Once an individual learner’s intelligences or preferences are determined, they can be taught virtually any theme in a highly successful manner.

Using Hermann’s Brain Dominance Model (N. Hermann – pictured above)

Ned Hermann’s Brain Dominance model classifies personality strengths and weaknesses into cerebral and limbic, then sub-divides into four color-coded categories (blue - theorist, yellow-innovator, green-organizer and red-humanistic) which combine to create a unique personality in each person.

Identification and Use of Learner-Preferred Activities (D. Lazear)

As a kind of “offshoot” of the Multiple Intelligences, David Lazear expounds on the application of learner-preferred activities to allow leach person to learn in ways which are most “agreeable” to them, thus improving overall learning success.

A Wildly Diverse Group

Using these five approaches, singly or in combination, even the most wildly diverse EFL group can be “tamed”, motivated and actually taught, saving the sanity of even the most inexperienced teachers. But what exactly is each of these approaches? How can you effectively combine and apply these approaches? What materials and activities are effective in motivating a difficult group of EFL or foreign language students?

We’ll continue with a close examination of these approaches and detailing some useful techniques in upcoming parts of this article post series.

See you then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com


Monday, October 13, 2008

Top 10 Language Blogs from Lexiophiles

Top 10 Language Blogs

From Lexiophiles here is a list of the Top 10 language and education blogs currently on the web.

1. The English Blog:

Blog covering both old and new Internet resources for learners and teachers of English. Not only reviews and presentations, but also advice on how to get the most out of it.

2. English Experts:

Blog on studying English as a second language online for Portuguese speakers.

3. Listen to English:

Podcast and blog for learners of English. Topics include current events, items of interest and cultural quirks.

4. E|FL 2.0:

Blog with information about learning English as a foreign language in today’s online 2.0 environment. Includes tools, reviews and articles.

5. Larry Ferlazzo’s Websites of the Day…:

Reviews and comments on various websites to help teach and learn ELL, ESL, & EFL.

6. Polish Blog:

Blog on the Polish language and learning it. The blog includes tips & tricks, answering readers questions and looking at different learning tools.

7. Mission to Learn:

A blog on how to be more successful in finding and benefiting from learning experiences - online and off.

8. Teach42:

Education and Technology. Looking at different tools to use and how to use them, by Steve Dembo.

9. Cuaderno Intercultural:

Blog which collects and organizes information, resources, advice, news, and everything that can be useful to intercultural teaching and foreign students.

10. Language Geek:

Tips and tricks on learning languages and language education. Views and reviews on helpful websites as well as articles on study techniques.

Feel free to check out some of these different blogs for yourself. I found most of them to be quite interesting and informative. Have fun!


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com


Wednesday, October 08, 2008

Foreign Language-Learning Child Prodigies


Three Exceptional Children

Near the beginning of the eighteenth century, within the three years from 1719 to 1721, were born in different countries, three children of exceptional language-learning talent entirely without parallel to date in history.

John Lewis Candiac

The first of those, John Lewis Candiac, was born at Nismes, in 1719 This strangely gifted child, we are told, was able, in his third year, to speak not only his native French but also Latin. Before he was six years old he spoke also Greek and Hebrew. He was well versed, besides, in arithmetic, geography, ancient and modern history, and even heraldry. But, as might be expected, those premature efforts quickly exhausted his overtaxed powers, and he died of "water on the brain" (Hydrocephalia?) in 1726, at seven years of age.

Jean Philipe Baratier

The third of those marvels of precocity, Jean Philipe Baratier, (pictured) was born at Anspach in the same year with Heinecken, 1721. His career, however, was not so brief, as the ill-fated child just named. When Baratier was only four years old, he was able to speak Latin, French, and German. At six he spoke Greek; and at nine Hebrew ; in which latter language the soundness of his attainments is attested by a lexicon which he published in his eleventh year. Nor was Baratier a mere linguist. He is said to have mastered elementary mathematics in three months, and to have qualified himself by thirteen month's study for the ordinary thesis maintained at taking out the degree of Doctor of Laws. He was also well versed in architecture, in ancient and modern literature, in antiquities, and even the uncommon science of numismatics. He translated from the Hebrew Benjamin of Tudela's " Itinerary." He published a detailed and critical account of the Rabbinical Bible; and communicated to several societies elaborate papers on astronomical and mathematical subjects. This extraordinary youth died at the age of nineteen in 1760.

Giovanni Cristoforo Amaduzzi

Later in the same century was born at Rome a child named Giovanni Cristoforo Amaduzzi, if not quite so precocious as this extraordinary trio, at least of riper intellect, and destined to survive for greater distinction and for a more useful career. The precise dates of his various attainments do not appear to be chronicled; but, when he was only twelve years old, he published a poetical translation of the Hecuba of Euripides, which excited universal surprise; and a few years later, on the visit of the Emperor Joseph II. and his brother Leopold to Rome, he addressed to the Emperor a polyglot ode of welcome in Greek, Latin, Italian, and French. His after studies, however, were more serious and more practical. He is well-known, not only as a linguist, but also as a philologer of some merit; and in his capacity of corrector of the Propaganda Oriental Press, a post which he filled till his death, in 1792, he rendered many important services to Oriental studies.

Information of these texts, excluding images, were excerpted from the online posting “Infant Phenomena” at:
http://how-to-learn-any-language.com/e/polyglots/infant-phenomena.html


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com


Tuesday, October 07, 2008

The Top Five Most Spoken Languages in the World


Most Spoken Languages

According to the Lexiophiles website, there are currently over 6,912 languages in the world, spoken by more than 6.6 billion people.

Here is a list of the five most spoken languages, with their ranking, and the actual number of people who speak it as a first language…

These figures represent approximate population numbers, complied by various agencies, and gathered through several sources, and, as most data of the sort, vary greatly from one estimate to another.

Rank Language Native speakers
1 Chinese 1,210,000,000
2 Hindi 487,000,000
3 Spanish 358,000,000
4 English 341,000,000
5 Arabic 320,000,000

Chinese is the most spoken language in the world, with more than 1.2 billion native speakers, mainly in China, Taiwan, Malaysia, and Singapore. This includes both Mandarin and Cantonese. In addition, 178 million people speak Chinese as a second language.

Hindi is the second most spoken language, mainly in India and Fiji. However, it is estimated that over 900 million people have a significant knowledge of the language.

Spanish comes third, with native speakers, in South America: Mexico, Colombia, Argentina, Venezuela, Peru, Chile, Cuba, Ecuador, Dominican Republic, El Salvador, Honduras, Guatemala, Nicaragua, Bolivia, Puerto Rico, Costa Rica, Uruguay, Panama, Belize, and also Spain, Andorra, Gibraltar, and the United States. According to the latest estimates, over 100 million people also speak it as a second language.

English, as a first language, is spoken by 341 million people. This comprises the United States, the United Kingdom, Ireland, Canada, Australia, New Zealand, South Africa, Singapore, Bermuda, and a few other countries. English is the most widely spoken second language, with over 870 million people using it worldwide.

Arabic is spoken in most of the Middle East, as well as parts of Africa: Egypt, Algeria, Morocco, Iraq, Sudan, Saudi Arabia, Yemen, Syria, Tunisia, Libya, Lebanon, Jordan, Mauritania, Palestinian Territories, Israel, the United Arab Emirates, Kuwait, Qatar, and Somalia.

For a listing of the ten most spoken languages, you can visit the Lexophiles website at: http://www.lexiophiles.com/most-spoken-languages

NOTE: The entire series is available ONLY by e-mailing Prof. Lynch at: lynchlarrym@gmail.com/ with “Sleep Learning” in the e-mail title. Regretfully, when my current supply of copies of this limited, controversial, eye-opening report are exhausted, the report will go out of print.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com


Monday, October 06, 2008

The Headless Horseman Rides Again


English Language Learning in October

Every year during the month of October and at times into early November, I show my English as a Foreign Language learners the Disney animated version of “The Legend of Sleepy Hollow”. The video serves several purposes both didactic and non-didactic. It continues to be popular with the students regardless of their age, major or occupation.

The Legend of Sleepy Hollow

Most of you are probably familiar with Washington Irving’s classic American short story, originally penned in 1819-1820, based on a German folktale. A transient schoolmaster, Icabod Crane, arrives in the tiny colonial burg of Sleepy Hollow situated near Tarrytown, in Westchester County of New York state. As he integrates into the local society, he falls for a wealthy farmer’s daughter, Katrina Van Tassel. The superstitious pedagogue battles a local rival for the fair maid’s favors. On the night of October 31st during festivities at the Van Tassel estate ghost stories told by the guests bring out the worst of Icabod’s fears. One story in particular, that of a Headless Horseman who rides one night each year in search of a new head, terrifies the schoolmaster beyond all else. The hapless schoolteacher later encounters the legendary Headless Horseman and … Well, if you don’t know the rest of the story it’s worth a read.


Setting the stage

The full-color, animated feature runs about 30 minutes, so it is short enough to fit well into a 90-minute class session. I prepare a two-page worksheet to help the students follow the story and extract key information as they watch. To set the stage overall we talk about legends in Colombia which may include:

The Three Crosses (Las Tres Cruces)
Chupacabra (like a “Boogeyman”)
El Duende (similar to a Leprechaun)
Pata Sola (like a one-legged “Bigfoot”)


Are You Superstitious?

After watching the story and working through the task sheet, we check answers and responses. We talk about their likes and dislikes which may be similar to those seen in the story. I also ask about their superstitions and reactions to situations like:

Breaking a mirror
• A black cat or black butterfly approaching them
• Using a broom to ward off bad luck
• Walking under a ladder


The activity, in general, is useful for English language levels from beginner to upper intermediate and beyond. It serves to illustrate some aspects of history, culture and customs in the USA associated with the fall of the year.


The Worksheet is Also Available

If you have access to this particular video and would like to have a copy of the worksheet I use, e-mail your request to me at: lynchlarrym@gmail.com and Ill be glad to send you one right away.

Although I’m not a great proponent of using whole movies for their own sake in the EFL classroom, I do favor using short, 5 - 8 minute or so short video clips on occasion. Audio visuals like videos do aid in lowering the affective filter of the students and can greatly promote learning when used judiciously. This 30-minute animated film is one of but a rare few of the exceptions that I use.

By the way, are YOU superstitious?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com


Saturday, October 04, 2008

How to Make Yourself and Your English Language Learners Smarter


Make Yourself Smarter

It is now commonly accepted that collectively, our brain works by utilizing billions of neural inter-connections along an almost infinite variety of pathways to manage our intellectual capacities. The more inter-connections we have, the better or more efficiently our brains perform functions like solving problems or developing creative thought. Scientists know, but can’t explain exactly how the process works (yet), but if you study mathematics, your musical ability improves. If you read extensively your ability to develop new physical skills or artistic abilities is augmented. This being so, we can therefore literally make ourselves “smarter” by increasing the quantities of inter-connections in our brain.

Improving Mental Ability

But how exactly do we go about improving our mental ability? By strengthening one or more areas of our brain which are lesser developed. If you’re an avid reader, study art. If you love all things musical, increment your nature studies. Are you an athlete? Increase your music appreciation and other areas of intellectual prowess will follow. It may sound strange and illogical, but it works. Here are six of the nine strongest “intelligences” and how they influence personality, character and ability. Note how each one can be strengthened and expanded using simple activities practiced on a regular basis.


1. Verbal - Linguistic Intelligence

People whose brains are highly developed in this area are avid readers, like to write and do crosswords. They are also successful language learners. To expand your skills in this intelligence, do crosswords, word finds and other word games and puzzles. Delve into poetry or write essays and articles. (Now there's an idea) Try some verbal - linguistic types of activities online at:

Puzzle Maker website www.puzzlemaker.com

Hot Potatoes website for creating puzzles
http://web.uvis.ca/hrd/halfbaked/


2. Visual - Spatial Intelligence

If you love flashy colors, are an artist who paints, draws, creates or crafts, then your brain is highly - developed in this area. If you're not, then learn to draw, cartoon or do jigsaw puzzles and you'll increment stimulation to this part of your brain. Visit these websites for more info and to try your hand at some visual - spatial activities:

Crosswords Kit home page http://www.crosswordkit.com/

Jigsaw puzzle free downloads
http://zone.msn.com/deluxegames/

3. Musical - Rhythmic Intelligence

Musicians, singers, rappers and poets unite! You're all focused in on the musical - rhythmic intelligence. These people typically play a musical instrument, sing, whistle, and hum. They love limericks and music in all its forms. You who aspire to greater mental facility could take music lessons, learn and recite nursery rhymes to your children, take a music appreciation course or simply add more music to your everyday life. Online check out these sites to get started:

Live international music feeds http://www.live365.com

Live International music feeds http://www.radiotower.com/

4. Logical - Mathematical Intelligence

If you're into computers then your brain is lodged here. Structured and organized you revel in order and neatness. Likely you'll be at ease with numbers too. Bookkeepers, accountants, Statisticians and software programmers are strong in this intelligence. Should you wish to strengthen in this intelligence, solve mysteries, learn computer logic or programming or play strategic board games like chess, checkers, backgammon or Monopoly, anyone? Get a jump on revving up this intelligence playing games at:

Free online games http://zone.msn.com/en/root/default.htm

Free game downloads
http://www.freeworldgroup.com/game.html

5. Bodily - Kinesthetic Intelligence

This is the reign of the jocks as this intelligence features innate love of motion and movement. They dance, tap, ballet or play a sport well. Do you go hiking? Swimming? Are you a ballroom dancer, cyclist or marathoner? Any type of athletics will help serve your mental and physical development. Take up surfing, learn ballroom dancing, train for a triathlon or improve your cooking skills to make yourself smarter. At the very least, you could go to the neighborhood gym for regular workouts, or take a brisk walk everyday. Your mind (and your body) will thank you as you improve your health and fitness levels – and get smarter.


6. Naturalist Intelligence

Nature lovers snugly reside here. They love animals, gardens, flowers, sunsets and the sea. Veterinarians, animal trainers, horticulturalists, environmentalists and biologists are often strongest in this intelligence. From simply going regularly for nature walks to the formal study of biological sciences will deepen your mental strengths in this intelligence. The pleasures of orchids and roses await you. Simmer in the secrets of medicinal plants, work with or enjoy horses, bees, birds or fish. Volunteer at the zoo or involve yourself in activities that take and keep you outdoors. Ideas abound online beginning with these offerings:

Sea World online
http://www.seaworld.org/animal-info/animal-bytes/index.htm

Ed Web homepage http://www.edwebproject.org/

Have Some Fun While You Make Yourself Smarter

By working regularly on activities in these areas, your collective intelligence, that is your overall ability to think, create, solve problems and execute mental processes, will grow. So have some fun while you make yourself, and your English as a foreign language learners, smarter.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com


Friday, October 03, 2008

Can You Really Learn A Foreign Language While You Sleep: Theoretical Approaches


The Lure of Learning English While You Sleep

While the lure of “learning English or another foreign language while you sleep” may be highly provocative and tempting for all of us in this not-enough-time-to-do-everything world, there’s still no “easy out”. Learning a foreign language can be a life-long pursuit or a summer project. In this second installment of our quest, we’ll briefly examine some theoretical approaches to English language or foreign language learning.

Theoretical Approaches

English Language Teaching and Learning theories support a number of useful, valid approaches for foreign language or second language acquisition. Considering the major language learning theories previously or currently prevalent, let’s briefly examine any basis for “sleep learning”. The following language learning theories have all been popular or prevalent during our current or recent decades:

Grammar / Translation method
(F. Boas and O. Jespersen)

Direct Methods

Audio-Lingual (Darian, 1972 et al.)

Computer-Aided Language Learning - (CALL)

TPR - Total Physical Response
(J. Asher, 1965)

The Silent Way (Gattegno, 1972)

The Communicative Approach

Suggestopedia (Lozanov, 1978)

The Natural Approach (Krashen-Terrell, 1983)

Neuro-linguistic Programming - NLP
(Bandler and Grindler, 1982)

The Lexical Approach (Willis, 1990 et al.)

Community Language Learning
( C. Curran et al., 1972)


The Theory of Multiple Intelligences

Howard Gardner’s Theory of Multiple Intelligences, (H. Gardner, 1983) while not strictly a language-learning theory, nonetheless, has had considerable application to language learning and acquisition. Of these, the following have aspects which seemingly might promote or support the concept of “sleep learning”. They are: The Silent Way (Gattegno, 1972), Suggestopedia (Lozanov, 1978), and Neuro-Linguistic Programming (Bandler and Grindler, 1982).
Let’s briefly examine each of these.

The Silent Way

The Silent Way (ref. Richards and Rodgers, 2004) was developed by Caleb Gattegno (Gattegno, 1972) and is a method based on the premise that the English, or foreign language teacher, should be “silent” as much as possible and the language learner encouraged to produce as much language as possible. But while the method requires minimal external input on the part of the language teacher, it does provide for problem-solving, “discovery learning” and creation of memorable images to facilitate learner recall. Problem-solving and discovery learning certainly can not occur during the noted stages of sleep. Creation of “memorable imagery” is possible, especially during the dream state, but how many learners remember these images with any frequency?

Theory, Methodology and Didactics

Apart from theory, methodology and didactics, language is a communicative tool. It allows us, as humans, to share our knowledge, thoughts and ideas in a way and at a level that none of the other animal species ever can. But what actually constitutes good practice in English or foreign language learning? How can we identify or become a good language learner? In the third installment of this article series, “Can you really learn English or another foreign language while you sleep?”, we’ll examine some of the many aspects inherent in good language learners.

NOTE: The entire series is available ONLY by e-mailing Prof. Lynch at: lynchlarrym@gmail.com/ with “Sleep Learning” in the e-mail title. Regretfully, when my current supply of copies of this limited, controversial, eye-opening report are exhausted, the report will go out of print.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries. Get your FREE, pdf format report" Can You Really Learn A Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com