Becoming a Better EFL Teacher

Foreign language education needs revamping

2010-08-02T19:25:00.005-05:00

By Sarah Hann - Indiana Daily Student

The full text of this article available online at:
http://www.idsnews.com/news/story.aspx?id=76312

There’s been an increasing emphasis in the past couple of decades on American children learning another language.

My mother had a foreign language requirement in both high school and college, but my father didn’t have one — foreign languages were still considered an elective for him and his classmates.

I’ve had to take one since the first grade. I was never very good at it — actually, I’ve hated every Spanish class I’ve ever taken, all 12 years’ worth. And in that 12 years, I got — well, “nothing” seems too extreme, but I’m far from fluent.

And when I got to college, I continued with Spanish because I’d tested out of part of the requirement.

But I never got an “A” in a language class, finished as quickly as possible and practically threw myself a party when I was finished, so relieved was I that it was over.

Basically, I treated it the same way I treated math classes.

I’m convinced that I’m never going to need high-level math — it’s important to be able to do long division, but I probably won’t ever need to prove the third angle of a triangle.Others might need it, but this journalism and history major will be avoiding math-related jobs.

Foreign languages, however, apply to all majors.

In an age of increasing globalization, the more languages you speak, the better. So foreign language requirements in school, as much as I didn’t like them, can really only help.

In theory.

In practice, 12 years of Spanish means I could help a Spanish-speaking customer pick out and pay for an outfit when I worked in retail, but I’d be lost after about five minutes in Madrid. I just don’t know enough Spanish.

I’ve found that’s the case for a lot of people: They learn enough to survive a class, but that’s it. They can’t apply the material to real life.

So while language requirements are a good thing, there needs to be an increased emphasis on students really learning the language, not just a few vocabulary words and (if they’re lucky) the difference between the preterite and imperfect tenses.

Steps are being taken toward our becoming a more bilingual country.

You can E-mail the article author at: hanns@indiana.edu

Practical techniques for Early Childhood Development and Stimulation

2010-06-24T10:37:00.000-05:00

Methods of Early Childhood Development Stimulation

There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.

Early Childhood Development: The Five Senses

Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.

Early Childhood Development: Audio Stimulation Techniques

Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.

Pre-Natal Stimulation in Early Childhood Development

Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:

• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin
• Talking or reading to the unborn child
• Gentle massages

Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.

Benefits of Early Childhood Development through Sensory Stimulation

Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.

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 135 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.

Learning English as a Foreign Language with Laughter

2010-06-16T13:16:00.009-05:00

Laughter, the Best English Language Learning Tool
see full text online at: http://www.guardian.co.uk/education/2007/dec/05/tefl2

When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour – moments when the whole class momentarily erupts in laughter before returning to the task at hand?

In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.

In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.

They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed – and to demonstrate that mistakes are a natural part of the learning process.

When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)

Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive 'laughing with' and not of the destructive 'laughing at' kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.

Full text of this article available online at:

http://www.guardian.co.uk/education/2007/dec/05/tefl2

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 135 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.

Practical techniques for Early Childhood Development and Stimulation

2010-06-08T23:37:00.004-05:00

Methods of Early Childhood Development Stimulation

There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.

Early Childhood Development: The Five Senses

Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.

Early Childhood Development: Audio Stimulation Techniques

Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.

Pre-Natal Stimulation in Early Childhood Development

Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:

• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin
• Talking or reading to the unborn child
• Gentle massages

Important Note: Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.

Benefits of Early Childhood Development through Sensory Stimulation

Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.

Language Study Mandatory In Years 6, 7 And 8 in Queensland, Australia

2010-05-29T00:03:00.005-05:00

Language Study Mandatory In Years 6, 7 And 8
http://www.mysunshinecoast.com.au/articles/article-display/language-study-mandatory-in-years-6-7-and-8,17333

Education and Training Minister Geoff Wilson has reaffirmed the Queensland Government's commitment to the study of languages in years 6, 7 and 8.

Mr Wilson said 90 per cent of Queensland state schools would teach languages in years 6, 7 and 8 by the start of the 2011 school year, with the remainder of schools coming on board in 2012.

"A 21st century education needs to equip young people to participate and engage across an increasingly globalised world," Mr Wilson said.

"The Queensland Government believes that through learning languages our students gain intellectual, social and cultural benefits.

"Learning a language provides them with analytical and communication skills that will enhance their learning in other areas."

Mr Wilson said the languages taught in schools would be determined by the school principal in collaboration with the school community, and in response to student needs.

"Many of our schools currently offer languages in some form or another," he said.

"What we are doing now is ensuring there is consistency of learning across schools and in the key middle years of learning.

"Establishing the study of language in upper primary school provides a strong early foundation in language learning from which students can move forward into secondary school and continue their study in a setting that allows for deeper specialisation.

"Mandatory language study in years 6, 7 and 8 provides a good basis for those who will seek to continue to study languages until the end of high school and beyond."

Mr Wilson said the restoration of languages in the middle years would recognise that Indigenous languages and Auslan (sign-language) were also options for schools for language study.

"Asian languages are also an important option for our schools as a greater cultural understanding and the ability to engage with our regional neighbours in their own language will provide extensive future for individual students and Queensland," he said.

"As the Australian languages curriculum is developed over the next few years, schools will begin using the national curriculum where it is available in the language that is offered in their school.

"The introduction of this national curriculum will provide young people across Australia with an opportunity to learn languages through a consistent and world-class curriculum."

More information about Languages in Queensland state schools can be found at: http://education.qld.gov.au/curriculum/area/lote/index.html

Minister for Education and Training
The Honourable Geoff Wilson
29/05/2010

How to Talk on the Telephone in English

2010-05-26T11:01:00.004-05:00

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 135 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.

Accented teachers may be better for English language learners

2010-05-12T17:06:00.000-05:00

The Washington Post
http://voices.washingtonpost.com/answer-sheet/learning/accented-teachers-may-be-bette.html

A new study on how well students learn second languages from teachers with accents suggests that Arizona may be making a mistake by trying to remove heavily accented Hispanic teachers from classrooms filled with Hispanics trying to learn English.

School districts in Arizona are under orders from the state Department of Education to remove teachers who speak English with a very heavy accent (and/or whose speech is ungrammatical) from classrooms with students who are learning to speak English. Officials say they want students who don’t know much English to have teachers who can best model how to speak the language.

I wrote the other day about the difficulties in determining just how deep an accent has to be to be considered a problem, but here’s another side of the issue.

According to a new research study conducted in Israel, students learn a second language better from a teacher who speaks in the same accent as they do.

The study, published in the Journal of Psycholinguistic Research, said that students learning from a teacher with the same accent have an easier time understanding the material. They don’t have to spend time trying to understand the English in a different accent.

According to one of the report’s co-authors, Psychology Professor Zohar Eviatar, the concentration a student would have to summon to understand English in a different accent is considerably greater than if the student were a native English speaker.

In Arizona, that would mean that Hispanic kids studying English would learn better from teachers with Spanish accents.

The research, conducted at the University of Haifa, has implications not just for second language acquisition, but for how well students learn new subjects, Eviatar said.

The study was performed by researchers from different backgrounds. Dr. Raphiq Ibrahim is an Israeli Arab with an Arabic accent; Dr. Mark Leikin hails from the former Soviet Union and speaks with a Russian accent; Eviatar is a fluently bilingual Hebrew-English speaker. The team was both personally and professionally curious to know more about the accent effect.

Full text of this article available online at:

http://voices.washingtonpost.com/answer-sheet/learning/accented-teachers-may-be-bette.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 135 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.

Pimsleur Rated Best Language Course to Learn a New Language Fast

2010-05-08T14:39:00.002-05:00

Pimsleur Rated Best Language Course to Learn a New Language Fast

http://www.prweb.com/releases/pimsleur-language-course/learn-a-new-language-fast/prweb3950984.htm

Language students consistently rate the Pimsleur language courses higher than most other programs on the market by recent blog and independent studies. The ability to learn a new language fast is greatly increased when Pimsleur is included with your foreign language study. A free downloadable lesson is also available for review.

Is it possible to converse in a new language in as little as 30 days? According to most Pimsleur language course users, it is. Various independent polls and blogs rates the Pimsleur language method one of the best language course programs on the market. Pimsleur-Language recommends that those looking to learn a new language fast should consider the Pimsleur Method of language training, a language course technique that can give users the ability to communicate with native speakers of a language in as little as 30 days, or 15 hours of language lessons.

Pimsleur Language Courses - Learn a New Language Fast

Pimsleur programs provide plenty of positive reinforcement that will keep learners on track, and we found that Pimsleur gave us more proficiency and confidence in speaking the new language than any of the other language programs we reviewed."AudioFile Mag
Developed by linguistic expert Dr. Paul Pimsleur, the Pimsleur Method is an audio based language course that helps students learn a new language using the same method we all learn our first language--by listening.

Because a traditional language course relies on repetition and written work, many people who want to learn a new language fast often consider the Pimsleur method preferable to other methods.

Pimsleur courses do not require any written work. Instead, it is based on four principles that work together to help achieve faster language comprehension and memorization. A Pimsleur language course helps a student to build a Core Vocabulary using audio-based Organic Learning in order to pick up on the correct grammar and accent.

In addition, language students who use Pimsleur courses will maximize their memorization using a method known as Graduated Interval Recall, which tests students on words and phrases they have previously mastered at varying intervals. Finally, Pimsleur's Principle of Anticipation challenges students to rely on their memories of previously mastered material in order to progress in more advanced language lessons.

It's never too late to learn a new language. Language Students who begin a language course today will be in a better position to travel the world or to meet work requirements. Also don’t forget to participate at this year's American Council on the Teaching of Foreign Language Expo Event (ACTFL) in Boston, MA November 19-21 where the Pimsleur language course has been featured many times.

Smartsource products offers Pimsleur language courses for more than 40 languages and offers buyers the chance to get a free downloadable Pimsleur lesson in order to hear how simple it is to learn a new language fast using this method. Some language course offerings are Arabic, French, Spanish, Mandarin, German, Italian, Portuguese, English, Russian, Japanese, Polish, Hebrew, along with some new offerings such as Urdu, Tagalog, Romanian, and some Native American Languages such as Ojibwe, plus many more.

About Smartsource Products:
Smartsource Products (www.Pimsleur-Language.com) was started to provide people with the ability to learn a new language for fun, for business, or for personal reasons. Because people are traveling far more often than they used to, there is no time to learn a language in the classroom or with a tutor. Smartsource Products offers language course programs that are based on the way the human mind works and the way we all learned our first language, which is by hearing.

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 135 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.

Art From the Start

2010-05-05T14:48:00.001-05:00

Grade-A ideas

From virtual-reality science instruction to meditation for teachers, these approaches aim to reinvigorate education for all ages.

Full text of this article available at:

http://www.boston.com/bostonglobe/magazine/articles/2010/05/02/grade_a_ideas/

The current rage in education is STEM, or science, technology, engineering, and mathematics. But creative types are working valiantly to turn STEM into STEAM – with the A standing for the arts. At the Boston Arts Academy, for instance, the arts are infused in every subject. While creative pursuits are often the first to go when budgets are cut, this high school continues to innovate as it engages students through the arts. The ninth grade just wrapped up a unit on African civilization with a multimedia celebration called “Africa Lives.” The students got their hands dirty. And they mastered the material.

“High school shouldn’t be a preparation for life,” says co-headmaster Linda Nathan. “It should be life.”

Nathan is not alone in her belief that the arts foster deep learning. Young Audiences of Massachusetts, a nonprofit that brings artists into schools, is inaugurating an arts integration program at the Salemwood Elementary School in Malden this fall. Visiting artists will help teachers incorporate the arts into the literacy and social studies curriculums. If the pilot program takes off, Young Audiences hopes to make it a model for other Extended Learning Time schools like Salemwood. Explains executive director Diane Michalowski Freedland: “We need to think big.”

Way Beyond Latin Steven Berbeco is a self-described “language nerd” who studied Arabic long before it became fashionable, and he was a pioneer when he began teaching the language at Charlestown High School a few years ago. Today, more and more public and private schools here and nationwide are offering Arabic, and classes at schools in Cambridge, Norwell, and other communities fill up as soon as they are offered.

While the teaching of French and German has decreased in high schools across the country, Arabic is on the rise. The federal government supports Arabic instruction through several grant programs. “They see it as a real necessity for security and diplomacy issues,” says Nancy Rhodes of the Washington-based Center for Applied Linguistics.

But some students also see it as a chance to stand out on college applications. “They want to be special,” says Berbeco. His students get to test their language chops, but they also gain a deeper understanding of other cultures. And being a high school Arabic student has its perks. Just last month, the Palestinian hip-hop band Da Arabian MCs played a concert at Charlestown High.

Making College Stick Today’s mantra about education is that students must be college- or career-ready when they graduate from high school. But nationally, 89 percent of first-generation college students drop out before receiving a diploma. That statistic horrified Dennis Littky, so last fall he and a colleague started College Unbound, a collaboration with Roger Williams University in Providence funded by the Lumina Foundation. Students spend 20 hours a week in an internship and study a curriculum that relates to their work. They live together while sharing chores and ideas.

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 135 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.

Schools failing the disability test

2010-05-02T14:22:00.006-05:00

REGULARS to Dominic Dimattina's cafe in Malvern East would never guess that its gregarious owner has grappled with comprehension and memory problems throughout his life.

For years this young man has masked his confusion with a broad smile, countering any irritation that might arise at his lack of understanding with a strong work ethic and a friendly demeanour.

Mr Dimattina's parents knew he had a learning difficulty of some kind from an early age. His mother, who had three older children, realised there was something wrong when he did not start speaking until age five. "If I was the eldest, I don't think she would have known there was a problem," he says.

His mother realised that her son had to be taught to express himself and often did not understand what he was told. But, as is often the case, this was not picked up by his teachers in early primary school.

Mr Dimattina's sociable nature helped him to get by for years, but by secondary school it was clear that he was struggling to comprehend the work and what was expected in class. He dropped out of school in year 10, aiming to become a builder's apprentice.

This was not to be. He worked for two builders but became depressed after finding himself unable to cope. "It wasn't the employers' fault," he says. "It was my fault because I couldn't handle the instructions and everything happening at once."
Mr Dimattina has found he can manage running his cafe because he can work in a logical way and the tasks are repetitive. He urges young people who feel defeated by their learning disability not to give up, but instead to find good role models. "It's OK to be you, and there is a future for you out there," he says.

Mandy Brent, the president of SPELD, a not-for-profit organisation providing support for dyslexia and other learning difficulties, attributes Mr Dimattina's success in building his own business to his tenacity and strong support and encouragement from his family. "That was a wonderful outcome," she says.

Many adolescents do not fare so well, dropping out of high school because their dyslexia or learning difficulty has not been identified. Even if it is recognised, the school is often unable to meet the students' needs for a more individualised program and for mentoring. Such students find language learning difficult, whether it is understanding and using spoken language or learning to read, write and spell.
"Language-learning difficulties occur despite the fact that the students are capable in many other areas of learning and life," says Ms Brent, a speech pathologist. "It is largely a result of the way the brain organises, sequences and stores language, and its sounds, word and sentence meanings. Some students cannot remember and understand instructions as well as others. Some students do not know the meaning of as many words as others and struggle to put their ideas on paper."

The full text of this article is available online at:

http://www.theage.com.au/national/education/schools-failing-the-disability-test-20100430-tyur.html?rand=1272609678713

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 135 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.

Babbel Grows from Website to Comprehensive Language Learning System

2010-04-13T14:48:00.004-05:00

Enjoy Learning Languages at Babbel.com

PR Log (Press Release) – Apr 13, 2010

Today the interactive language learning system Babbel (www.babbel.com) presents three new key features that make learning foreign languages easier than ever. Babbel apps for iPhone, created in collaboration with German software company Aspirement, offer convenient learning for on-the-go. Meanwhile, a special desktop program for PC and Mac now individualizes the learner’s routine. Finally, a newly designed interface for Personal Vocabulary allows words to be printed out for study offline. Tailored to fit individual routines, and taking full advantage of current internet technology, Babbel opens up new dimensions for the study of foreign languages.

High Learning Efficiency: Babbel Mobile for iPhone, iPod Touch and iPad

Anyone can take a few moments on the way to work, in a café or during the commercial break to quickly practice some vocabulary: The Babbel Mobile apps in seven languages for iPhone, iPod Touch and iPad makes this possible. When traveling, the program is also a great bring-along tutor and can provide the most useful vocabulary and phrases with just one click. Downloading the iPhone apps in any of Babbel’s seven languages – Spanish, French, English, German, Italian, Portuguese and Swedish – is free. Subscribers to the online portal have access to the entire Vocabulary on- and offline. There is also a trial version those who have not yet purchased Babbel.

Every user’s Personal Vocabulary synchronizes automatically. For those interested in the app independently of the online portal, there is the possibility to purchase it for €5.99. This gives the chance to study up to 3000 words and phrases for any one language, as well as access to all features online and off. “With the new iPhone apps, the user can take advantage of short breaks to brush up on vocabulary words and stay present with the language – even with a tight schedule.” says Markus Witte, managing director of Babbel.

Here is a direct link to the App Store download for all Babbel languages: http://www.babbel.com/go/babbel-mobile

Individualized Language Training: “Babbel Refresh” in Beta

Most people do have the time to study foreign language vocabulary, but it’s often easy for them to get distracted or lose momentum. Babbel has developed the new Babbel Refresh to motivate learners. The program reminds the user regularly to review, and allows the personal Vocabulary Trainer to be opened with just one click. Babbel’s Refresher Tool analyzes the learner’s current progress, and calculates what should optimally be reviewed next. The user sets the flexibility of the reminders according to their particular routine.

Babbel subscribers can download Babbel Refresh and install it locally on their computer. Based on the Adobe Air runtime environment, the feature works with both Windows and Mac operating systems.“Babbel is more than just a website,” Witte says. “With this type of independent learning management, Babbel is one of the most up-to-date and comprehensive language learning systems around. The combination of technology, high quality content and innovative teaching methods make Babbel very unique.” Here is a link going directly to the Babbel Refresh download page (requires Adobe Air): http://www.babbel.com/go/babbel-refresh

Newly adapted learning material makes language learning even easier
Content-wise, Babbel has expanded its language learning system to offer more courses and new formats. Starting now, Babbel users can manage their Personal Vocabulary and Refresher Tool with individualized settings. In addition, due to popular demand, the learning system now offers the opportunity to print out Personal Vocabulary.

After the recent addition of Swedish and Brazilian Portuguese, the market entry into Sweden, Brazil and Portugal has just taken effect. Now Babbel offers a total of 42 possible language combinations for more than 700,000 learners from more than 200 countries.

For further information and images go to: http://www.babbel.com/home/about/press

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 135 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.

Teach English to Children

2010-03-10T16:52:00.005-05:00

9 Fundamental Aspects of Education

2010-03-10T16:30:00.002-05:00

Fundamental Aspects of Education

Untold volumes have been spoken and written on the true value and purpose of education. What aspects however, can we as educators really offer to those whose mental, psychological and physical development have been charged to us? In my personal opinion, here are nine fundamental aspects of a basic education and the contribution that we as educators can potentially make in each.

1. Self – confidence

Development of self – confidence in one’s self and one’s abilities is fundamental to human nature. Our value to ourselves and to others stems from our own self-esteem. A fundamental role of the educator is to recognize and develop the strengths and weaknesses of learners under our charge. We help our learners to know themselves.

2. Anxiety management

Stress and anxiety form an ever-growing portion of our lives no matter what stage or level we may occupy at any given moment. Learning to manage our hopes, fears, concerns and other anxieties is fundamental to our mental and physical health. Risk and opportunity management allow us to gage and act on those aspects which most affect our lives.

3. Autonomy

Our ability to effectively function on our own initiatives allows us to take responsibility, control and authority for our actions. It also gives us power to direct our own destiny. Right or wrong, good or bad, autonomy grants us final control over the forces and effects that shape our lives. As educators, we must aid pour learners to find the means to develop autonomy in their education and their personal lives.

4. Acceptance of Rules and Regulations

In any orderly society, its function and success ultimately lies in the regulations and rules it imposes. It also relies heavily on members of society accepting and abiding by those rules and regulations. Without this structure, anarchy and chaos soon result. As educators, we should strive to instill those values in our learners that promote respect for and acceptance of societies rules, regulations, restrictions, prohibitions and limits. Hopefully, as we ourselves do. We all make errors. The wise correct and learn from them as well.

5. Consideration of Others

In the process of growth, development and learning, we must respect and uphold the rights of others. This may be challenging to the extreme at times, but is fundamental to education in a free and open society. Tolerance of those around us, especially those who may be different from us in some way, is the essence of an cultured society no matter where on the planet that culture might be.

6. Working Towards Common Good

The quality of life in a society largely depends on the willingness of its people to contribute individually towards the benefit of the greater number. Self-centered pleasure-seeking might sound good at first glance, but its overall effect soon negates much of its promised benefits. As the members of a society unite in working towards a common good or a common goal, that society will prosper or falter for lack of such cooperative efforts. True educators can instill the value and benefit of cooperative effort into their learners in a variety of ways, means, activities and tasks.

7. Work as Opportunity

What is the purpose of life? All our efforts continually drive us toward a perceived goal, a holy grail, the pot of gold at the end of the rainbow, fame, fortune or immortality, among other life quests. To view one’s efforts as affecting the path, direction and eventual outcome of our life is a purpose which begins its installation into our hearts and minds at a very early age. Just note the number of successful people who reach a high pinnacle of some type at a relatively early age. Educators can be essential in promoting those aspects into the lives of their learners.

8. True Love and Friendship

To give unselfishly of one’s self, one’s time, energy and resources is a fundamental of true love and a genuine basis of friendship. Educators should strive to instill in their learners that “it is better to give than to receive”. True value often comes not from what we might receive, but rather from what we willingly give to others.

9. Reflection

Reflection on what we are, what we do and the results of our individual and collective efforts in life can result in rich insights into our values and path in our existence. Why? Is the basis of all manner of scientific and insightful discovery. How, why, who, what and where, continually fuel our thoughts, minds, imagination and influence our actions. We may lose some of our childhood curiosity and wonder as we age – or not, but it and our reflections on the events of our everyday lives can offer us much towards our personal development and that of our learners as well.
Which Aspects of Education Do You Consider Fundamental?
No matter whether you agree, disagree or are unconvinced in some way, each of us has educational values which we personally hold as fundamental. Take some time for reflection on just what exactly you think those essential aspects of education truly are. Then act on them.

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 135 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.

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 135 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.

English Phonetics - Pronunciation Video

2010-03-08T16:34:00.003-05:00

Teaching English as a Foreign Language with Social Responsibility

2010-03-03T17:06:00.004-05:00

Teaching English as a Foreign Language

Are you conserving and recycling water? As EFL, ESL or foreign language teaching professionals we ultimately have a responsibility to our learners, our adopted communities and ourselves as a form of social responsibility. We can quite easily, quickly and responsibly incorporate global, regional and local social issues into our class sessions to provide our language learners with an outlet for their English as a foreign language or other foreign language communicative skills. Pollution, crime, the environment, global warming and terrorism are all available topics of concern regionally and locally worldwide. Take water conservation for example.

It’s Raining But No One’s complaining

It’s raining this morning but no one’s complaining. Why? It’s because our city, Cali, is running out of water. Oh, officials aren’t really completely up in arms yet, neither are the people, however, the signs are all unmistakably there. Water outages occur each week. Water pressure is low and at times what comes out of your tap at home isn’t even fit to water the plants with. Not only is the water “unpleasant” overall, it’s discolored, smells bad and contains sediment I’m not sure I even want to have identified. A couple or so years ago, city water service was interrupted when not one but two – count ’em – two dead bodies were discovered in the city’s water service reservoir. We won’t go into that at this time though.

But back to the rain, folks. Usually the rainy season here is what most people consider to be the Winter, the months of December, January and February. During that time we’ll have moderate to heavy rainfall almost daily, mainly at night. During those months conventional wisdom causes you to constantly carry a collapsible umbrella or risk a sudden drenching at virtually any hour of the day or night. December 2009, January and February of 2010 though were very different. We go practically no rain at all for weeks on end. Gardens withered, ornamental shrubs turned brown or just plain dried up. The grass was gone for all intent and purposes. This is a tropical climate you see, and the weather is warm to hot year round. No rain, no water – a problem for everybody. So when the rains finally came this month, no one complained.

Thousands of Gallons of Water Being Wasted

Walking down the street, I consciously noticed the thousands of gallons of water being wasted. Rain ran in torrents from rooftops. It dribbled in droves from balconies and porches. It flooded gutters and pooled in small ponds where storm drains were clogged with debris. Rain ran in rivers down culverts to nowhere. What a waste, I thought. Just think, if only half or a third of the businesses, schools and institutions and private homes channeled their rain runoff into storage containers, there would hardly be any “water shortage” in this city. The same is quite likely true of many cities worldwide as well.

An Accidental Water Conservation Discovery

It was sort of by accident we truly discovered the value of water conservation and recycling. When we put a plastic barrel under a downspout to collect the rainwater for watering the plants in the yard, it was such a help we soon added a second large covered container in the back. This collected water was used to wash clothes, flush the toilets and do general house cleaning. At first I was absolutely stunned at the quantity of water used to wash, then rinse (twice) a load of clothes. We started collecting the last rinse water from the washing machine to use for cleaning, flushing toilets and mopping. As a matter of fact, the rinse water even already had a little soap still in it contributing even more to our savings. Two more large rain water collection containers were added beneath downspouts in the back of the house, mostly used as “utility” water. Our water and sewer bill plummeted by nearly 70%. Now who in the world is going to complain about that?

The water company, that’s who.

Why is Your Water Usage So Low?

A water company service truck arrived one afternoon without notice.

“Why has your water usage suddenly gotten so low?”

They wondered, then asked – and not all that politely either. After showing the two men our rain water collection, recycling and conservation measures, they nodded in agreement that we weren’t doing anything illegal, confirming that the water meter had not been “tampered with” and reluctantly congratulated us on our efforts. Naturally, I related the whole experience to my English as a foreign language learners who soon spread the word. They continue to comment in class on changes that they and their families have made – or not, and what the outcomes have been. Most are realizing some substantial savings which often get funneled into beer and aguardiente consumption. But then that’s another story.

And speaking of stories, what’s yours? Are you conserving and recycling water?

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 135 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.

How to Play Chicken with Waves that Can Kill You

2010-03-01T15:24:00.000-05:00

How to Play Chicken with Pacific Ocean Waves that Can Kill You
Monday Jurubida, Choco

Playing Chicken with Pacific Ocean Waves

For awhile I watched from the beach as Doris played “chicken” with the waves. When there was a lull in the heavy waves, I slipped out of my cap, shoes and T-shirt to slide into the water myself. It was surprising how warm the water was. I have taken many baths in water that was a lot cooler than this and I don’t take cold water baths by a long shot.

“The water is really warm”, I said to Doris.

“Yeah, isn’t it great?”

I couldn’t believe how warm two sunny days had made the surf.

Heavier Pacific Ocean Waves Begin Rolling in

Higher, heavier waves now began to roll in. We played chicken with them, running to the water’s edge when the waves crested more than about six feet in height.

“Don’t go out too far”, my wife warned.

The undertow from the breaking waves told of an outgoing tide. With higher waves, it could easily carry a person out past the breaking point with potentially disastrous results.

A Nealy Fatal Case in Point

Minutes later, barely 20 feet from the waters edge, we turned to see a towering wave of turgid water bearing down on us. In unison, we bolted for the shallows with Doris a couple of steps ahead of me. I high-stepped like a football tight end through a sea of opposing team tacklers to get speed through the waist-deep swell. It was a race to beat the slam of that monstrous wave and its terrible undertow.

I lost.

A Mack truck slammed into my body from behind to send me tumbling helter-skelter in the bubbling brown sea soup. Emerging from the froth to the sounds of Doris’ laughter, I struggled to get upright. But before I could regain my feet, the dreaded undertow began dragging me seaward like a limp rag doll. Doris splashed over grabbing my arm to try to prevent me being swept out further. The undertow started taking both of us. Fighting to break free, we pushed against the receding sands finally getting a foot hold. The sea lost this battle. We dried off deciding to take another dip the next day in calmer waters. Still, it was amazing how warm the Pacific Ocean was with two consecutive sunny days to warm Jurubida’s Bay.

I hope it’s still that warm tomorrow. Unfortunately, the unpredictable sea had yet another surprise waiting for us all the next day. And this time it was much more serious than we could have imagined.

Teach English in Colombia: They Accidently Got Out

2010-02-24T15:37:00.001-05:00

A Jurubida, Colombia Salt Water Fishing Day

The Still Sleeping Fishing Village of Jurubida

Dawn broke about 530 am. For the first time in days, it wasn’t pouring rain, unusual for the Choco, the wettest region in the world. Instead a lazy pink glow began growing in the eastern sky above the rainforest behind the still sleeping fishing village of Jurubida on Colombia’s Pacific coast. Almost all the fishermen had long since braved the waves of the incoming tide and headed out into the arms of the Pacific Ocean. Sometimes fishermen like Heriberto, didn’t come back, locked in the sea’s embrace forever. His wife still waits to this day for news that will likely never come. The sea doesn’t like to give up its secrets, you see.

Gliding across the glazed surface of the Jurubida River, I glanced over at the simple houses that lined the shore. They were mostly wood and Cana Brava construction, typical of the region. The materials were relatively cheap, readily available and the most weather-resistant of the regions nearly forty feet of rain annually.

Looking for a Passage through the Waves

My neighbor and local fishing guide, Pepe slid the wooden launch back and forth across the shallows of the incoming waves, left and right, looking for a passage through the waves to the open sea. Pausing the outboard for a few seconds at one point, he then suddenly throttled up, breaking through a low-riding wave front and we were free of the incoming tide’s onslaught. Not more than ten minutes across the blue green waters low swells, we dropped in 40 lb. test mono trolling homemade stainless steel spoons with wire leaders for saw-toothed Sierra. It didn’t take long for the first connection which violently jerked Pepe’s arm backwards, partly spinning him around at the helm. He pulled in the first hit of the day hand-over-hand, swinging the silver cigar-shaped predator into our 16-foot locally-carved wooden launch. Half a dozen fish later the action slowed and we moved on, circling the group of morrows just over two miles off Jurubida’s shoreline. The thousands of sea-going birds that inhabited Morrow Pelau complained noisily at our disturbance flying low across the waters where they themselves fished.

We anchored half an hour later on an undersea plain about 60 feet deep.

Bottom Fishing for Roaming Schools

“Lets bottom fish for roaming schools” I suggested.

Pepe reluctantly agreed. Were it up to him, we’d troll the whole outing. But gas prices had shot up and a day of trolling would be a costly one. Better, I thought, to troll between fishing spots, then let my Penn reel do its work. There were actually three of us in the launch, Pepe’s early-twenties son was also along for the Day. Mute from birth, he had a sign language system worked out so almost everyone in the village “understood” him when he “spoke”.

We needed some bait, so we jigged light lines with three dropper hooks twenty feet or so down. Results were immediate and we pulled four inch long baitfish in by twos and threes for the next hour. Then, apparently noticing the commotion, predator schools of Champeta moved in and we were now pulling in edible game fish. Then it got even more fun as Sierra now moved in after the Champeta and baitfish. These tended to be smaller than we normally caught trolling, but were a pan-sized pound or two pounds. We rode out the flurries of action and lulls for more than two additional hours before moving on, trolling to the next couple of spots. Shouted conversations with other fishermen guided us to a large swale of mixed bag predators and other game fish.

My Penn Reel Sings

My Penn reel sang as something different grabbed my scared live baitfish. My rod tip bowed until it nearly touched the water.

“What is that?” asked Pepe.

I fought the fish to the surface and Pepe’s son whistled in astonishment. The fat, three-foot long caramel-colored eel surprised me too. Fatter than my forearm, it was in a foul mood to boot.

“We have to kill it right away” warned Pepe in his excitement.

Not only was it a line-tangling menace, but the teeth made it far too dangerous to be safely boated without first dispatching the creature with a couple of quick machete blows to serve the spine just behind the head. The cold, emotion-less eyes said nothing of its thoughts or intentions, even after death. I’d no sooner bagged it and re-cast when its even larger mate again set my reel to singing.

Later action on the part of all netted us more than 50 fish, including several beautiful yellow-finned “Bobos”, before we called it an early day and headed back to port. By now it was nearly 11:00 am and the sun was starting to take its toll. It never clouded up all morning and the tropical sun can fry you like a piece of bacon if you’re not careful. By 11:30 were back in Jurubida, fish divided up amongst the three of us and fish-cleaning, for a fresh seafood lunch, was already underway. We had enjoyed yet another successful, typical fishing day in the tropical waters off Colombia’s Pacific coast. The region is one of abundance in its extensive variety of flora, fauna and sea life. I marched triumphantly into the kitchen but was stopped short. They were everywhere.

They Were Everywhere

Mud-covered legs were scurrying all over the place. Scratching, clawing and climbing over any seeming obstacle.

“Where in the heck did all these come from?” I asked my wife Doris. Looking up at me with saddened eyes, she said, “They accidently got out”.

"What accidently got out?, I blurted.

So I went from one episode almost immediately into the next, but that’s another story.

How to Refresh and Revitalize Yourself in a Thermal Bath

2010-02-22T15:31:00.002-05:00

Paipa Thermal Mineral Water Therapeutic Center

Healing Treatments from Hot Spring Mineral Waters

My shoulder was still killing me. After weeks of therapy sessions with a physical therapist, and injections by a sports medicine specialist physician, my left rotator cuff was still bothering me. My wife Doris strained a muscle in her back from a minor fall and I limped slightly from a bruised right heel. In such a state as we were, the three and a half hour trip from Bogota to Paipa was a no brainer. Why? It’s because of the well-known thermal baths and therapeutic mineral treatment center located in this tiny town in Boyaca.

Pool Hydro-Massage

The first stop in the six-phase, hydro-therapy treatment sequence has you in an algae rich therapeutic pool where two steps occur. One is to have a jet stream of water cascade down on you from above. The thermally warmed powerful flow gives a deep tissue and muscle massage to your head, neck, shoulders, upper back and arms as you position yourself beneath it, There were twelve of us in the pool so we alternated between the overhead cascade and the second stop of the sequence which also takes place in this pool, a hydo-massage jet stream below the surface at navel level or below depending on your height and standing position. This lower, under water powerful stream effectively ripples your lumbar region, kidney area, spinal column muscles, abdomen and gluts.

Jacuzzi

A too short forty minutes later we were beckoned out of the green waters and led to a Jacuzzi room with two pools bubbling to a froth for the third of our six water therapy sessions. The water is quite hot but pleasant to most. Again we split up into two groups. One set gets the Jacuzzis, while the others head for the hydro bubble beds situated next to the Jacuzzis with their neck deep water. The water is pretty hot so you’ll need to go to the cool down shower on one side of the room a couple of times during this session, our therapeutic treatment guide advises. Our treatment schedule allows for twenty minutes here. At the end of this time we are to switch to the next twenty minute phase, the hydro-bubble beds.

Hydro-Bubble Bed

Have you ever been in a Jacuzzi lying down Thus begins our forth therapeutic session. The concave cement hydro bubble bed requires you to lie down, first face up while jets of warm water and bubbles shoot up along your spine, legs, back and shoulders through openings in the pebble surfaced bed. The water here is decided cooler than that of the Jacuzzi although still on the warm side of the temperature scale. I liked the hot Jacuzzi waters better, but am soon lulled into a blissful state by the bubbling streams gently pounding my back from head to toe. Turn over face down for some time too our guides voices cautions during the session. I flip over so my front can also get done, but soon decide I much prefer the effect on my back. A couple of minutes or so later I roll back over face up again and remain so the rest of the session which ends with a time to move to the sauna from our treatment guide.

Sauna

A Thanksgiving turkey must start off feeling like this I think to myself after seating myself on a wood bench at the far end of the wood lined sauna. The wooden slat lined walls are too hot for me to rest my back against at first. Soon, as planned, sweat begins to flow and our group glistens in the dim glow of heated rocks near the front wall of the room. We all fit comfortably enough into the room. One teen girl plays a guess who game with her parents while we sweat out a horde of toxins form our pollution stressed skin and systems. My wife Doris has a tendency towards high blood pressure so she pops out for regular cool off showers in an adjacent room. The cooler outside air is noticeable each time someone opts out of the steaming room. “Is it a politician?” “Is it a singer?” “No” “Is it a famous person?” “Yes.” It’s an athlete the girl coaches, “that should help you some”. It didn’t help me, my brain doesn’t work well at these temperatures, I decide. The game continues with an elderly man joining in. “Is it a Colombian?”, the mother asks. “Yes” “It’s a famous soccer player like Pembele.” Everyone breaks up in laughter. All the adults are well aware that Pembele was a boxer, not a soccer player. But then you knew that too, didn’t you? Doris heads for the cool off shower for the third time and a drink of cool, natural spring water available near each station, while I stick it out in the sauna.

Lodoterapia - Mineral Mud Therapy

For our last session we’ll head for the “lodo” (mud) therapy area states our guide from outside the opened sauna room door. Many of the ladies have been waiting for this one. Mineral-laden mud from the nearby swamp has been prepared as a skin treatment pack. This particular treatment has some distinctive benefits that include:

1. Peeling off of dead skin cells
2. Stimulation of the circulation
3. Providing essential nutrients to the skin
4. Aids in fortifying muscles and skin tone
5. The act of vigorously rubbing on the mud aids in soothing sore muscle areas

Here’s where some more fun begins, Upon entering the mud treatment room we are each given a wooden tray of the rich black mud to spread all over our (or someone else’s) body. So, each of us in turn, sets to work smearing the slick mud onto our skin. Soon we re all the same tribe or a t least we look to be as everyone is now covered with a thick coating of fine textured mud with sandy grains mixed into it to help its dead skin removal properties. I’ve never been so black in my life. Let it dry, then, rinse it off in the shower over there. As the inky colored body mask dries you can feel your skin tightening. When dried, the mud takes on a gray hue. The whole process takes fifteen minutes or so including drying time. Large mirrors are hung on the walls so you can see your smeared self. Most of the ladies actively indulged in this rare type of mud gazing. The aroma wasn’t at all unpleasant and I didn’t taste the mud, especially after seeing the face of one woman who did. Her expression convinced me alright.

Hydro Acupuncture Showers

The showers were another unique point of the hydro therapy treatments. They feature seven multi-stream shower heads which spray you from the front, back and above all at the same time. Hot water came from one side and above while cooler water pummeled your front from chest to knees. Actually the experience was quite pleasant and in a fit of hedonism I asked my wife, is anyone else waiting to get in. Her “No” response meant that I could sneak an extra few minutes in the hydro acupuncture showers as they were called. Man was it great.

The Paipa Thermal Mineral Water Therapeutic Center is open seven days a week from about 6 am to around 9 pm. In addition to their popular hydro therapy treatment the center also offers full or partial body massages and there are three thermal pools adjacent to the therapy center facilities. Whatever ails you, you’ll get relief and a relaxed session to calm your stress and frazzled nerves to aid in the healing process at a thermal spa of your choice, wherever you may live.

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 135 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.

Which Foreign Language Should Your Child Learn?

2010-02-15T15:07:00.000-05:00

Children NOT Encouraged to Acquire a Foreign Language

While nearly a third of UK parents do not actively encourage their children to acquire a second or foreign language according to a study by the National Centre for Languages (CILT), foreign language learning should be encouraged and developed to a much higher degree in schools worldwide. True, many parents, both in the UK and the USA, may harbour their own personal prejudices on foreign language learning, this should not be allowed to alternatively shape the growth, development and education of their children. Globally aware parents really need to consider the long term view of what their children may well face in the coming decades.

Think about this: How many of you could have predicted doing the job you have right now as recently as ten years ago? Look around your house. How many possessions, digital, electronic or otherwise, could you have named when you were in school? How has your occupation, livelihood and daily life been impacted by changes on an everyday basis which you couldn’t even have dreamed of as a youth, young adult or even just a few short years ago? As a youth, I swore I’d never be a teacher. Now I’m a university level English as a foreign language professor. Go figure.

Which Foreign Language Should Your Child Learn?

But just which foreign language should your child learn? The question is much more complex than you might initially imagine. Just because you bombed French in junior high school doesn’t mean that the only “French” your child should learn is “French fries”. By the way, that’s not even French, either. If “caramba” or “Ole” are your only Spanish, that shouldn’t be the root cause of your child not becoming fluent in Castellano. Unfortunately, all too often this is the case. Your parents, grandparents and perhaps even you may not have had the opportunity for exposure to Chinese in one of its multiple dialects, but don’t automatically as a matter of course, rule it out for your charges. The world has changed and continues to morph at what may well be an alarming rate for many teachers, parents and even children themselves. Acquisition of a foreign language can be one way of allowing our children and ourselves to cope with the almost constant barrage of new cultures, foods, music, fashion, technology and ideas which pour down on us like the rain of a hurricane gone wild.

What’s a foreign language teacher or concerned parent to do?

The ethnic makeup of cities, neighborhoods and in some cases, entire countries is shifting in ways we could never have accurately predicted. The local news stand might now stock newspapers and magazines in foreign tongues. From French and Spanish to Arabic and Punjabi, the media is changing to reflect the altering makeup of our communities. Are you?

Stroll through your local supermarket. Notice anything new on the shelves of late? I certainly do. Even the meat counter now sports “cuts” of beef like cow’s eyes and lungs, pork, lamb and chicken parts like chicken feet among others, that were noticeably absent just a short time ago. The same follows with fruits and vegetables on offer. Plantain, yucca, a widening variety of hot and mild peppers, jicama, mamey, and a host of other “imported” offerings now routinely grace shelves once reserved only for more “traditional” fare.

Foreign Languages Come in Families

So as far as foreign language learning is concerned, what should you be considering for your child or children? Well, look at how the ethnic makeup of your area is changing, then consider what foreign languages might be useful to know in the short and long term. Remember, if you can speak one language fluently, there’s absolutely no reason why you (or your child) can’t learn two or three or more foreign languages. Yes, some foreign languages a re more difficult to learn than others, depending on what your first language is, but that’s not to say a foreign language outside the linguistic family of your first language (L1) can’t be learned. It’ll just take a bit more time and effort to do so. There are approximately 6712 languages spoken worldwide at present. Many are disappearing, but many others are not. Consider well and choose wisely, grasshopper. Your child’s depending on you.

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 135 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.

Using Sherlock Holmes to Teach English as a Foreign Language

2010-02-12T17:34:00.001-05:00

Who is Sherlock Holmes?

Who is it that smokes a pipe, uses heroin and has powers of deduction unrivaled by anyone else in the world (among other things)? Why the great fictional detective Sherlock Holmes of course.

With the new film of the same name now in theaters worldwide, there is an understandable resurgeance of interest in the exploits of Sir Arthur Conan Doyle’s brilliant, albeit eccentric detective and his cohort in crime solving, Dr. Watson. No dazzling special effects. No exotic wizardry. No supernatural powers does Sherlock Holmes have. It’s all a matter of astute observation of even the most minute details and deductive reasoning based on an in depth knowledge of science, chemistry and psychology that give the principal resident of number 221B Baker street his uncanny edge in solving the most perplexing crimes.

English as a Foreign Language Teachers

English as a foreign language teachers worldwide couldn’t be happier about all the renewed hubbub over the renowned detective. Why It’s because now there’s an almost automatic introduction the collected stories written in 1888 and set in a London replete with pea soup fog and coal dust smoke that can bring involuntary tears to your eyes.

A popular role for television and the cinema as well, a number of premiere actors have opted to portray Holmes over the decades. Some have even made a name for themselves in doing so. Starting with the current interpretation of Holmes as portrayed by Robert Downey, Jr. there are also such names as the nearly immortal Basil Rathbone known primarily in his career for his portrayal of Sherlock Holmes. Christopher Lee, Michael Caine and even the late Charlton Heston have stepped into the role. British actor Jeremy Brett is also almost exclusively known for his detailed characterizations of the great detective on television.

Sherlock Holmes Has a Nemesis

Of course, every hero must have his nemesis or arch enemy, who is just as quick witted, just as astute and even more dangerous and difficult to catch at his or her dastardly deeds. Sherlock Holmes is certainly no exception, as his alter ego the infamous Dr. Moriarty, will aptly demonstrate. In the current cinematic offering featuring Morton Downey, Jr., Holmes is up against the black arts practicing Count Blackwood and his human sacrificing brethren. The Count, it seems, derives his prowess from a book of demonic spells which alarm even the followers of his cult. Although a departure from the story lines of Doyle’s original stories, nonetheless the storyline details contribute well to the updated version of the mastermind detective.

Sherlock Holmes in the EFL Class Room

So how can English as a foreign language teachers take advantage of the new interest in the adventures of Sherlock Holmes? Well, that’s simple enough. Starting off of course with readings of excerpts, passages and stories of Sir Arthur Conan Doyle, add in any or all of the following activity types

• Dramatizations of key scenes in the stories
• Comprehension questions based on story elements
• Production of detailed reports and essays on Holmes, Doyle et al
• Assemble collections of images, articles and related paraphernalia related to the works
• Construction of a web quest to get learners to dig up more information, facts and images on Sherlock Holmes
• Compile collections of quotations, paraphernalia appearing in the stories or other snippets of interest
• Details on the works of the author, Sir Arthur Conan Doyle
Astute English teachers will certainly want to compile their own strategies to capitalize on the learners peaked interest in Sherlock Holmes while the iron is hot. So why not see what both you and your English language learners can come up with perhaps even including a private screening of the film?

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 135 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.

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 135 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.

Emergency Drives Thousands to Learn Haitian Creole

2010-02-10T13:07:00.000-05:00

Emergency Drives Thousands to Learn Haitian Creole

http://www.benzinga.com/press-releases/b111319/emergency-drives-thousands-to-learn-haitian-creole

Transparent Language Inc. announced today the release of free versions of their Haitian Creole language software based on the British Red Cross Emergency phrase list. The language learning company has added the 62 common medical questions and statements from the British Red Cross to its Haitian Creole Byki software. In the hope that these software programs will enable thousands of people to better mobilize and respond to the emergency, Transparent Language has made them all available for Windows, Mac, iPhone, and Web Browser, all at no charge.

“Relief workers need to be able to communicate with locals” says Michael Quinlan, CEO of Transparent Language. “Byki, combined with the British Red Cross Emergency language list, serves a pressing need among relief workers and illustrates how ordinary people can quickly gain the skills to make an impact.”

This is the most recent step in Transparent Language’s effort to help bridge the language barriers in Haiti. Last week marked their release of a free iPhone app which has been featured in the iTunes App Store’s “What’s Hot” section. Over 21,000 users have already downloaded this FREE app.

Haitian Creole Learning Resources Now Available

Byki Express for Windows & Mac Computers

The entire Byki collection of over 1,500 critical Haitian Creole words and phrases, normally available only in the paid Byki Deluxe Edition, is now available in the Byki Express Edition, which is available at no charge in Windows and Macintosh versions. To download the free enhanced Byki Express software for Haitian Creole, visit Byki.com, choose Haitian Creole from the list of available languages and follow the onscreen instructions. Since the disaster struck, hundreds of people have downloaded the Haitian Creole Byki Express.

Byki Haitian Creole for iPhone

Byki Haitian Creole for iPhone is now available for download at no charge from the iTunes App Store to any iPhone or iPod touch owner. Byki Haitian Creole for iPhone offers users a fast and effective way to learn over 1,500 Haitian Creole words and phrases, including the British Red Cross lists, which are essential for everyday communication. Byki for iPhone’s searchable Phrasebook feature should be of particular value to any iPhone or iPod touch users deploying in the relief effort. It allows users to search in English or in Haitian Creole to quickly find meanings for words and phrases.

Feedback from relief workers supports the real need for language capabilities. As iTunes App Store users have commented:
“I work at a hospital where Haitian quake victims are being flown in for medical attention…this is a huge help.”

“First I want to thank you for making this app free. I downloaded it right before I left for Haiti. I used the app to study while I circled the airport for 3 hours waiting to land and while I was on the ground I used it as a quick reference many times while providing care to earthquake victims. This app is simple and to the point…this app truly made a difference.”

“This app is awesome. I’ve just started using it and I can’t believe how well I’m picking it up! Genius language application!”

Byki Online for Haitian Creole

For online learning, relief workers can access Byki Online for Haitian Creole. Users can learn anytime, anywhere there is an internet connection without installing anything on the computer.

Expanded Haitian Creole Materials for US Military personnel

In a related initiative, Transparent Language has provided Haitian Creole software and learning materials to its Department of Defense customer organizations, and has provided open access for certain resources to all other U.S. Government personnel for the duration of the emergency. DoD personnel can access the Haitian Creole learning materials through Navy Knowledge Online and a number of similar military resource portals.

About the Byki System

Byki, formerly “Before You Know It,” is a 3-Step, rapid language-learning system employing spaced interval repetition. Experts agree that the key to language learning, especially at a beginning level, is to first build a strong lexical foundation – a ready supply of words and phrases locked into one’s working memory. Byki is the fastest, most direct path to that goal. Byki takes users through three simple learning steps to memorize words and phrases in a new language, including their meanings, representation, and proper pronunciation, in the shortest possible time. Millions of people around the world already use Byki, which currently comes in more than 70 languages. Download a free version of Byki.

About Transparent Language, Inc.

Transparent Language is a leading provider of best-practice language-learning software for consumers, educational institutions, government agencies, and businesses. Since 1991, Transparent Language has helped millions of individuals learn new languages quickly, easily, and effectively. Transparent Language’s products are also used in more than 12,000 civilian and government educational institutions, including major universities and government facilities, such as the Defense Language Institute and Foreign Service Institute. Call 800-567-9619 or visit www.transparent.com for more information.

Transparent Language Inc.
Chuck McGonagle, 603-262-6335
CMcGonagle at transparent.com

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 135 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.

Learning language the Karadi way

2010-02-08T16:55:00.000-05:00

http://timesofindia.indiatimes.com/city/bangalore/Learning-language-the-Karadi-way/articleshow/5301832.cms

BANGALORE: A new look and thought have been given to Indian education in recent times. And Karadi Tales is seeing major implications in pedagogy here.

On Friday, C P Viswanath, director of Karadi Tales, held a workshop in Bangalore with English-language teachers from various schools on `Science of Language Learning and Karadi Path'.

Viswanath said: "There is an increasing demand for change in education. We haven't worked out a pedagogy, but contextualised everything which can make the current system more beneficial for learners. The Karadi Path is just one way to make learning language entertaining, rather than following a strict curriculum."

If India's approach to Western education had been effective, he replied: "Western education has failed; the approach to learning language is completely wrong. This tragedy has been passed on to schools in India. You never need to learn a language for the purpose of expressing your thoughts for nine years __ one year is enough. Karadi Path involves only one year and that too for children of Classes one to five."

Karadi Path has three modules -- action path, music path and story path. These approaches use the intuitive processes of the brain and there is no assessment or test, which is why children learn the language with ease as if it were their mother tongue.

He also added: "A child picks up his mother tongue easily, and children who grow up in a multilingual environment pick up all local languages, yet schools take pains to teach language for years together. In a majority of English medium schools in Karnataka, students learn all their subjects in English without achieving proficiency in it, which is why even when they know the answer to a science question, they can't give the answer in English."

Viswanath said as a first step to enter schools in Karnataka, they will take up not more than 100 schools.

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 135 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.

9 Ways to Use Recipes for Foreign Language Learning

2010-02-03T17:27:00.000-05:00

Ways to Use Recipes for Foreign Language Learning

“What to do?” “What to do?”

English as a foreign language and foreign language teachers are often in a quandary for simple but effective class room activities. You and your foreign language learners have to eat don’t you? Well, to help get you started, briefly here are some useful ways to use recipes for foreign language learning you might want to consider and a brief look at each:

• Making a recipe preparation video

If there was ever a great way to incorporate multiple intelligences and application of multi-media into foreign language learning, then this is it. You guide your foreign language learners in preparing a short step-by-step video of preparing a simple recipe.

• Creating a recipe poster with images

For a much more low-tech approach, why not consider having your foreign language learners make a poster showing how a simple recipe is prepared. They can include pictures of the preparation process and the finished recipe too.

• Narrating a recipe preparation

This is yet another particularly simple-to-apply method for using recipes for foreign language learning. Foreign language learners just narrate the process into a microphone, recording the recipe preparation process as a sound file into a cassette recorder, PC or laptop computer.

• Writing out a new recipe in different ways

The foreign language teacher can dictate a simple recipe for the foreign language learners to write down. The finished, corrected version can then be posted in the class room or online. Dictation addresses the foreign language learners’ writing ability as well as their listening comprehension skills.

• Shooting digital images of a recipe in preparation

To get a good series of images for preparing a recipe, foreign language learners absolutely must understand the preparation steps and how ingredients are combined. Photographing the recipe preparation process will help organize the steps and process in their minds as well as provide them with picture image “manipulatives” or realia they can physically handle or manipulate during the organization process.

• Focusing on the use of a particular ingredient in the preparation of different recipes

Take a commonly used ingredient like onions or tomatoes and ask your foreign language learners about other recipes which use that particular ingredient. Can you make juice, pastries or desserts with it? How about soup or salad?

• Preparation of simple, basic recipes in class

Foreign language learners just love this one. You have them select and prepare a very simple, basic recipe in class while explaining the process aloud. The recipe need not be anything fancy or special – just edible.

• Having English language learners bring prepared dishes to class and explain their ingredients and preparation

This is yet another variation on simple recipe preparation. Foreign language learners being basic ingredients to class, then prepare their offering for all to sample. A peanut butter and jelly sandwich, hot dogs or a cookie sandwich hors d’oeuvres will do the trick nicely.

• Posting videos, narrations and written recipes online

Another concept which might be considered or included is to post the foreign language learners’ recipes online. It could be on the school blog, in the school newspaper or as an article posting online at any of the hundreds of free article banks online. You choose, but choose wisely, grasshopper.

Ways to Use Recipes for Foreign Language Learning

So there you have it, nine ways to use recipes and their ingredients for English as a foreign language or other foreign language learning. Why not choose one or two and put them to the best use in your foreign language learning class room soon?

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 135 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.

An Unusual Recipe from Colombia: Cow’s Eye Soup

2010-02-01T16:56:00.005-05:00

Teach English as a Foreign Language Abroad

One of the benefits of teaching English as a foreign language abroad or living abroad in general, is the ability to prepare or at least try out some unusual recipes and foreign dishes you might never experience at home. Why else would one venture thousands of miles from home, brave storms, earthquakes, the elements and lord-only-knows-what else to teach English as a foreign language abroad? Okay, maybe for love (more than one English language teacher has married a foreign national or a stent), money or experience in one way or another. Nonetheless, you’ll still need to eat though, right?

Not in Colombia? How to Get Cow’s Eyes

First, truck your bunnies over to your local butcher and request from two to four cow’s eyes. I seriously doubt your supermarket ever carries them but a good butcher can get them for you if they are not readily available at a farmer’s market.

From these Colombian cooks can whip up a savory stew or soup dish for an unforgettable lunch.

Here’s a recipe on how you might go about it yourself:

Colombian Recipe for Cow’s Eye Soup

First, rinse the fresh cow’s eyes under running cold water

Then, place them in a pot or pressure cooker with lightly salted water

Next, add chopped onion, oregano and spices or your preferred spice bundle to taste as desired

After that, pressure cook for about 30 minutes or until the eyes are well softened

Finally, take out the cooked cow’s eyes when done

Colombia: Cow’s Eye Soup Stock Recipe

Add two or three diced yellow potatoes, two large white potatoes, one grated or chopped carrot and fined minced or grated arracacha to the cow’s eye liquid stock
Add in a coarsely diced Yucca as well, if available
Simmer the stock for about twenty more minutes or until vegetables are cooked and soft.

In a Separate Pan

In a separate pan, sautee together a small chopped onion, a whole scallion, 2 cloves of crushed garlic and a large chopped or grated tomato in a little oil until softened

Now dice the cooked cow’s eyes and add these to the sautéed mixture
Sautee for an additional few minutes until flavors are melded together
Everything should now be ready to serve

The final dish is often served with white rice, freshly made fruit juice and the enriched cow’s eye stock in a bowl on the side.

Teach English Vocabulary

Why a Colombian food recipe on this blog? Well, food and drink recipes are an excellent way to teach vocabulary in English as a foreign language. There are the action verbs, words used to express a sequence of events, and of course, vocabulary of food, seasoning and drink ingredients which may or may not be familiar to your English language learners – or you at first, for that matter. So, go ahead and pull out or request some favorite food or drink recipes from your co-workers, English as a foreign language learners, friends, neighbors or staff and get busy.

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 135 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.

Getting English Language Learners to Speak

2010-01-27T14:58:00.004-05:00

Using Substitution Dialogues for Interactive Speaking Practice

English Speaking Practice Dialogues

Whether you are using a course book-based English as a foreign language curriculum or not, preparing speaking dialogues can be a highly effective means of generating speech in class. Although most English language teaching course books contain grammar-based practice dialogues, preparing more authentic dialogues for integrated vocabulary and grammar practice has numerous benefits. If you want to reinforce social introduction skills, for example, incorporating colloquial elements into a prepared dialogue can prove to be very useful for your foreign language learners.
In the early weeks of a semester, I frequently have lower and intermediate English language learners use substation dialogues for integrated speaking practice. That is to say, important information is included in a prepared dialogue, which although not quite authentic, incorporates key information and linguistic skills as in the following dialogue example.

A: Hi, my name is Larry. What’s your name?
B: Hi, my name is Sandra.
A: Nice to meet you Sandra.
(learners shake hanks at this point)
B: Nice to meet you too Larry. What’s your last name?
A: My last name is Lynch. What’s your last name?
B: My last name is Perez. How do you spell your last name?
A: It’s L-Y-N-C-H. How do you spell your last name?
B: It’s P-E-R-E-Z. Where are you from Larry?
A: I’m from Pennsylvania in the United States. Where are you from Sandra?
B: I’m from Cali, Colombia. What’s your telephone number?
A: It’s 324 – 4525 What’s your telephone number?
B: It’s 446 – 3870
A: Okay, got it. See you later, Sandra.
B: Okay, see you later.

In this dialogue, the English language learners will need to substitute their own name, telephone and hometown information as they address and practice with others. You can have one learner take role A and the other role B, then have the role B learner take role A when the next learner comes up to practice speaking. This can continue with each learner doing both roles during two practice turns. Alternatively, learners can practice in individual pairs if the class is a large one.

This dialogue allows the English language learners to practice saying:

• numbers and telephone and cellular phone numbers
• where they are from
• the alphabet as they spell their last name
• names of other people as a memory aid

English Speaking Practice and Social Skills

Learners also practice introducing themselves, shaking hands as a greeting (which is not typically done in some countries and regions). I’ve found this to be an effective, well-received means for my English as a foreign language learners to begin developing speaking and listening comprehension skills from their very first class.

If you’re using a course book based series such as Interchange (Jack C. Richards, CUP), you may have the added benefit of video conversation examples as well to aid even further in rounding out and deepening English as a foreign language communicative skills. So whether you are using a course book-based English as a foreign language curriculum or not, preparing speaking dialogues can be a highly effective means of generating speech in class.

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 135 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.

Foreign Language Speaking Fluency in Twi and English

2010-01-23T15:48:00.006-05:00

Developing Fluency in Foreign Language Speech

One of the most sought-after foreign language skills is that of fluency in speaking. A number of effective methods are currently in practical use but this one as illustrated in the following video offer a unique twist on common practice. That is, the phrase is first presented in English by a native English speaker. Then the phrase in the target foreign language, Twi from Ghana, is pronounced by three native speakers of Twi (also known as Akan). Each foreign language native speaker pronounces the phrase is a different manner and speed expanding the foreign language learner and listener's listening comprehension skills.

Regional English Varieties of the USA

Think about this: A commonly spoken American English phrase like "Hi, how are you?" will sound somewhat different when spoken by native English speakers from different regions and backgrounds of the USA. Distinctive regional speech is quite noticeable by even limited proficiency English language learners from areas such as North eastern or "Bostonian" English. Mid-Atlantic regional English (which is what I speak), the Southern regional English of states from Virginia to Georgia, Mississippi, Alabama, Tennessee and Arkansas; the "Texas Drawl" of Texas and parts of Louisiana or the flat-vowelled English pronunciation of the mid-western USA, among other distinctive regional English varieties of the USA.

Providing Foreign Language Learning Examples

Providing English as a foreign language learners with concurrent examples of common usage speech could actually go a long ways towards accelerating development of listening comprehension and colloquial speech pronunciation. Samples as needed can be gleaned from the internet, YouTube and other video repository sites, movies and music, depending on what you need and to what extent. Historical footage of speeches, oratory and documentary clips of famous people can also expand the repertoire of the enterprising foreign language learner or aspiring English language teaching professional.

Check out this sample video to see how this is accomplished in actual practice. Remember, if you have access to native English or other foreign language speakers, you can also film your own pronunciation videos and post them online for others to appreciate, enjoy and use.

Watch this foreign language pronunciation Video:

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 135 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.

Danville Man Can Help You Talk the Talk in Many Lands

2009-12-06T09:12:00.001-05:00

Danville Man Can Help You Talk the Talk in Many Lands

http://www.news-gazette.com/news/local/2009/11/15/danville_man_can_help_you_talk_the_talk_in_many_lands

By Pat Phillips

DANVILLE – Mark Frobose isn't afraid to describe himself as a "rags to riches" story.

"To show you what is possible, I started with an idea more than 25 years ago, then I failed my way to success over the years," he said. "It wasn't until I moved back to Danville that I became successful."

The story actually began even longer ago, when Frobose, now 55, was attending North Ridge Middle School. He wanted to take a French class but was denied access because his math scores weren't high enough. He brought his math grades up, only to come away from his French class with a D.

"I basically didn't do well because I didn't understand grammar," Frobose admitted.

On a trip to Europe with other Explorer Scouts, the group was staying at a hostel and heard guitar music. Those in the room spoke only French, so Frobose used his D-level French ... and opened the door to a wonderful experience.

"I came home so motivated and got straight A's after that," he said.

Mark Frobose started his own audio language-learning business in his Danville home. By Rick Danzl

He went on to get a master's degree in foreign language at the University of Illinois.

"In 1981, in an Albuquerque studio apartment, I wanted to start a language school, but wasn't happy with any of the textbooks," he said. "So I decided to write my own when someone told me, 'You can't do that.' You can ask my wife: If you tell me I can't, I'm going to prove you wrong."

After some success, Frobose's own insecurities got in the way.
"I held several jobs, but in 1993, I started recording cassettes teaching languages while my day job was putting in fence posts," he said of finally finding some direction with his idea.

"Through every setback, I learned something," Frobose said. "I had this idea that rich people were evil and unhappy."

It was then that Frobose had a frank conversation with his father, who explained that there are just as many poor people who are evil and unhappy. The difference is what you do with your money, his father told him, and that what he was doing was something that could help people.

When the opportunity arose to market his Language Dynamics series on Amazon.com, the business really took off.

"I could sell there and compete with the largest publishers from my garage," Frobose said. "The drawback was I only got 45 percent of each sale, but I sold everything in the garage in a month. I told my wife, 'We're not in Kansas anymore.'"

She was glad to hear it, since her question throughout the process was, "When are you going to stop spending $3 for every $1 we're taking in?"

By 2006, his language series was the No. 2 best-seller in its category on www.amazon.com.

"It was raining success," Frobose said. "We had been working like demons, first reproducing the cassettes and later the CDs. I felt like I was living David and Goliath. I kicked the devil and they didn't like it. Those big companies consider this the flyover part of the country – the part you fly over between New York and L.A. How could someone from here possibly compete?"

Frobose felt he had now reached the point to sell the business.
He attended a meeting of publishing agents where, like speed dating, he got three minutes with a representative to pitch his product before moving on to the next agent.

"I figured my business was about in the middle of the spectrum of the people there," he said. "I had sold $42,000 gross for that December. The next thing I know, Macmillan Audio made me an offer for the concept, repackaged and remastered what I did on my computer at home and renamed it 'Behind the Wheel.'"
Two things definitely stood out to Macmillan Audio.

"First, what made Frobose's learning series so attractive was the success it enjoyed. It had healthy sales numbers and particularly that the user comments were positive and there were many of them," said Mary Beth Roche, vice president and publisher at Macmillan Audio. "What makes it popular is the elements of his program give people what they really want."

People don't get bogged down in grammar. They learn intuitive sentence building, she said.

"The second part was Mark himself," Roche said. "He's an English-speaking guide who uses English as a tool for people learning other languages."

Frobose now defines himself as financially independent, since he inked the deal with Macmillan on July 7, 2007, but he is not resting. He is doing presentations on Internet business, motivational speaking and consulting as well as being involved in real estate in Arizona.

"He serves as a consultant for us as the editorial director for 'Behind the Wheel,'" Roche said. "He has done radio tours promoting the series, and his passion comes through."

Macmillan Audio has aligned itself with Internet travel sites so that when someone books a trip to Italy, an advertisement will pop up for a free download of a 'Behind the Wheel' Italian lesson.

"We are delighted with the product," Roche said. "Now, Mark has the time to focus on the stuff that he loves – getting people to learn new languages."

High school students benefit from relationship with Frobose
DANVILLE – Schlarman High School Principal Bob Rice was impressed when he first met Mark Frobose, "The Language Guy."

When Rice found out Frobose had developed language-learning series, he invited him to speak to a school assembly.

"As a presenter, he's quite a motivational speaker," Rice said. "We had him talking with some teachers and foreign exchange students, and he was carrying on conversations in five languages."

When Frobose was ready to dispose of the first evolution of some of his "Language Dynamics" books, which preceded the "Behind the Wheel" CDs, he gave Rice a call to see if the school could put them to use.

Economics instructor Jason Woodworth is now using the textbooks with his students. They are building a marketing strategy, figuring how to set a price that can net the most profit and how to get others to buy and sell the books.
Follett Bookstore took some on consignment, Rice said.

"The class is learning about supply and demand right now, so that may lead to some additional ideas," Woodworth said. "Hopefully, we can take this opportunity and turn it into a good fundraiser for the school."

Getting to know Mark Frobose

Home: Danville.
Claim to fame: "The Language Guy," author of "Language Dynamics" and "Behind the Wheel," a language-teaching tool.
Age: 55.
Occupations: Consultant, motivational speaker, real estate.
Interests: Playing the guitar and singing, languages, travel and hanging out with his family.
Languages: Fluent in French, Italian and Portuguese and conversational in several others.
What's he reading: "Speak & Grow Rich," "Getting Started in Consulting," "Gone Fishing Portfolio," "Get Slightly Famous."
Advice: Keep it simple.

How 'Behind the Wheel' works

— Uses a flexible structure that makes even a 10-minute lesson effective.

— Teaches sentence-building techniques that allow listeners to create their own original sentences, rather than reciting phrases.

— Focuses on frequently used vocabulary that will be used right away to create sentences.

— Offers immediate English translations throughout every lesson, rather than forcing listeners to guess what they are saying.

— Features both an English speaker to instruct and guide the user and a native speaker to demonstrate authentic use and pronunciation.

— Offers a companion text with a transcript of the audio program plus additional practice exercises.

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 135 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.

Hello Hello Language Learning Website

2009-11-30T08:09:00.001-05:00

Hello-Hello Redefines Online Language Learning with Interactive Site and Proven Methodology

http://www.prweb.com/releases/2009/11/prweb3231704.htm

Hello-Hello.com, the world’s first free online language learning and social networking website developed in collaboration with the American Council on the Teaching of Foreign Languages (ACTFL), will be officially launched during ACTFL’s Annual Convention and World Languages Expo. The conference begins Nov. 20 in San Diego.

Hello-Hello is a Washington-based free language training website that allows members to:

- Learn: complete the lessons online anytime, anywhere.
- Teach: help other members to learn their native language and get help from native speakers.
- Communicate: chat with people around the world to practice the language and make friends.

The Council is the largest association of teachers and administrators of all languages at all levels with more than 12,000 members. ACTFL’s tests are used by major corporations and the American government to determine language proficiency. Hello-Hello has training modules for English, French, Portuguese and Spanish. Hello-Hello will be adding more languages, including German, Mandarin Chinese and Italian, in the next few months.

Hello-Hello co-founder Rakesh Gupta is a leading entrepreneur in the information technology and publishing sectors. Prior to starting Hello-Hello, Gupta founded Aptara, which is the world’s largest publishing services company. He is also a co-founder and CEO of KiwiTech, a leading technology firm that develops e-book readers for smartphones and provides mobile app development services.

“The market for online language learning continues to grow at a fast pace and there is a need to satisfy that demand with new innovative and effective online tools such as Hello-Hello,” Gupta said.

Sarah Gontijo, a Brazilian political consultant and co-founder of Hello-Hello, said the website addresses a critical need for people who want to develop better language skills.

“While there are many language learning websites available to people, Hello-Hello is the only site based on a proven methodology that will give users the necessary skills to be proficient in a particular language. I want to thank ACTFL for their critical role in ensuring the site’s content meets the council’s highest standards,” Gontijo said.

Other language learning software and websites try to replace, rather than complement, the hard work of instructors, Gontijo said. Hello-Hello’s intent is to serve as a complementary tool for language teachers and students around the globe.
ACTFL Executive Director Bret Lovejoy said Hello-Hello’s launch is occurring during an important time.

“As the demand for online language learning increases, it is critical that we have quality content available and Hello-Hello achieves this mission. The lessons have a conversational approach with real-life situations that will enable students to have interactions in the target language from the very first lesson,” he said.

About Hello-Hello

Hello-Hello is an interactive language learning website combined with social networking with a community of like-minded individuals who help each during the learning process. Our lessons were developed in collaboration with the American Council on the Teaching of Foreign Languages (ACTFL), which is the largest association of teachers and administrators of all languages at all levels with more than 12,000 members. Hello-Hello is based in Washington, D.C.

###

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 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.

Part 2 - What does it Really Take to Learn a Foreign Language?

2009-11-20T07:42:00.001-05:00

Use Additional Foreign Language Learning Resources

Yes, most certainmly you can still use additional resources to fine-tune a linguistic point, clear up a bit of confusion, add on an expression or two and push your vocabulary a bit higher if you’d like. I recommend supplementing your immersion experiences with a bilingual dictionary, a phrase book, a foreign language only dictionary, a CD, DVD or audio-cassette-based foreign language course of the tongue or dialect you’re actively immersed in and working on. For that matter, you can even contract a tutor in your foreign language to help get and keep you on track. Use any or all the added language learning resources you like. Just bear in mind, language learning methods number one, two and three are:

Get out there, do things, immerse yourself in the language and talk, talk, talk.

“But I’ll sound like an idiot.”

Well maybe a bit at first, but even when you botch something – and you probably will at times – the little old ladies, the vendor or the mechanic, among throngs of other native speakers of the foreign language you’ll engage, will answer your question, give you the information you want, and then likely correct your speech (after a chuckle or two, naturally). This is opposed to your sounding like an idiot while “practicing” with a classmate, who doesn’t know either, and their answering back – sounding like an idiot too. Neither of you knowing what you’re doing “wrong”. It happens so often it’s almost passe. Get off the foreign language learning merry-go-round and go for total immersion as soon as you can.

Foreign Language Learning Errors are Not Fatal

Hey, wanna hear a good one? Once, years ago on a brutally hot afternoon, I confused “Tengo calor” (I’m hot - from the weather) with “Estoy caliente” (I’m horny) while talking with a female co-worker. While this could also possibly mean I'm hot from a fever or illness, the look on her face was priceless. It also immediately told me I’d committed a serious faux pas. She immediately corrected me and explained the difference in the two sentences (which both can be translated to mean I’m hot, but are culturally different)– before a good laugh by both of us. Quite possibly, in a foreign language class, this “mistake” could have gone unnoticed and uncorrected. Foreign language learning errors are not fatal, at least the overwhelmingly vast majority of the time they’re not. By far and large they’re more humorous and occassionally a bit embarrassing, but you’ll live, to screw up yet another day.

Again, “The more you immerse yourself in it, the faster and more easily you will become fluent in any foreign language.” That’s my down-to-earth, hard and fast rule. Anything else you might say, do or be is just added icing on the cake.

Now suck up your courage, start packing your bags and get ready to make some dramatic foreign language learning progress.

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 135 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.

What does it Really Take to Learn a Foreign Language?

2009-11-15T20:29:00.004-05:00

How Long Does it Take to Learn a Foreign Language?

“So, how long does it take to learn a foreign language?”

If I hear that question one more time I’ll just scream. Okay, so maybe I won’t scream, but I’ll give an answer similar to the one I’ve already seemingly given a thousand times or more. Only now, my stock answer is getting a lot shorter and more concise.

“How long it will take you to learn Spanish, French, Japanese, Italian, German, Chinese or whatever other foreign language you’re attempting to dabble in actually depends on you.”

“The more you immerse yourself in it, the faster and more easily you will become fluent.”

That’s pretty much it in a nutshell.

Foreign Language Learning Immersion

As a veteran of several decades in foreign language learning of French, Kpelle, Twi (Akan), and Spanish to mention a smattering of tongues I’ve broached, I’m thoroughly convinced that the only sure way of quickly and successfully acquiring a foreign language is to immerse yourself completely and totally in the language and culture for as long a period – or series of periods if need be - as you possibly can.

Learn to Speak Spanish

Say or think whatever you like, but if you want to learn to speak Spanish, for example, spending six weeks of summer vacation in a non-tourist town or area of Mexico or other Spanish-speaking country, will allow you to speak far more Spanish than a full year or even more “studying” Spanish in a school.

Why?

It’s because you’ll have to function completely in the foreign language all day everyday, day in and day out. Everything you do will be foreign language vocabulary acquisition-based. From “Where’s the soap?” for your morning shower, to “What’s for breakfast?” and “Where’s the bus to Cuautla?”or “I’m hungry. Where’s a good, cheap restaurant?” – throughout the entire day, will be in Spanish.
You’ll ask a thousand questions with authentic language responses from one word answers to “full diatribes of innocuos discourse”. You’ll have to mentally process it all, extracting the needed information, wholly or in part, from each interaction.

Everyone will be your foreign language teacher

Everyone will be your foreign language teacher from the schoolgirl waiting for the bus on the corner to the little old ladies strolling out of the “tienda” with their woven baskets of ingredients for the day’s lunch. A grease-smeared car mechanic you pass by while walking down the block, a policeman, a vendor at the newspaper kiosk, a watchman taking a break in the shade of a home’s porch. They will all teach you Spanish. It might be one word, an expression, a gesture or the sight of a new food. “What’s that?”, “Where is this?” and “Can you tell me ...” will become your calling cards. All in the foreign language that you’re learning, of course.

“Open your books please to page 86, exercise 2.”

“Be sure to study your list of verb conjugations from today’s vocabulary practice.”

“Review the false cognates from the reading in your textbooks.”

How would you rather acquire your foreign language communications skills? By learning and practicing what you need to know and learn on-the-spot, or from a list of lexical items?

Continuing in the next post we'll have more on what it really takes to learn a foreign language. 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 135 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.

Whole Language Resources in English Language Teaching and Learning

2009-11-13T19:52:00.006-05:00

Teaching English as a Foreign Language

While there are a number of commonly accepted, viable approaches to teaching English as a foreign language, there are elements of the whole language approach as postulated by Rubin, which lend themselves well to a broad range of methodologies and program types. It is important however, to consider how the inclusion of these will be viewed on the part of the English as a foreign language learners themselves.

English as a Foreign Language Learning Resources

• Listening Laboratory – used to play audio recordings for repeating, substitution drills and guided speaking practice individually or in groups of up to 50 foreign language learners

• Audio-visual auditoriums – these are designed for showing audio-visual presentations to medium or large groups of learners up to 100 or more at a time

• Computer rooms – relatively new on the didactics scene as a regular medium of instruction, computer rooms have earned an indemnible space in foreign language teaching and learning especially when combined with internet access

• Conversation clubs – when continual practice in speech fluency needs practicing on an on-going basis , a regular conversation-based series of sessions can be established for the EFL learners. This can also be a great venue for connected speech elements acquisition and practice.

• Cinema clubs – almost certainly foreign language learner will love videos, documentaries, shorts and full-length feature films in their target language.

• Poetry and literary group sessions – depending on your foreign language learners’ levels of course, rhythm, rhyme and rap in addition to poetry, can be a highly effective means of vocabulary, grammar, idioms and expression and other linguistics elements practice. Shakespeare has been a long-term favorite.

Foreign Language Learning Practice

Teachers can introduce, model and practice grammatical themes with their foreign language learners to a somewhat limited degree during class hours. The number of class contact hours though, can at times be severely limited. A minimum of five contact hours of class per week is an absolute minimum requisite for successful foreign language acquisition, although there are far too many classes in school systems and institutes which have fewer than this. In order in increment foreign language exposure, active and passive learning and provide regular foreign language practice, additional resources, as listed above, can be called into play. All the foreign language learning resources in the world, however, will be of little value if the learners do not avail themselves of these resources when and where available.
Why Ignore Foreign Language Learning Resources

But why wouldn’t foreign language learners avail themselves of such a plethora of linguistic resources, if they are indeed, effective in any way? To gain more insight, I interviewed a number of EFL learners on their attitudes and motives for using or not using additional language learning and practice resources.

Here are some highlights:

• Scheduled times are inconvenient – When specific hours are assigned for EFL learners to attend Listening Laboratory sessions, for example, the assigned hours may not necessarily be good ones that fit in well with learner class schedules in other subjects.

• Activities are repetitive or boring – pre-recorded listening laboratory activities can tend to be repetitive, quickly becoming uninteresting or even boring for learners.

• Lack of motivation – Learners can and do lack intrinsic and extrinsic motivation for foreign language learning activities. When such is the case, additional resources which may be available will typically be ignored or remain unused by these types of learners.

• Foreign language learners fail to see or understand the benefits of extra-curricular language acquisition and practice activities – It’s often a case of EFL or foreign language learners simply not understanding the real benefits that attending and participating in these types of extra-curricular foreign language or language acquisition and practice Activities can bring to their language learning efforts.

• Foreign language learners fail to have sufficient time to engage in extra-curricular foreign language learning activities – The case may simply be that the EFL learners do not have sufficient time outside of class hours to attend and participate in extra-curricular foreign language acquisition and practice activities despite their accepted benefits.

Foreign Language Learning Resources: What Can Be Done?

So what might possibly be done to help remedy or at least alleviate the main crux of this on-going problem of foreign language learners not availing themselves of valuable language practice and acquisition resources when available? In the following segment of this article, we’ll discuss some suggestions in more detail.

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 135 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.

Ping your blog

PenPalAmis Language Exchange Website

2009-10-25T15:21:00.007-05:00

Here's an interesting foreign language exchange website to consider:

I would like to suggest the following website: http://www.penpalamis.info/

PenpalAmis is a pen pal language exchange where anyone looking to learn a language, can find pen pals from around the world to practise with, which in my opinion is one of the most effective ways to learn a language, second to living in the target country itself.

Because the website currently has only around 300 pen pals including a broad range of countries, ages and interests, this doesn't mitigate the value of the website - the website is simple to navigate and doesn't require registration which makes it quick, simple and easy for those that want to use it - whether being someone who has hardly used a computer before. Most lanuguage exchange/penpal websites require that you pay to contact others, such as mylanguageexchange, however PenpalAmis is and will remain completely free. The whole purpose of the website is to find language exchange pen pals - not to make money. (Thanks to site owner Jake Stainer for that, especially in today's "profits-oriented" online world.

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 135 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.

The Best Countries to Teach English In - Second Part

2009-10-12T19:25:00.002-05:00

What’s the best Foreign Country to Teach English In?

So what’s the best country to teach English as a foreign or second language in? Your own personal interests, tendencies and personal goals will tell you. If you’re a francophone and want to delve more deeply into the French culture in all its forms, France is hardly your only option. Why not likewise consider Guadeloupe (a department of France), St. Martin or one of the French-speaking countries of West Africa, such as the Ivory Coast, Cameroon or Morocco on Africa’s north coast?

Equatorial New Guinea boasts Spanish as a major language right up there with Spain and Latin America. There’s also the Dominican Republic, Puerto Rico and I’d keep an eye out for some upcoming opportunities in Cuba too with the way things have been trending recently.

Teach English Abroad: “Lucky” Number Thirteen

Egypt may be an over-crowded oven, but other Saharan countries are woefully under-served. Many Arabic-speaking countries are also getting an undeserved bad rap. Contact the embassy of a country you might be interested in, in Washington, DC or your country’s capitol in order to inquire about pursuing possibilities. Whatever and wherever you may finally opt for, remember that there are 235 countries worldwide with more than 6912* spoken languages used among them, don’t get caught up simply “going with the flow”, expand your horizons, then give a non-traditional destination a shot. Finally, in case you’re wondering, the USA was “lucky” number thirteen on the UNDP Index.

For more quick info on teaching English abroad, check out this video clip.

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 135 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.

The Best Countries to Teach English In - Part 1

2009-10-10T19:09:00.012-05:00

< style="font-weight:bold;">The Best Countries to Live In/>

Earlier this week the UN Development Program released its annual index of the best countries to live in of 182 surveyed countries as part of its Human Development report. This would indicate countries which have a high combined index in the areas of school enrollment, gross domestic product per capita, and the country’s literacy rate according to a release by the AP available online at “And the Best Country to Live In Is …”

Quality of Life: Who’s on First?

Just in case you’re interested, some countries that made the list and their respective positions are:

• Norway – number one
• Australia – number two
• Iceland – number three
• Niger – dead last

The following countries rose by three positions or more from previous standings:

• China
• Colombia
• France
• Peru
• Venezuela

These countries however dropped by two or more positions:

• Belize
• Jamaica
• Lebanon
• Luxembourg
• Ecuador
• Malta and
• Tonga (Tonga? Yeah, I couldn’t believe it either)

Iran and Nepal also improved the respective positions on the list. For the first time, Afghanistan was added to the UN list although it was ranked at the bottom of the pack along with Sierra Leone. So how does this impact a prospective English as a foreign language teacher to one of these countries? Well, opportunities may in fact be greater in countries which are “lower” on the list although the humanitarian and social rewards will likely far outweigh the financial ones.

Teach English as a Foreign Language Where?

Then where should you plan on teaching English as a second or foreign language? Most strongly, I recommend that EFL teachers strive to live and work in a country where they have intense or vested interest in the language, culture, food, history, lifestyle and other integral aspects of the country. This will, of course, mean many different things to many different EFL teachers. If you don’t want to get embroiled in the complexities of Asian tongues like Japanese, Thai, Vietnamese or Chinese, then for goodness’ sake don’t even consider a teaching job in that region of the world. I don’t care how much money it pays. Ultimately, you’ll be sorry. Just ask my friend Richard R. about his two-year, ultra-highly-paid stint in a part of the world which went against the grain for him, leaving him a broken, emotional wreck at the end of it.

Opt instead for Europe, Africa, Latin America or the USA where you’ll focus on English as a Second Language instead. Trust me, you’re going to have more than enough problems in avoiding (or minimizing) culture shock and adjusting to the idiosynchrasies of a foreign locale as it is without also burdening yourself with inherent prejudices or malfeasants you might already unwittingly harbor.

We'll continue with more on this topic in the next post. See you again 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 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.

100 Best Open Source Apps for Educators

2009-10-08T17:06:00.003-05:00

Open Source applications are a great resource for educators not only because they’re free, but many times you can find specific applications for your students needs. Many teachers and schools have embraced the endless opportunities open source has to offer. From reducing administrative costs to promoting student and teacher interaction, instructors around the world are singing its praises. We have created a list of what we think are the best available apps out there and have categorized them into the following:

Science, Language, Math, Administrative & Content Management, Interactive & Online Classrooms, Study Aids, Video & Imaging, Music, Multimedia, Geography & History, and Mapping Tools.

View the complete hypertext list of Open Source Opps for Edducators here or click on:

http://www.accreditedonlineuniversities.com/100-best-open-source-apps-for-educators/

The Bilingual English Teacher's Family - Left Out and Neglected?

2009-09-30T15:43:00.007-05:00

Can Your Family Members Speak Another Language?

As yet another summer vacation season closes with the passing of the Labor Day holiday weekend, I'm again prodded by a segment of the speech President Barak Obama gave during his campaign. As English as a foreign language teachers or foreign language teaching professionals, we need to be even more conscious of the bilingualism - or lack thereof, of our own families. Too often I meet seemingly "passionate" English as a foreign language teachers at seminars and conferences whose own family members cannot even say a basic greeting in English.

Oh, they say they'd like to be able to speak English, so what happened?

Remember as teachers, we shouldn't neglect our family members. If there are so many advantages and benefits to speaking a foreign language, then why don't we make more of an effort to pass along those same benefits and advantages to our loved ones?

"Oh, my husband / wife / children don't respond well to my efforts to "teach" them", you say?

"Poppycock!"

They simply represent a type of foreign language learner with perhaps a different type of motivation. What if they were paying learners in one of your classes? Ah, I'll bet we'd see the other shoe drop then! Especially so if your job or your pride were on the line. Which, by the way, it should be.

At least, if truly need be, you can put in a class or with another teacher so they can avail themselves of the option of speaking a foreign tongue. After all, when you travel who do you travel with, your classroom learners or your family? Don't you think they'd benefit from being able to enjoy a trip to, say, Mexico, Ecuador or Panama, with some Spanish under their belt? I don't allways want to charge around Quito or Acapulco with my wife (whom I taught English to BEFORE I married her, by the way) while she shops. Although it might be one form of safeguard, come to think of it.

Then too, one of my daughters is learning Spanish at the university. No, I'm not teaching her, but I'll be delighted to hone and polish her Spanish skills with a summer, semester or two abroad. The beach in Cancun is an excellent Spanish language classroom. Then follow it up with more total immersion as you wend your way through the delights and intricacies of dealing with everyday life in a foreign language. Hey, it worked for me in learning French and Spanish during different decades. It worked for my wife too when tackling English along with me and my cattle prod. Undoubtedly, it'll work for you and your family too when combined with additional methodologies.

Think about it: are YOU an English teacher whose family can't speak any English? Are you a Spanish, French, or other foreign language teacher whose family is still typically "mono-lingual"? Do you think that just might reflect negatively on you? If you're such a good teacher, why can't you teach them? So, what are you and they, going to do about it?

In case you missed President Barak Obama's speech I referred to earlier, here it is.

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 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.

Greenville Spanish Teacher Wins Award

2009-09-11T14:17:00.000-05:00

By KATHERINE DYER
The Greenville News

GREENVILLE, SC – As a student, Kelly Nalley was an overachiever.

She was valedictorian of her high school graduating class and was voted "most likely to succeed" by her peers.

But on her first day as a first-year middle school Spanish teacher, Nalley stapled her finger to the bulletin board. She was 21 years old, and the class was scheduled to arrive 10 minutes later.

That year, she also spent many afternoons crying in her supply closet, exhausted and frustrated.

"Nothing had ever been negative in my life before," she says. "Everyone had always been nice."

In her professional biography she wrote, "After that first year, I decided that I would commit to teach for five years, and if I was still crying in my supply closet, I would find a new career."

It's been 12 years, and on Aug. 14, Nalley was on stage – a far cry from any storage closet – receiving an award as the 2009-10 Greenville County Teacher of the Year.

"She's just one of those teachers who's so naturally good at what they do," said Reem Alnatour, a fellow Fork Shoals Elementary School teacher.

She said Nalley is soft-spoken but effective in classroom management, is in touch with students' emotions, has a good sense of humor and above all, is engaging.

"Whether you're a teacher or a student, she manages to make you feel like you're No. 1," Alnatour said. "She talks to you as if you're the only person around."

She also praised Nalley's classroom activities.

"She tries to bring in the Spanish culture, not necessarily just the language," Alnatour said.

Nalley visits Alnatour's third-grade class twice weekly for Spanish lessons. Alnatour's personal favorite is the lesson on chocolate.

But unlike traditional foreign language classes, Nalley uses a new program called KITE-LL (Kids Interacting Through Early Language Learning), developed three years ago by ETV and the South Carolina Department of Education.

The program integrates foreign language into what students are learning in other subjects. For example, she covers a unit on weather while the students are learning the water cycle in science.

"They're learning the lessons in context," Nalley said. "I'm not stopping to explain how to conjugate verbs or 'how this grammar fits' or how it's comparable to English. We just speak it."

She says it's been incredible to see the difference in how much children learn through this method. Her fifth-graders are on par with students she taught in high school, she said.

"I think in the great scheme of things, I've learned that everything doesn't have to be perfect, because I'm a perfectionist," Nalley said. "That was a hard lesson to learn."

Offering advice for the new school year, she encourages teachers to work together and share ideas.

"You're not an isolated professional in education; you're a team," she said.

Jack Webb Schools Barack Obama on Healthcare

2009-09-08T02:45:00.000-05:00

Jack Webb Schools Barack Obama on Healthcare

This composite video of the late Jack Webb from his renowned "Dragnet" TV series came to my attention recently. Also featured is the late Harry Morgan as his partner. This show was a favorite of mine in years past.

This video editing technique ties in well with an exercise I conduct in which English language learners "interview" a famous person. Preferably the famous person is deceased (but sometimes not and learners frequently choose people like Jesus Christ or one of his 12 apostles, Adolph Hitler, Mahatma Ghandi, Abraham Lincoln, President John F. Kennedy, Julius Caesar, the Roman Governor Pontius Pilate - who interviewed Jesus Christ is also a burgeoning favorite, as are Marcus Garvey, Bob Marley, John Lennon, Princess Diana, Celia Cruz and a growing host of others for their interviews. Using video clips of famous people and some video editing software, one can easily "simulate" an "interview" or "conversation" between any two people, living or deceased. In my classroom-based activity, one English language learner acts as an interviewer while the other takes the role of a famous personality. Both can ask each other questions on their life, points of view, etc. and give the best, most accurate response possible in character.

You'll get the idea from watching this video of three people talking who don't actually know each other.

Youtube original video site: http://www.youtube.com/watch?v=m4r6YCUtxfs

Funny Commercials in English

2009-09-06T13:49:00.003-05:00

Using Humorous Videos in English Language Classes to Stimulate Learner Discussions

Humor is not a constant worldwide, but often does transfer like nothing else can. These commercials would be considered a bit risque in some areas, while in others they are strictly noted for their situational humor.

That being said, please note it is not my intent to berate, belittle, humiliate or embarrass anyone through the showing of these four commercials. Please pardon me if you are offended in any way by any of them. Their use is solely language education-based here.

Ask Your English Language Learners

You can ask your learners - or yourself - are these humorous where you live? Why? or why not?

Do these situations pose themselves in your country?

Why might these commercials be considered "offensive" or even "objectionable" in some areas of the world? Where might these be?

Do you or your English language learners know of any similar situations like these that might arise where you are?

Have you ever been to a sauna? Where? what was it like? Did you enjoy it? Why or why not?

Have you ever lost money in a vending machine? What were you trying to buy? What happened? Do you think "roughing up" the machine is okay if you're losing your money? What else could you do?

Do women breastfeed babies in public (on the bus, a subway, train or in a shopping center or mall, for example) where you live? They do here in Colombia where I live but could get arrested for doing the same in the USA or parts of the Middle East, among others. Why do you think it's okay to breastfeed babies in public in some countries, but not in others?

What might happen when the elderly ladies return home with their "vacation" photos?
How might they explain the one photo they didn't take? What problems might this cause for them or for the young couple? Will they keep the photo or throw it away?

I hope you enjoy the videos and make good use of this technique.

You Tube original video site: http://www.youtube.com/watch?v=PRiYkwtBK34&feature=browch

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 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.

21 Places to Find Free ESL Lesson Plans Online

2009-09-02T15:01:00.002-05:00

Being an ESL teacher requires a lot of creativity, but you don’t need to reinvent the wheel for each and every lesson; here are 21 places to find free ESL lesson plans, worksheets, and activities online to make sure you always have something new and exciting for your students:

1. About.com: English Lesson Plans for ESL/EFL Classes: Over 500 lessons plans for all age and skill levels; grammar, pronunciation, writing skills, and more are covered.

2. English Club: ESL Worksheets: Reading, pronunciation, speaking, and more included in lesson plans categorized by skill level.

3. English-to-go.com: More than 1,700 “print and teach” lessons based on news articles.

4. eslflow.com: With topics like sleeping and dreaming, multiple intelligences, money and spending, and movies and celebrities, there are plenty of unique lesson ideas here.

5. esl-galaxy.com: Wide variety of printable resources including board games, crossword puzzles, word searches, and Business English.

6. ESLGold: Organized by skill level, this is a site for both teachers and students; lots of lesson plans and handouts.

7. ESL Library: Hundreds of lesson plans and over 2000 ready-to-print flash cards among other resources.

8. esl-lounge.com: Simply choose the skill level of your students, and you’ll find lesson plans, quizzes, games, and more.

9. ESL Mania: Exercises, worksheets, and lesson plans on the basics like grammar and vocabulary as well as idioms and accent reduction, e.g., “Speak Business English Like an American.”

10. ESL Teachers Board: You’ll find lesson plans, printables, handouts, and other free stuff for teachers at this popular site.

11. everythingESL.net: Lesson Plans. Forty-one ESL lesson plans for beginner to intermediate level, including seasonal and year-round lesson plans.

12. The Internet TESL Journal Activities for ESL Students: Grammar and vocabulary quizzes, crossword puzzles, and bilingual quizzes in over 40 languages.

13. The Internet TESL Journal EFL/ESL Lessons and Lesson Plans: In-depth lesson plans on Business English, conversation, grammar, pronunciation, travel survival, and more.

14. Karin’s ESL Partyland: A site for both teachers and students; for teachers, lots of ideas and printable materials.

15. Lanternfish: This lively site offers lesson plans, crosswords, word searches, worksheets, flashcards, songs, and more.

16. Online Tutoring World: Lesson plans arranged by skill level; great for one-on-one or small group sessions.

17. Teach ESL to Kids: Lesson plans, activities, and games for teaching pre-schoolers and toddlers written by an English teacher in Japan.

18. TeacherVision.com: Lesson plans broken down by grade, subject, and theme, and also includes printable forms to manage lessons.

19. Teach-nology.com: ESL Lesson Plans. List of resources as well as activities, ideas, and handouts ESL teachers can plan lessons around.

20. TEFL.net ESL Lesson Plans: Talking Point, Topic, Skill-Based, and “TEFLtastic” Worksheets to build lessons around.

21. UsingEnglish.com: ESL Teacher Lesson Plans & Worksheets. Over 140 downloadable PDF lesson plans and handouts, including answers and teachers’ notes.

Guest post by Michelle Fabio, experienced ESL teacher in southern Italy, who also writes about online master degree programs at OnlineMasterDegreePrograms.org.

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 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.

CorrectMyText.com Brings Schliemann's Language Learning Method Online

2009-08-31T09:18:00.002-05:00

The new collaborative service will help people learn foreign languages using the method invented by German archeologist Heinrich Schliemann.

CORRECTMYTEXT.COM – native speakers will check your text in a foreign language

MOSCOW, Russia - Larnite Ltd today announces the launch of version 1.1 of CorrectMyText.com, a new collaborative service for language learners with the elements of social networking. Once registered, the user can submit a text and get it corrected for free by someone who speaks the desired language fluently. Besides, members can request a recorded version of the corrected text to practice pronunciation.

CorrectMyText.com is the effort of Dmitry Lopatin, a young scientist and entrepreneur from Russia. As a child, he read a book about the famous 19th century German archeologist Heinrich Schliemann who is famous for finding the gold of Troy and inventing his own method of learning foreign languages. To master a new language, Schliemann would read a book written in a foreign language, comparing the text sentence by sentence with the translation in his mother tongue. Then he would write texts in a foreign language and pay to foreigners to get them corrected, sometimes spending all his money. Within two years, Schliemann taught himself 15 languages, including English, French, Spanish, Dutch, Italian and Portuguese.

Inspired by the personality of the scientist and his learning method, Dmitry Lopatin created CorrectMyText.com in April 2009.

To get started, the user needs to register an account on CorrectMyText, which is quick and free. Facebook users can use the site without any registration. The "Facebook Connect" button on top of the homepage enables the user to connect CorrectMyText.com with Facebook in a click. After the registration, the user can submit any kind of text: an essay, resume, letter, or a blog-post and a native speaker or someone who speaks the desired language fluently will proofread the text for grammar and style mistakes. Correcting mistakes for native speakers is easy, so many of them are happy to help with proofreading. Before submitting the text, the user can specify the level of language competence required from the proofreader, the number of checks to be made and request a recorded version of the corrected text. At any time, members can contact each other and discuss language-specific topics using the built-in mailing system. Also, users can comment on texts or corrections, discuss the content, or grammar rules.

CorrectMyText.com offers many unique benefits.

- There are thousands of native speakers who can correct the text at no cost and will do it much better than a teacher or private tutor who cannot speak the language as perfectly as the native speaker.

- The service can help bloggers or webmasters to brush up the content of a blog or website if the personal language competence leaves much to be desired.

- The user can find many new friends from around the world and share valuable cultural knowledge, which is impossible when one attends language courses, or has lessons with a private tutor.

- The user can submit a text on any topic: love, relationships, philosophy, world issues, or a text that contains slang, which one would find embarrassing to show to the teacher or private tutor.

Currently, the CorrectMyText community consists of over 1,500 registered members learning one of the ten most commonly used languages, including English, German, French, Spanish, Portuguese and Italian.

The site also supports texts in non-Latin languages, which makes it attractive to learners who want to study Chinese, Japanese, Korean, or Russian and want to find a language partner to get advice and assistance in proofreading. For the convenience of the users, the interface is localized to 10 above mentioned languages. In the nearest future, the author plans to localize the site up to 100 languages, including Latin and Esperanto.

CorrectMyText.com is a good complimentary service for people who are serious about learning a foreign language and want to get assistance from people around the world.

Visit www.correctmytext.com.

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 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.

15 of the Best Blogs for EFL and ESL Teachers

2009-08-26T21:25:00.006-05:00

Blogs are a great way to find free resources, tips, and tools from ESL and EFL teachers around the world. Here is a list of 15 of the best blogs for ESL and ESL teachers to explore:

Becoming a Better EFL Teacher - This blog provides links, resources, and tools that EFL teachers can use to improve their teaching skills. Becoming a Better EFL Teacher also features language learning news to help teachers stay up-to-date on the latest information.

English Conversation - Designed for teachers and learners, English Conversation offers resources for teaching and improving your English. Teachers can use this blog to find resources, lessons, information on learning styles, and several other useful tools.

Burcu Akyol's EFL Blog - This EFL teacher's blog features reflections, tips, reviews, and resources for English teachers. Throughout this blog, teachers can find information on EFL and ESL blogs, associations, professional development, podcasts, lessons, exercises, and teaching ideas.

My ESL Corner - My ESL Corner is a blog created to provide and share opinions, resources, and news about ESL and EFL topics to both English and Spanish visitors. Within this blog, teachers will find useful worksheets, flashcards, learning songs, clipart, e-books, readings, and much more.

English, ESL…and more - This great blog for teachers and students provides tools, tips, and resources for ESL learners. Throughout the blog pages, teachers can find classified links, writing workshops, GLBT resources, literacy links, multicultural resources, and ESL guides.

The English Blog - The English Blog is an instructive blog for English learners and teachers. The blog features Internet resources, tips, news, trivia, and reviews that can be used for English teaching and studying purposes. Just a few of the resources ESL teachers might find helpful are lesson plans, exams, reference, software, and video.

Nik's Learning Technology Blog - Nik's Learning Technology Blog was created by Nik Peachey, a learning technology consultant and teacher trainer. The blog provides teaching material, tips, and resources for ESL and EFL teachers to use new technology. Within this blog, teachers can find information on teaching English in Second Life, picture phrases, using video in language learning, animated vocabulary, and much more.

An ELT Notebook - This blog, created by an EFL teacher with over 30 years of experience, provides resources to teachers of all levels. Posts include topics on activities, career development, classroom management, lesson planning, teaching skills, and many more subjects that EFL teachers will find useful.

Larry Ferlazzo's Websites of the Day - This blog, specifically for teaching ESL, EFL, and ELL, offers daily websites that will help educators improve their teaching. Teachers can search this blog by category or browse the archive.

Blog-EFL - The Blog-EFL looks at the use of high tech tools in English teaching and learning. This language technology blog also provides tips and resources that can be used in the classroom and out.

ESL Daily - This blog, created by teachers for teachers, features information and news for ESL and EFL teaching. ESL Daily also provides resources and tips for teaching, technology, employment, and other useful resources.

ESL Lesson Plan - ESL Lesson Plan has resources, lesson plans, and tips for novice to veteran ESL teachers. This regularly updated blog also provides articles on a wide range of topics, including ESL activities, jobs, certification, lesson plans, budgeting, time management, and workplace issues.

Teaching ESL to Adults - This short and to the point blog from an experienced ESL tutor features articles on grammar, lesson plans, and other resources that teachers can use with ESL students. Teaching ESL to Adults also offers handouts, experiences, ideas, and tips.

Joey's ESL Room - Joey's ESL Room is a frequently updated blog created by several ESL teachers from across a dozen countries. This blog offers different approaches to teaching as well as information about different countries to ESL teachers and those thinking of becoming an ESL teacher.

ESL Teaching Resources - The ESL Teaching Resources blog features a list of resources and websites that ESL/EFL/ESP/EPA teachers can use with students.

Guest post from education writer Karen Schweitzer. Karen is the About.com Guide to Business School. She also writes about top online colleges for OnlineCollege.org.

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 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.

Speaking French on the Web

2009-08-24T09:00:00.000-05:00

Lost in Immersion: Speaking French on the Web

By KATHERINE BOEHRET

http://online.wsj.com/article/SB10001424052970204044204574358620977621170.html?mod=googlenews_wsj

Rosetta Stone

The home page of Totale shows your learning progress and options for playing language games by yourself or with other students.

If you've ever learned a foreign language, you know the vast difference between completing workbook activities and speaking with others. The latter experience can involve sounding out unfamiliar accents or guttural pronunciations and, though intimidating, is ultimately more rewarding. By immersing yourself in a language and navigating through situations, you learn how to speak and eventually think in that language.

Rosetta Stone has long used visual learning without translations by pairing words with images —one of the ways a baby learns to speak. For the past week, I've been testing its newest offering: Rosetta Stone Totale (pronounced toe-tall-A), which is the company's first fully Web-based language-learning program. It aims to immerse you in a language using three parts: online coursework that can take up to 150 hours; live sessions in which you can converse over the Web with a native-speaking coach and other students; and access to Rosetta World, a Web-based community where you can play language games by yourself or with other students to improve your skills.

Learning a Language Online

Rosetta Stone has launched a new online program for learning languages. The program works well, if you can afford it, Katie Boehret says.

Totale costs a whopping $999, so if you aren't serious about learning a language it's a tough sell. Rosetta Stone says this program is comparable to an in-country language-immersion school. The company's most expensive offering before Totale was a set of CDs (lessons one, two and three) that cost $549, included about 120 hours of course work and had no online components.

Since Totale is Web-based it doesn't come loaded onto several disks in a yellow box like the company's previous products. But despite this digital transition, buyers of Totale will still receive Rosetta's familiar yellow box, now filled with a USB headset and supplemental audio discs for practicing away from the PC—mostly while in the car.

I've spent over eight hours learning French in Totale throughout the past week, and I have to say that I'm surprised by how much I feel I've already learned. I realized this when I spent a 30-minute car ride listening to one of the supplemental audio CDs. I mentally identified and translated practically every vocabulary word and phrase, and I repeated the words aloud with what I thought sounded like a pretty decent French accent. This was after just four hours of work online.

Rosetta Stone

Totale users can speak with a coach and three others in studio sessions.
The core of Totale is the time-intensive online coursework. But even though this takes a lot of effort, its layout is attractive and each screen has only a few things on it so it doesn't feel overwhelming. Lessons include identifying photos of objects or situations as they are described aloud, writing phrases (my least favorite part), and using deductive reasoning to construct and dictate your own sentences about a photo. Totale's headset comes in handy during exercises that require you to repeat words or sounds out loud into the microphone.
Activities in Rosetta World—including solo, two-person and group games—were addictively fun. One game plays like Bingo: I listened to someone speaking French and marked words on the board as I heard them, racing to get five words horizontally, vertically or diagonally before my opponent beat me to it. I waded into these games cautiously at first, playing alone before I got familiar enough to challenge another Totale user.

Helpful indicators show how many people are available at any given time for each type of game in Rosetta World—meaning that person is logged into Totale and studying the same language as you. I never saw more than five people in the community, and it gets a little old playing (or worse, losing) to the same person after a while. Since Totale was only recently released, this community should grow over time.

A chat window at the bottom left of the browser window reminded me of Facebook's built-in instant-messaging program, listing users against whom I competed in online games. But unlike when I'm on Facebook, I didn't feel comfortable instant messaging with these people.

No Flashcards

Rosetta Stone's methods, while natural and easy to pick up, aren't what my brain expects when learning a different language. I minored in Spanish in college, learning in traditional classroom style by studying verb conjugations on flashcards and vocabulary definitions in English. So at certain times throughout Totale's French-only lessons, a part of me wanted to know the exact definition of a phrase or the reasoning behind why something was the way it was.

The moment of truth came when I attended a real-time, 50-minute studio session online with one of the live coaches—all of whom are native speakers—and two other students (four students is the maximum allowed per class).

Rosetta Stone recommends that students complete an entire unit before joining one of these studio sessions, and the only language you are permitted to speak during the studio is the one being studied. I proudly remembered all of my new vocabulary words as our coach pointed the cursor to animals, colors and clothing, asking us questions and prompting us to ask one another questions. The coach kindly corrected us when we made mistakes, made jokes about words and used an on-screen tool to type out a few of the harder phrases.

But I fumbled around trying to remember the correct phrases and grammar to go along with my vocabulary.

I frustratingly realized that I didn't even know how to ask my coach in French, "Why is that blanc and not blanche?" Our coach eventually answered that question and some others without anyone's prompting because it was obvious that none of us knew what forms of some words were right or why; Totale's coursework doesn't include explanations. A few of the phrases our coach explained still puzzled me and I was starting to miss my flashcards from Spanish class.

Team Effort

Rosetta Stone is determined to make sure you don't feel like you're alone as you work through the Totale program. A "Customer Success Team" representative calls you within a day of your product purchase to answer any questions or concerns about how everything works. And this team keeps calling or emailing (you tell them which contact method you prefer) whenever you have passed a milestone in the program—or to encourage you to pick it up again if you haven't logged on in a while.

Even for $999, you can go back in and re-use every feature in Totale, but only for one year. You can reset your scores and completely start over, attending online studios again and playing games in Rosetta World as many times as you like. But once a year is up, you're finished with the program.

Rosetta Stone Totale works on all major Mac and Windows PC browsers, though participating in a studio session while using some browsers requires you turn off their pop-up blockers.

I still have work to do in Totale, but I'm looking forward to it—even though I find some aspects to be a bit vague. This program does a terrific job of immersing you in a language and may be the next best thing to living in a country, surrounded by native speakers. Best of all, unlike my semester abroad in Spain where college friends gave me my daily fix of the English language, Totale never lets you slip out of using the language you're studying.

—Edited by Walter S. Mossberg. Email Katherine Boehret at
mossbergsolution@wsj.com.

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 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.

Smartphones Drive Language Learning Innovation

2009-08-23T13:40:00.005-05:00

Smartphones Drive Language Learning Innovation

By Guy Newey (AFP)
http://www.google.com/hostednews/afp/article/ALeqM5iOEPaRbHPHlDzMdLN6v4ksy8IhvA

HONG KONG — The boom in "smartphones", led by Apple's iPhone, has inspired language learning tools that would have been inconceivable just months ago -- and a Hong Kong firm is leading the charge.

Tens of thousands of "apps" -- individual programmes that can be downloaded to the phone and do everything from recognising music playing in a bar to guiding tourists around a city -- have been developed for the iPhone since it was launched in early 2007.

The ability to combine audio, video, text and data files with an Internet connection to a central website has helped create a much-improved language learning device, says entrepreneur Chris Lonsdale(pictured).

"The technology allows you to have all the elements in one place and gives you new insights (into how you can learn languages)," said Lonsdale, whose app is a six-month course for Chinese people to learn English.

Lonsdale describes himself as "expert in human performance" rather than a teacher and has given advice to clients ranging from golfers to investment bankers trying to make the best use of their abilities.

In recent years, Lonsdale -- a fluent Mandarin and Cantonese speaker -- has begun tackling how people learn languages, and developed new techniques to counter the grammar-obsessed method that puts so many people off learning.

His work resulted in a course that he says could get you to a reasonable standard of Chinese in just two weeks, and a book, The Third Ear, which combines anecdotes and philosophy with unconventional language-learning techniques.

He also developed a range of CDs that combined language learning with music, based on the idea that words can stick in the brain with little effort if they are associated with a catchy tune.

But it was when Lonsdale and his team of 12, based mainly in the southern Chinese city of Shenzhen, realised the potential of the new iPhone that he was able to put his methods into a single "learning machine" app, called Third Ear Kungfu English.
Lonsdale hopes it will help people shatter the preconception that language learning is about innate talent.

"Learning languages is not about talent, it is about method," said the 50-year-old.
"If you spend two years investing in learning a language and you are still at a low level there is something wrong with the way you are doing it," added Lonsdale, who learned mandarin in six months.

The new product, which his team have been working on for eight months, will target the estimated 20 million middle-managers in China, in particular those working for multinational companies.

"You have this big group of people aged between 25 and 50 who really would like to have English, who need English, but think it is too difficult," he said.

The firm will sell the iPhone or an iPod Touch (the same product but without a phone) to the firms for 5,800 yuan (850 US dollars) with the app included, which will provide a six-month course of lessons, exercises and memory tricks.
One of the features that would have been impossible on previous systems is a video of a westerner pronouncing various words in English.

Just the speaker's mouth is visible, which allows the learner to copy the way the mouth looks when it is making a particular sound -- a technique that is natural to children as they are copying from their parents, said Lonsdale.

The connected nature of the iPhone also allows managers who have paid for the device to monitor how much it is being used and how much progress the student is making. It also allows for feedback.

And every file has been encrypted so that it can only be accessed through a password particular to the user, a key factor when dealing with a Chinese market notorious for piracy.

Estimates about how many apps have been created for the iPhone vary from 15,000 to 65,000. Creators usually either give them away for free or charge a small fee to download them.

A search of Apple's online store comes up with around 1,000 options for "language learning" ranging from dictionaries and flash cards to a language suite teaching Klingon, a language used in the sci-fi TV series Star Trek.

Ken Carroll, of Praxis Language whose ChinesePod brand of online and audio learning tools has more than 250,000 followers, said the new technology offered huge possibilities, but added new products had to be carefully tailored.

"You can't just take stuff from a book and cram it into the mobile space," said Carroll, whose products teach mandarin to English speakers.

"Learning content has to be designed for the medium. It also has to be designed for the environment in which it will be consumed."

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 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.

U.S. Marines to put foreign language learning to use

2009-08-18T21:13:00.008-05:00

Marines to put foreign language learning to use

By: Julie Fertig

http://news14.com/content/local_news/coastal/613252/marines-to-put-foreign-language-learning-to-use/

CAMP LEJEUNE – Some Camp Lejeune Marines are learning to master foreign languages that they could eventually use in Afghanistan and other places overseas.
The pilot program enables U.S. Marine Corps Special Operators to double as translators.

17 Marines are enrolled in the program. They're learning to speak one of five languages fluently, including Urdu (Pakistan), Poshtu (Pakistan), Dari (Afghanistan), French and Indonesian.

Linguistics program manager Todd Amis said Marine Special Operators will no longer have to rely on a third-party to communicate while deployed.

"I'm not saying that when you utilize a translator that things get out of place, but unfortunately it is better that we are the person being represented and our goals and ideas are being accomplished," Amis said.

Marines are selected for the program by performing well on a language efficiency test.

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 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.

How Blogging Can Make You a Better Teacher

2009-08-11T09:57:00.003-05:00

Lindsay Clanfield wrote: "So, my question is... could you tell me if blogging has improved your professional life and indeed made you a better teacher? What do you get out of it?"

My blog emerged from questions I received from some EFL teachers abroad. After giving detailed responses to several, I noticed that questions began to repeat, hence I came up with posting my responses to a blog for the benefit of multiple respondents. Becoming a Better EFL Teacher was then born back in October of 2005.

The blog provides both online and offline resources for teachers and often includes press releases, links to other blogs and websites and guest posts from EFL professionals worldwide. It’s main purpose still continues to be responses to questions from in excess of 3700 EFL teachers and readers each month from more than 136 countries around the globe. My ELT blog was ranked in the top 100 language-related blogs worldwide last year.

Preparing and writing posts for this blog has caused me to write and publish three language-learning-related books. One of them entitled, “If You Want to Teach English Abroad, Here’s What You Need to Know”, I give away free on request to any teacher or prospective teacher who e-mails me and asks for it. At this time I’ve sent out hundreds of copies of the free e-book and it still continues to be popular.

The blog also improves me professionally since I need to keep abreast of new techniques and trends in ELT and foreign language learning such as “Pecha Kucha” which almost no one’s heard of here in Colombia. I get countless e-mails, comments, questions and ideas from EFL professionals from around the globe, a few of whom even came to visit Colombia as a result of my blog post information. I post readings for my Santiago de Cali University EFL learners and my EFL Teacher Training post-graduate studies students too. This blog also resulted in several ELT-related speaking engagements and conference invitations along with an on-going article writing post at an authority website online.

Blogging about EFL and some of its many aspects has helped me in more ways than I could list. I encourage more EFL teachers to try it for themselves and their foreign language learners if they truly want to see growth in their professionalism and foreign language teaching and learning skills.

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 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.

Are You Speaking American English?

2009-08-05T23:38:00.005-05:00

An American English Video?

This video is a spoof of the ridiculousness of some English as a foreign language learning series videos. EFL teachers should always make every effort to use authentic English language materials with their language learners to avoid having their students imitating and sounding similar to this. There are far, far too many cases of English language learners "studying" English for years, then taking a short vacation trip to the USA or Canada only to discover they can't speak and don't understand anyone who speaks to them.

Authentic English Language Material is Freely Available Worldwide

This is a completely avoidable situation, in my opinion. Especially if English language learners are "weaned off" of bland "made for EFL" videos which strip the language of its dignity and spontaneity. Even if you have no access to printed materials like newspapers, magazines and other media in English where you live and teach (or are learning) English, the internet is so chock full of free, readily-available materials and audio-visual media of all types, that there is hardly any excuse for "I don't have any materials in English" excuses any more.

Learn to Teach English

Get serious, get help if you need it, get certified if you're not already - teach English well using authentic language and dynamics or do your learners a big favor and go do something else for a living. If you're really lost or in trouble and don't know the way to go, e-mail me and I'll provide you with whatever assistance, materials and / or suggestions that I can.

Unraveling how children become bilingual so easily

2009-08-04T09:52:00.000-05:00

By LAURAN NEERGAARD (AP) WASHINGTON

http://www.google.com/hostednews/ap/article/ALeqM5j5-F8j-yYdLNUrlLhObAy0vbd4SgD99IBQS00

The best time to learn a foreign language:

Between birth and age 7.

Missed that window?

New research is showing just how children's brains can become bilingual so easily, findings that scientists hope eventually could help the rest of us learn a new language a bit easier.

"We think the magic that kids apply to this learning situation, some of the principles, can be imported into learning programs for adults," says Dr. Patricia Kuhl of the University of Washington, who is part of an international team now trying to turn those lessons into more teachable technology.

Each language uses a unique set of sounds. Scientists now know babies are born with the ability to distinguish all of them, but that ability starts weakening even before they start talking, by the first birthday.

Kuhl offers an example: Japanese doesn't distinguish between the "L" and "R" sounds of English — "rake" and "lake" would sound the same. Her team proved that a 7-month-old in Tokyo and a 7-month-old in Seattle respond equally well to those different sounds. But by 11 months, the Japanese infant had lost a lot of that ability.

Time out — how do you test a baby? By tracking eye gaze. Make a fun toy appear on one side or the other whenever there's a particular sound. The baby quickly learns to look on that side whenever he or she hears a brand-new but similar sound. Noninvasive brain scans document how the brain is processing and imprinting language.
Mastering your dominant language gets in the way of learning a second, less familiar one, Kuhl's research suggests. The brain tunes out sounds that don't fit.
"You're building a brain architecture that's a perfect fit for Japanese or English or French," whatever is native, Kuhl explains — or, if you're a lucky baby, a brain with two sets of neural circuits dedicated to two languages.

It's remarkable that babies being raised bilingual — by simply speaking to them in two languages — can learn both in the time it takes most babies to learn one. On average, monolingual and bilingual babies start talking around age 1 and can say about 50 words by 18 months.

Italian researchers wondered why there wasn't a delay, and reported this month in the journal Science that being bilingual seems to make the brain more flexible.
The researchers tested 44 12-month-olds to see how they recognized three-syllable patterns — nonsense words, just to test sound learning. Sure enough, gaze-tracking showed the bilingual babies learned two kinds of patterns at the same time — like lo-ba-lo or lo-lo-ba — while the one-language babies learned only one, concluded Agnes Melinda Kovacs of Italy's International School for Advanced Studies.
While new language learning is easiest by age 7, the ability markedly declines after puberty.

"We're seeing the brain as more plastic and ready to create new circuits before than after puberty," Kuhl says. As an adult, "it's a totally different process. You won't learn it in the same way. You won't become (as good as) a native speaker."

Yet a soon-to-be-released survey from the Center for Applied Linguistics, a nonprofit organization that researches language issues, shows U.S. elementary schools cut back on foreign language instruction over the last decade. About a quarter of public elementary schools were teaching foreign languages in 1997, but just 15 percent last year, say preliminary results posted on the center's Web site.
What might help people who missed their childhood window? Baby brains need personal interaction to soak in a new language — TV or CDs alone don't work. So researchers are improving the technology that adults tend to use for language learning, to make it more social and possibly tap brain circuitry that tots would use.

Recall that Japanese "L" and "R" difficulty? Kuhl and scientists at Tokyo Denki University and the University of Minnesota helped develop a computer language program that pictures people speaking in "motherese," the slow exaggeration of sounds that parents use with babies.

Japanese college students who'd had little exposure to spoken English underwent 12 sessions listening to exaggerated "Ls" and "Rs" while watching the computerized instructor's face pronounce English words. Brain scans — a hair dryer-looking device called MEG, for magnetoencephalography — that measure millisecond-by-millisecond activity showed the students could better distinguish between those alien English sounds. And they pronounced them better, too, the team reported in the journal NeuroImage.

"It's our very first, preliminary crude attempt but the gains were phenomenal," says Kuhl.

But she'd rather see parents follow biology and expose youngsters early. If you speak a second language, speak it at home. Or find a play group or caregiver where your child can hear another language regularly.

"You'll be surprised," Kuhl says. "They do seem to pick it up like sponges."

EDITOR's NOTE _ Lauran Neergaard covers health and medical issues for The Associated Press in Washington. Copyright © 2009 The Associated Press. All rights reserved.

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 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.

Learning a Language for Love in Vancouver, Canada

2009-08-01T20:34:00.000-05:00

The city of Vancouver, British Columbia has recently seen a boom in international marriages. This boom has led to steady growth for Vancouver area language schools.

http://www.prweb.com/releases/learn/languages/prweb2667284.htm

Vancouver, British Columbia (PRWEB)

"His aunties were driving me crazy," Christine Li said. "Every time I went into the kitchen they would start talking in Italian at double speed. My fiancée was raised by his aunts; I really needed to know what they were saying."

Christine signed up for a conversation class in Italian through the Modern Languages program at International House, Vancouver. "Christine's story is not that unusual," says Cameron Prior, the Director of Operations for IH Vancouver Modern Languages.
"In fact one of the top reasons for learning a new language has to do with family. And immigrant families need no convincing about the value of learning a second language."

Mixed marriages are increasing and Statistics Canada data supports this trend, there was a 33% increase in mixed unions from the 2001 census to the 2006 census. Multi-cultural Vancouver leads the country in these types of unions.

"We think it has to do with the type of immigrants that Vancouver and British Columbia has attracted over the last twenty years," says Prior. "Since Expo 86 and also due in part to the success of the Provincial Nominees Program, Vancouver has been a destination of choice for new immigrants. These entrepreneurial immigrants tend to be better educated, and there is a correlation between higher levels of education and mixed marriages."

International House Vancouver - Modern Languages is a leader in second language learning. In addition to its extensive English as a Second Language programs, and a very successful Japanese immersion program for children, the Modern Languages program offers courses in several languages such as French, Spanish, Japanese, Mandarin, Italian, German and Portuguese.

Christine's story has a happy twist, her fiancée, Roberto, has also signed up for a second language class at International House Vancouver, he is learning Mandarin. He wants to know what Christine's grandmother is up to in her kitchen.

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 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.

20 English Language Learning Tools for EFL Students

2009-07-24T19:17:00.010-05:00

No matter what age you are, learning English can be fun and best of all free. The Internet is loaded with web apps, social networks, activities, and interactive lessons designed specifically for EFL students. Here is a list of 20 tools every student can use:

VerbaLearn - VerbaLearn is a free vocabulary builder with tools that can help you study, track progress, and save time. This site is flush with vocabulary tools such as audio files, video flashcards, puzzles, and review.

Italki - This site features a free online social community that's great for EFL students. Italki offers language partners, multimedia chat, open source file sharing, knowledge wikis, and more.

Popling - Popling is a free web app designed for language learners who lack motivation. The app makes flashcards pop up on your computer throughout the day while you are working or surfing the net. The interval for the flashcards can be customized so you can see as many or as few flashcards as you'd like.

ESL Galaxy - The ESL Galaxy offers over 2,368 printable worksheets that can be used in lesson plans or as activities by students. The worksheets cover grammar, vocabulary, pronunciation, and more.

ESL Podcast - This podcast site features free podcasts for EFL students. Episodes provide conversations and discussions presented at a slower speed for greater understanding and comprehension.

WorldLingo - WorldLingo provides several online translators for translating your home language into English. The site can be used to translate text, documents, websites, and emails.

Dave's ESL Cafe - Dave's ESL Cafe offers free tools to improve English language skills, including a hint-of-the-day, idioms, phrasal verbs, pronunciation power, quizzes, slang, and student forums.

A4ESL.org - The A4ESL.org provides many different online activities and tools for EFL students, including bilingual quizzes, grammar quizzes, vocabulary quizzes, and crossword puzzles.

Cramberry - Cramberry is a free online flashcard site that provides you with the tools needed to create and study flashcards over the web. The site also records your progress to show cards you're having trouble with so that you can study more effectively.

1-Language.com - 1-Language.com provides services and resources to learn English and other languages. This language site features English courses, flash games, grammar quizzes, essay writing, and a reading library.

Using English - Using English offers a large library of tools and resources for English learners, including a grammar glossary of verbs and idioms, forums, articles, and printables.

Word2Word - This large collection of language resources provides dictionaries, translators, courses, videos, audio, forums, and social communities for EFL students.

Radio Lingua Network - For ESL students on the move, Radio Lingua provides free podcasts created by an experienced teacher or a native speaker.

MyLanguageExchange - With over 1 million members, MyLanguageExchange offers plenty of language partners to improve your English skills. Students can also practice online with free lessons, chat rooms, and other resources.

Babbel - Babbel offers a fun, easy way to learn English. The site uses effective learning elements such as pictures, video, sound, and interactive elements for quick success.

FreeTranslation.com - This popular translation site offers free translators for text documents and websites. FreeTranslation.com is a great way for EFL students to understand and translate words.

Parapal Online - Parapal Online offers free English exercises for improving writing, listening, reading, vocabulary, and grammar.

Nonstop English - With new tests added weekly, Nonstop English is the perfect way to practice your grammar and vocabulary skills. Students can take free interactive tests online or get them emailed.

EnglishMediaLab - The EnglishMediaLab offers free online lessons and videos for beginner to advanced EFL students. This informational site also provides survival English, grammar exercises, vocabulary, and pronunciation activities.

ESL-Kids.com - This site, designed for younger EFL students, features flashcards, worksheets, and activities. ESL-Kids.com also offers creative songs and games to engage younger students.

Guest post from Karen Schweitzer, the About.com Guide to Business School. Karen also writes about online courses for OnlineCourses.org.

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 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.

"Does it matter that I am 65 years old?"

2009-07-22T21:24:00.003-05:00

An English Language Teaching Age Limit?

Is there an “age limit” to teaching English as a foreign language?

"Does it matter that I am 65 years old?"

When a reader wrote to me with that question, here’s what I responded in part:

“Since I'm no spring chicken now either, I can say with some authority that it will depend on where and who you want to teach. Sad but true, many countries, like China, do have age restrictions. You can't get a visa there after age 60. That means neither of us will be going there to teach. Other countries however, are willing to accept teachers over age 50 which seems to be the age where most problems begin to occur. In many other countries, like Colombia, teachers over 40 can have employment difficulties. It may not be “fair”, but that’s often the way it is.

If you're going abroad use a site like www.TEFL.com to present your resume to a large number of schools and institutes abroad. Also you can query schools directly and apply for openings quickly and easily from this site. You're likely to have far more luck if you can meet these five important "conditions", which are:

1. CELTA or TEFL certification
2. Teaching experience
3. Willingness to work with younger learners
4. General good health
5. Positive, enthusiastic attitude

In addition, you'll likely have much better luck if you're willing to teach in "less popular", "less touristy" places like the Middle East and Eastern Europe. Get certified in an intensive CELTA or TEFL course, get some practical English language teaching experience - as a volunteer at first if need be, at a local school, literacy center, government-sponsored program or language institute, then start job hunting in earnest online, by telephone and through mailings. (The whole process can be completed in three to six months if you keep at it) If you keep trying, keep applying and don't give up, I'm certain you'll get multiple offers of employment abroad, most likely in less than a year from your starting point. You just won't have as many options as some other teachers might.”

Retired in a Foreign Country?

More than a few retirees who either live or frequent a foreign country ask about the option of teaching English as a foreign language. Actually, it’s one way to travel or live for free abroad. Remember, you do have some distinct advantages working in your favor, such as:

• You are a native English speaker (we are in short supply worldwide)
• You have an extensive, detailed knowledge of your English-speaking culture
• You have experienced holidays, history and been educated in English through first-hand total immersion
• You “think” in English so will make far, far fewer mistakes in the language than virtually anyone else around you whose first language is NOT English
• You are considered to be an expert in English not matter what your personal background might be

Regardless of your age, anywhere you go abroad, people will seek you out and strike up conversations with you to hear “correct” English and to have their failings in the English language addressed by someone “who knows” English

A great deal of detailed information is contained in my free e-book which you'll find on offer below. E-mail me at lynchlarrym@gmail.com with “free e-book” in the subject box and I’ll send you a copy by return e-mail. I hope that this helps for those of you who are “older and wiser”.

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 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.

8D World Releases Wiz World Online -- the World's First Virtual World for English Learning

2009-07-18T11:04:00.000-05:00

8D World Launches Wiz World Cup in Partnership With Six Shanghai Government Agencies
http://www.marketwire.com/press-release/8D-World-1017963.html

Highlighted Links

Wiz World Online
8D World

SHANGHAI, CHINA and WOBURN - 8D World has released Wiz World Online (www.wizworldonline.com), the world's first virtual world dedicated for global English-as-a-foreign-language (EFL) learners to improve their spoken English in a highly motivating environment.

Wiz World Online was first released in Chinese to the general public and has attracted a rapidly growing user base while partnering with hundreds of public and private schools in China. In addition, users can go directly to www.wizworldonline.com to join.

In July, 8D World will be working with six Shanghai government agencies and Shanghai Oriental Digital Community to launch the Wiz World Cup oral English competition in anticipation of the 2010 Shanghai World Expo. Taking advantage of the virtual world platform, Wiz World Cup is able to attract an unprecedented number of contestants who only need a home computer and a broadband connection to participate. Such an innovative format has significantly raised the level of interest and participation.
"Classroom-based English education is very effective for written English learning. However, because of the traditional one-to-many teaching setting and lack of an immersive language environment, classroom-based teaching offers very little practice time for each individual to speak English. In addition, Asian English learners are typically shy and afraid of making mistakes in front of their peers, which creates additional challenges for them to improve their spoken English," said Alex Wang, CEO of 8D World. "In contrast, Wiz World Online leverages a virtual world design powered by advanced speech technologies and delivers an immersive English speaking environment that is long desired by the English learners."

8D World has received venture capital financing from Spark Capital and Gobi Partners.

"Spoken English is critical for every individual to effectively communicate in the increasingly globalized world," said Alex Finkelstein, general partner of Spark Capital. "Wiz World Online is designed for the global audience and has truly made our world smaller."

"Chinese parents pay enormous amount of attention to their child's education. Due to the lack of an immersive language environment, it's an age old problem for the Chinese to effectively improve their spoken English," said Lawrence Tse, partner of Gobi Partners. "Wiz World Online, for the first time, provides the mass market with such an English speaking language environment with first-person experience."
"Research in Second Language Acquisition has shown that when learners are engaged in fun activities, their subconscious learning is far more effective than conscious learning. What is more, they have a better retention rate with enhanced motivation and investment," said Dr. Jun Liu, chairman of the English Department at University of Arizona and former president of TESOL. "Wiz World Online has made a revolutionary move in making learning a fun experience through gaming at a self-directed pace. It caters to learners with different learning styles, balancing the individual's needs with dynamic group cohesion. The program is specially designed for communicative English language learning and conforms to many national and international standards."

About 8D World

8D World is the creator of Wiz World Online, the world's first virtual world dedicated for global English-as-a-foreign-language (EFL) learners to improve their spoken English in a highly motivating environment. 8D World's team includes top English educators, award winning speech technology experts and world renowned multiplayer game designers. 8D World's management team has proven track records of successfully starting and growing global multimedia and software companies. 8D World is headquartered in Woburn, Massachusetts, USA and has its Asia head office in Shanghai, China. To learn more, visit www.8dworld.com.

About Spark Capital

Spark Capital is a venture capital firm with investments focusing on the conflux of the media, entertainment and technology industries. The partners of Spark Capital carry diverse expertise in media and technology industries with proven track records identifying and actively building market-leading companies in sectors including infrastructure (Qtera, RiverDelta, Aether Systems, Broadbus and BigBand), networks (College Sports Television, TVONE and XCOM) services (Akamai, thePlatform, Admeld) and digital media (Twitter, Boxee, 5min). With a deep network that spans technology and media, investing and operations, Spark Capital provides world-class entrepreneurs and revolutionary companies with the resources to succeed in today's marketplace. Spark Capital has $622 million under management, and is based in Boston, Mass. To learn more, visit www.sparkcapital.com.

About Gobi Partners

Gobi Partners is a China-based venture capital firm focused on early stage IT and digital media investments. Gobi defines digital media as a new form of communication emerging from the convergence in telecommunications, media and technology. Gobi invests in companies that are pushing the frontier, integrating gaps or enabling consolidation within the digital media value chain. The Gobi Fund includes IBM, NTT DOCOMO, Sierra Ventures, McGraw-Hill, Steamboat Ventures (the venture capital arm of The Walt Disney Company), and Nokia Growth Partners as investors. For more information, please visit www.gobivc.com.

Contact:

Tim Inthirakoth
tim@inkhousepr.com
781-916-9090 ext. 805

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 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.

Applying to English EFL Schools Abroad: Why They Don’t Answer Your Messages

2009-07-16T10:40:00.007-05:00

Comic: "Rabbits Against Magic" by Jonathan Lemon

Why They Don’t Answer Your Messages

With increasing frequency, I receive e-mails very similar to the following one which illustrates a growing trend in English language teaching. You write to schools, institutes and companies looking for an overseas English teaching position and after weeks of e-mails to perhaps dozens of locations, you have not received as much as a single reply. “Why?” you ask. Here’s my response to one reader on that very aspect along with my suggested solutions.

An EFL Teaching Help Request Letter

“My name is *Shelley Kelly and I am a recent graduate from *Oxford House College. The purpose for this email is to obtain advice and information concerning teaching English as a foreign language in Colombia. I am on the waiting list of the British Council, but in the meantime have been emailing universities and institutes for information on how to apply. However, none have got back to me. I am currently waiting to arrange an interview with the International House in Bogota, and was wondering if you could provide any details and advice on how to go about the application process.” Sincerely, S. K.

Note: *Some names changed to protect privacy of correspondents and schools

Here is an excerpt of my response:

Dear S.K.,

... International House is an excellent educational institution with offices worldwide. I’ve been to their local offices in Mexico City, Barcelona, Spain and in Bogota, Colombia. They are new to Colombia with an office in Central Bogota. (I passed their new office in the colonial, historic neighborhood of "Candelaria" earlier this month while I was in Bogota.) The main reason that companies, institutes and schools don't answer you is because you're not IN Colombia. This is often true of many schools, institutes and companies in a number of countries. For them, the odds of your never showing up are too great for these places to “waste time” with extensive correspondence and information. Then again, you may arrive in Colombia (or wherever), then quickly decide for whatever reasons, the language, the customs, the culture or living conditions, attitudes of the locals - that you don't want to stay, then just hop the next thing smoking out of the country. Then the school is stuck with a lot of time, trouble and resources invested with no return. It happens so much that schools are leery and won't even answer applicants from out of the country.

For Example:

Some time ago, upon arriving in Cali, Colombia to teach English for a local English language teaching institute, a former classmate of mine, Sarah Zeller, wrote to me complaining of her dislike for the conditions she faced. They had “provided her with housing” which she then described as “being on the noisiest, most crowded and polluted street in the city”. She disliked (polite term) the working conditions, the salary, the local environment, etc. and it was no wonder to me that shortly thereafter, she abruptly left Colombia for another opportunity.

Solutions:

1. Try applying through the school where you were certified. They should have a placement office or someone who handles that.

2. Another idea is to actually GO to the country you are intensely interested in and applying directly to universities, schools, institutes and companies. You'll have instant credibility because you're "on location". They can see you, talk with you directly and do a personal interview on-the-spot. You in turn, can check out their facilities first hand, ask about schedules, salary and cost-of-living, etc.

Also, one of my e-books “If You Want to Teach English Abroad, Here’s What You Need to Know”, should provide you with more "practical" information on teaching English as a foreign language abroad.

I hope this initial information helps you some. Please feel free to let me know if you have any other questions or need more specific information.

Sincerely yours,

Prof. Larry M. Lynch
Santiago de Cali University
Cali, Colombia

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 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.

2009-07-11T10:49:00.009-05:00

Michael Jackson's Lesson for You

2009-07-10T11:13:00.000-05:00

by Steve Harrison

Where were you when you got the news about
Michael Jackson's passing?

Me?

I was listening to the radio while driving through
rural Pennsylvania on Route 22 to Shartlesville.

I was on my way to a friend's farm for a relaxing
three-day weekend with Laura and the kids.

It's strange, isn't it, that we never forget where
we were when we first heard shocking news. People
will often ask "Where were you when JFK was shot?" Or "Where
were you when the planes hit?"

Death has a way of slapping us across the face and
waking us up in a way we never forget.

When you hear the name "Michael Jackson," you probably
have two different thoughts: "Incredible performer"
and "Very strange person."

For better or worse, that is the legacy he left.

Personally, I tend to dwell more on the legacy of
memorable songs, videos, and dance numbers that he
left behind. Those are the things I continue to enjoy.

I really wish I'd had the chance to see him perform
live when he was at his peak.

How about you? What kind of legacy are you leaving?

Lately, I've been asking myself that question more and
more.

I was thinking about all the things I've failed to do
as a father. But then on Father's Day, my 16-year-old
son gave me a truly priceless gift: a three-page letter
expressing his love and gratitude for me.

Things I thought I'd failed to teach him he'd somehow
learned by observation.

But I still have a big list of unfinished business
personally and professionally that I'm starting to
tend to.

The Jackson story reminds me that the legacy we leave
is a combination of both what we do and how we live our
lives.

Everybody's talking about Jackson, Farrah, Ed McMahon
and Billy Mays.

But very few people are thinking seriously about the
legacy they will leave.

And even fewer are writing down goals and taking
deliberate actions to achieve that end.

As a musician, Michael Jackson was surprisingly
deliberate and proactive.

I learned the other day that while he was a member of
the Jackson 5 he told several close friends that he
wanted to break out on his own and become the biggest
entertainer of all time.

Some will call that ego. But I prefer to think of it
as simply an honest assessment of the gifts he'd been
given and a compelling vision for his life and what he
might be able to do with those gifts.

So he decided to anger his brothers and leave the
Jackson 5. He began working with Quincy Jones. And of
course the result was "Thriller," the biggest-selling
album of all time!

As a singer, dancer, and songwriter, Jackson gave us
all an incredible gift worthy of the endless replays
that have been taking place on television and radio.

But here's my question: "What if he had never decided
to pursue his dream? What if he had never left the
Jackson 5?"

What if he had listened to his family, friends, and
even all the well-intentioned logical voices that said,
"Don't be so risky. Don't be so selfish. Who are you
to think you can be phenomenally successful on your
own?"

What kind of legacy would he have left then?

We'd probably barely remember him.

More importantly, what kind of legacy will you leave if
you don't take action to make your dreams come true?

As we hear about Farrah, Ed McMahon, Billy Mays, and
even those closer to us who have passed away recently,
we're reminded that life is short.

Oliver Wendall Holmes said, "Most people go to their
graves with their music still inside them."

What is the thing you know deep down you should do, but
you've been too busy, lazy or scared to do?

Whatever it is, get started today.

It might be writing a new book, taking a trip, or doing
some kind of community service. It might be mentoring
someone, launching a new business, or healing a broken
relationship.

Whatever it is, get started today.

It's painfully obvious that tomorrow may be too late.

All the Best,

Steve Harrison
Radio-TV Interview Report (RTIR)
& Million Dollar Author Club
Bradley Communications Corp.
390 Reed Road, First Floor
PO Box 360
Broomall PA 19008
484-477-4235 (Cust Svc Voice Mail)

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 135 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.

How to Become an Accidental Linguist, in Three Strange Lessons

2009-06-30T00:15:00.000-05:00

How to Become an Accidental Linguist, in Three Strange Lessons

By Glynnis Burrough
http://www.telegraph.co.uk/expat/5436926/How-to-become-an-accidental-linguist-in-three-strange-lessons.html

Learning the local language is essential.

However, one expat tells of the frustrations of studying French in Bahrain, Spanish in Argentina and German in Switzerland

I studied French in Bahrain, Spanish in Argentina and German in Switzerland. Can I say I can speak all three languages? Well yes, but unfortunately all of them, at the same time, in the same sentence.

My first experience of language learning was pure terror. French was compulsory in the first year of grammar school. The teacher was a fierce old dragon who believed the best way to teach French was to terrorise and ridicule. Every day, pale teary-eyed girls lined up in the corridor outside the classroom, praying for some terrible disaster to befall them so that they could avoid the French lesson. But God wasn't listening.

We translated yards of English into French, learned our irregular verbs by rote and even sang a French carol at Christmas; but French conversation only came along for five minutes a year, when a French teaching student paid a brief visit to each class in the school. After three years of terror I was told I would have to choose between French and Physics, as they would clash on next year's timetable. Not the hardest choice I've ever made.

It was not until 20 years later that a real necessity to speak French arose. When the Gulf war broke out I was living in Bahrain with my husband. Having experienced numerous weeks of trembling earth as Patriot missiles were launched and the US military crashed into various objects in Bahrain (including themselves), we decided it was perhaps time we had a bolt hole closer to home.

While spending a pleasant but very wet holiday with friends in France we ended up looking at houses and on the last day of our holiday we fell in love with an old stone cottage. We rapidly needed to acquire a good French vocabulary in bathroom and kitchen renovation. We also needed to be able to translate the seemingly strange fare offered by some restaurant menus.

For example, salade chaude au crottin de chèvre translates directly as: "warm salad of goats' droppings." However, this is in fact a delicious salad of warm goats' cheese. "Ah, yes," they explained, "one has to use the imagination." Well I did use my imagination and I still saw goat manure!

Luckily, back in Bahrain there was a well-established branch of L'Alliance Française, where French citizens who wished to avoid military service could still show the braveness of their heart by teaching French to English people who wanted to order goat manure in restaurants. Our teacher was Monsieur Petit, teacher extraordinaire and master of the art of colour co-ordinated clothing. I remember well our final exam day.

Whilst pondering the correct spelling of the word chaussettes (socks), I happened to glance at Monsieur Petit's chaussettes, which were in full view as he stretched back in his chair with his hands clasped behind his head. I was totally fascinated, as his canary-yellow cashmere chaussettes perfectly matched his canary-yellow spectacle frames – did they have shops in France that went to such extraordinary lengths in colour co-ordinated accessories and just how would they spell chaussettes? Despite the distraction I managed to pass.
My husband's work then took us to Buenos Aires in Argentina. Before departure we were required to attend an intensive Spanish course in Salamanca, Spain. To supposedly assist our rapid assimilation into the Spanish language we were to be placed with a Spanish family. We had dreams of a crisp, white, bougainvillea-draped villa, shimmering on a sun-drenched hillside. Unfortunately, the family lived above a bar on one of the noisiest streets in Spain.

When the noise finally died down at around 4.30am, the refuse collectors started and they had obviously decided that if they were going to be awake at that time then so was everyone else. Our host suggested earplugs so that we could sleep – the vocabulary floating up from the street below wasn't the kind that would be useful in negotiation contracts or arranging visas in Argentina.

Being a beautiful university city, Salamanca attracts young people from all over the world – most of them party animals. But they still seemed to have no problem in hoovering up the verbos irregulars and spitting them out in perfectly formed sentences without a bat of a drowsy eyelid.

What was their secret? Their party animal lifestyle became quite infectious and we 'mature students' were soon joining in. That's how I discovered their secret – they spent the whole night talking to the locals!

But when we got to Argentina we discovered that the Spanish there was not quite the same as the Spanish we had been taught. In English we would say "llama'" in Spain they would say "eeyama", but in Argentina they would say "shama"! Fortunately assistance was at hand; the company arranged lessons for us with a fantastic teacher Vero (Veronica).

I had her all to myself, and together we explored the eccentricities of each other's language and culture and my confidence to speak Spanish slowly grew. Vero became a very good friend and we're still in touch with her to this day.

A year later we were back in Spain, this time in Barcelona the capital of Catalonia where Catalan is spoken! Ah yes, it was only after my first lesson in "Spanish" that I discovered there was more than one language in Spain. What we usually refer to as Spanish is the lisping Castilian Spanish, but there is also Catalan, Galician, Asturian and Basque (and probably a few more), all languages in their own right.
But most of the people in Barcelona also spoke Castilian and there was even a Castilian language school. So back to school again – where they tried to knock "that Argentine accent" out of my Castilian (they didn't seem to be bothered by my English accent).

Then just as I was finally gaining confidence in Spanish, we were moved to Switzerland where German, French, Italian or Romansh are spoken. I would have been a gift if we had been placed in the French-speaking canton but we went to live in the German-speaking canton around Zurich. I then discovered that the Swiss don't actually speak German; they speak Swiss German, a specialised dialect, which the Germans claim they don't understand.

I got by for a few years speaking French, English and the little German I had picked up but I knew that one day I would have to start learning another language.
I was advised to learn High German as it was would be more useful worldwide than Swiss German. My first teacher was a very large lady of Swiss Italian origin who held conversations from the balcony window of the class room with members of her family in the street below, in very loud Italian. Meanwhile we, her class, set about untangling the mysteries of the German language through the exciting activity of filling in gaps in hundreds of meaningless sentences.

I was about to give up, when along came Dagmar, a native German speaker who knew how to make learning fun. Her humour was electric and infectious; everyone in the school adored her. I started to speak German. She too remains a good friend to this day.
One of the greatest pleasures of language learning is getting to meet and talk with people from all over the world. This was especially true in Switzerland where many well-educated asylum-seekers find refuge.

They are automatically provided with free language lessons to help them integrate. I would never normally have had the opportunity to speak with young women from Kazakhstan or have got to know what everyday life was like for ordinary people in Colombia. They all had their stories to tell and I would not have heard any of them had we not all been able to communicate in German.

We now live in France – back to the beginning. But my French had been wrestled to the ground by years of trying to speak Spanish and German, and was now making a brave attempt to get back on top with the result that all three were fighting it out every time I opened my mouth.

But I'm taking a rest from language schools – no matter how good the school, I can guarantee that a very noisy building site or road works will appear within a few feet upon my arrival. If not there is sure to be a busy road nearby where small furry creatures meet their maker with a great screeching of tyres, followed by verbal abuse and wailing sirens – all a little distracting.

I'm now opting for what is called "total immersion". I've become a member of the local village choir, my husband and I are members of an Argentine Tango dance association and I attend weekly Tai Chi classes – all solidly French. I watch the French news and I chat with my French neighbours. It's good fun and it's much cheaper! I've never before stayed anywhere long enough to get to this stage – so I think that, at last, I'm home.

You cend your submissions about life as an expat (up to 1,000 words) to the Weekly Telegraph newspaper (UK)at weeklyt@telegraph.co.uk.

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 135 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.

Michael Jackson: An EFL Teaching and Learning Tribute to a Musical Genius

2009-06-27T01:02:00.000-05:00

Michael Jackson’s Sudden Death a Shock

The sudden death of Michael Jackson has been a shock to almost everyone. Tributes and condolences to the family have poured in from around the globe from the White House to the Vatican. Few performermers have touched so many from so many walks of life and so many countries, languages and cultures. His presence will surely be missed.

His legacy though, will live on. His contributions to the field of entertainment are profound, affecting global cultures and age groups from youth to the elderly. Many English language learners remember several of his many songs. These can continue to be useful in EFL language practice at any level of language learning. Students will be especially attracted to his songs now with their increased available and accessibility. Learners worldwide can also recall seeing a concert or televised special in many cases too. Likely a number of your EFL or foreign language learners have his songs and albums on CDs.

Perhaps even you have special memories or anecdotes you can relate of one of the world’s most well-known and at times, controvertial entertainers.

Try asking your learners to talk about:

What is your favorite Michael Jackson song?

Mine are “Never Can Say Goodbye” and “ABC” from the Jackson Five’s earlier years. (See video clip below)

Which Michael Jackson album is your favorite?

Why “Bad”, of course, for me. Yes, “Thriller” is excellent, but not my favorite.

Do you have a favorite Michael Jackson music video?

For me, “Remember the Time” gets the vote. The music video “Black and White” also gets a hearty vote from me with its introduction of “image morphing” which was a new technique at that time. Sometimes I used “The Way You Make Me Feel” in classes too.

Making Practical Use of Music by Michael Jackson

Don’t pass up the chance to play a few of your learners’ favorite Michael Jackson songs in class, but don’t “veg-out” at just that. Do some of these exercise or activity types to add increased language learning and practice value to the songs:

• re-ordering activities,
• cloze exercises or whip up
• some short, quick, true-or-false exercises based on the song lyrics
• why not stage a “performance” or presentation competition?

It’s almost certain that I’ll offer my EFL classes the opportunity to incorporate one or more of Michael Jackson’s hits into a couple of language learning lessons or so. The English as a foreign language learners might also choose to:

• write an essay related to his music or his life
• try a “Concentration”-type series of class room activities
• demonstrate songs or videos as a short “performance”

Michael Jackson Will Continue to Live on in Our Hearts and Minds

Certainly, many of us will miss this great entertainer’s contributions to the industry, but he will continue to live on in our hearts, minds and ears as we continue to enjoy his many musical creations. Musical entertainment genius Michael Jackson will undoubtedly continue to live on in our hearts and minds for many years to come.

How about you? How will you incorporate the legacy of this great performer into your EFL teaching and learning scenarios?

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 135 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.

Is There an Age Limit to Learning New Languages?

2009-06-25T09:28:00.005-05:00

Is There an Age Limit to Learning New Languages?

by Jonathan Golob
http://www.thestranger.com/seattle/dear-science/Content?oid=1740852&hp

Dear Science,

"Is there an age limit to learning new languages? If so, does it apply only to spoken languages, as opposed to ancient or programming languages?"

Aspiring Native Speaker

Science consulted his friendly local linguist and was introduced to the Critical Period Theory of language acquisition—and poor Genie. Genie spent the first 13 years of her life locked inside of a room—without any sort of human contact. When eventually discovered by Los Angeles–area child welfare people in 1970, it became apparent, to their horror, that she could not speak any language. Despite years of attempts, Genie was only able to eventually offer short verbal answers like a two-and-a-half-year-old; her nonverbal communication improved far more so.

Linguists loved Genie. The critical period theory claims that primary-language acquisition has to occur before puberty; Genie was living evidence that the hypothesis was true. The theory claims that if you start learning a verbal language before puberty, you can become a native speaker. If you learn after that, your writing and grammar can be exemplary but you'll always sound a little off. The parts of the brain responsible for recognizing and categorizing different sounds start to lock down. Children raised with Asian languages lacking a distinction between R and L sounds, for example, who are not seriously exposed to English before puberty struggle later when learning to speak like native English speakers. Pat Kuhl, a scientist at the University of Washington, has done some cool work with babies around these questions.

Children learn language in ways that go far beyond mere imitation of their parents and others. Children create their own grammar rules—testing them with their parents and other people. Over time, these rules are tuned and pruned into fluency. Feeding into this is a genetically pre-programmed "universal grammar," an instinctual set of rules for verbal communication between people.

The critical period theory has been around for quite a while, since the 1960s, when proposed by Eric Lenneberg, and it's why exasperated linguists keep asking for foreign languages to be introduced to American schoolchildren before middle school. While most linguists today would agree the critical period theory is correct for the acquisition of a first language, there is far more controversy about the puberty timeline as a limit for proper learning of a second language. Everyone seems to agree earlier is better; the age boundary seems blurrier, however, when struggling through your second language.

Learning how to read and write a new language (as opposed to speaking it) seems to be easier on those of us who are long past puberty. So if spoken Mandarin is giving you too much grief, perhaps it's time to pick up some Python programming.

Send your science questions to dearscience@thestranger.com

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 135 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.

Getting Dear Ole Dad into Foreign Language Learning

2009-06-22T00:01:00.002-05:00

Happy Father’s Day – Feliz Dia del Padre

If you’re a Dad, then “Happy Father’s Day”.

Speaking of Father’s Day, where does your Father or Grandfather stand in regards to foreign language learning and fluency? Too many people think, “My Dad’s to old or set in his ways or “old fashioned” and wouldn’t be interested in learning another language.

Oh, really?

That’s not what I keep hearing from some surprisingly elderly dads. Unless father dear is incapacitated for some reason, you might just be surprised at his response – if you ask, that is.

So what ever in the world could my dad ever do with a foreign language, anyway?

“Sometimes he hardly wants to leave the house nowadays”

But Baby, It’s COLD Outside

I’ll a lot of times he says that the weather out is abysmal. You don’t to go out in it either, now do you? What’s the weather like in Acapulco, though? (One of my favoreite elderly-friendly towns) What about the sights in Spring-all-year-round Quito, another favored haunt of mine that I’ll be visiting very soon, by the way. Barcelona is nice too at this time of the year, but by August you’ll be able to “fry an egg on the sidewalk”. (Yes you can actually watch them do it on the local TV news during August)

Foreign Language Travel Abroad for Dad (or Mom)

Dad travel abroad? Sure, why not? Especially if he’s not THAT old. Certainly he’d enjoy the local environment a lot more by mastering a few phrases in the local lingo. Okay, so maybe he’ll never address congress in a foreign tongue, but then that’s really not the point, now is it?

Why not try a foreign language phrase book with an accompanying CD or cassette tapes as a truly different Father’s Day gift?

“What language”, you ask?

Well, he’s YOUR dad, isn’t he? If you have no idea ask where he’s “dreamed” of traveling to. An Irish Pub? A South American fishing trip? A French Canadian wilderness fly-in? Lolling on a beach in Puerto Rico or Martinique? Shopping for antiques in Quito? (A great place to do just that, by the way) A gentle prod in the right direction by gifting dad with a foreign language primer that will take him at least that much closer to his dream getaway might just be the thing to get some of the ole juices flowing and exercise his mind to greater mental acuity. That certainly beats just sitting in a lounge chair and watching fishing shows filmed in exotic locations every week.

Eating in a Foreign Language

How about dad’s tastes in food? How about some freshly-prepared Chinese food – in China? Or a Mediterranean Diet starting off in Barcelona? (In case you haven’t guessed, I happen to like Barcelona) Do you think” dear ole dad” would like to try a cup of deliciously mild Colombian coffee – in Bogota, tropical Cali or perhaps Cartagena? How about some great manicottipanetoni or rigatoni, but in Rome? The possibilities are almost literally endless: Roti in Trinidad, Pepper Pot in Guyana, Conch salad in the Caribbean, Fufu and soup in West Africa (you can throw in a glass of Palm wine with that too), a nice steaming bowl of Ajiaco in Colombia or a plate of Guatita in Ecuador, Kimchee in Korea, Ratatouille or Boulliabaise in France and so on, etc.

Hey, it would definitely work for me!

How Dad Can Learn ANY Foreign Language

So what’s a good way for dad to get started with a foreign language that would be interesting, fun and easy for him to sink his teeth into? There are several quick starts that might prove to be useful which include:

• An internet online language learning website
• A phrase book with CDs or cassettes
• A short course at a local community college or language institute
• A personal foreign language tutor each week once or twice weekly
• Watching a TV program or two each week in the target foreign language
• A televised foreign language TV program or videocassette series
• A combination of two, three or more of these methods

Unique, Special Father’s Day Gifts

So if you find the typical Father’s Day gifts boring, reppetitious or contrite, especially for the man who’s seen and done so much so far, consider a real change in your thinking this year and next year too. It’s a safe bet you’ll likely be surprised at your Father’s reaction to the whole concept. Try it and see.

And by the way, be sure to give your Dad my best Father’s Day wishes too while you’re at it.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker (also a Dad). 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.

Intercambio Gives Language Learning Opportunities

2009-06-21T06:34:00.000-05:00

Intercambio gives language learning opportunities

By Yesenia Robles

http://www.steamboatpilot.com/news/2009/jun/17 /intercambio_gives_languagelearning_opportunities/

Craig, Colorado — A group of four diverse people shared their culture and language Tuesday night at the Boys & Girls Club of Craig during a group meeting called Intercambio.

The word, when translated, means “exchange.”

“We analyze every little thing because there are so many possibilities,” said Ray Parfrey, of Craig, when talking about translating a popular Spanish song. Tuesday was Parfrey’s third week participating at Intercambio.

Intercambio, is a weekly event organized by Integrated Community, a nonprofit organization that seeks to bridge the gap between the immigrant community with the receiving community through various services.

Intercambio is open to anyone who wishes to join in the group’s mission while learning each other’s languages and having fun. Intercambio has been around almost five years, as long as Integrated Community.

For Parfrey, it was curiosity that first led him to be interested in learning the Spanish language. For other members, it sometimes is for use at their work.
Eveline Bacon, the English as a Second Language program manager at Integrated Community, said Americans generally are interested in learning about other cultures but often don’t get the chance of interacting with members of those different cultures, even in diverse places such as Craig.

Bacon said that through Intercambio, people are given that opportunity, and although Tuesday only four people attended, she said the group sometimes is as large as 15.
“There’s always new people, a lot of people are interested, but I think everybody should come and enjoy it at least once,” Bacon said.

During the meeting, participants took turns practicing to speak in both English and Spanish while learning and discussing differences in common language compared to literal translations. The group also sometimes listens to music and translates verses.

Bacon said there are more benefits to the group than learning different languages. She said people often are given the feeling of empowerment when they see they can help other people learn another language.

Parfrey agrees with Bacon.

“Well, I’m just starting up, but like tonight, I had a lot of fun, and I do feel I get a lot out of it,” Parfrey said.

Intercambio is one way in which Integrated Community reaches out to the immigrant community.

The organization operates off of grants and often volunteers to provide formal English classes, translation services and resource referrals to help people learn where they can go for help with a variety of other services.

Yesenia Robles can be reached at 875-1790.

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 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.

Eyeing growth, Rosetta Stone speaks in foreign tongues

2009-06-19T11:57:00.000-05:00

Eyeing growth, Rosetta Stone speaks in foreign tongues

http://www.reuters.com/article/innovationNews/idUSTRE54R6EG20090528

By S. John Tilak

BANGALORE (Reuters) - Rosetta Stone Inc (RST.N) is saying "seichou," "seungjang" and "Wachstum" -- Japanese, Korean and German for growth -- as it looks to take its language-learning software beyond U.S. shores.

The newly public company sees the three countries as its most attractive global markets, presenting an opportunity three times the size of the United States, Chief Executive Tom Adams said in an interview with Reuters.

"There's a massive international opportunity," Adams said.

Rising international travel, growing immigrant populations and globalization have spurred the need for learning new languages.

Rosetta is eyeing markets in both Asia, where there is huge demand for learning English, and Europe, where the focus is on non-English languages.
The company, which depends on the United States for 95 percent of revenue, expects international markets to drive revenue and rise to form 30 percent to 50 percent of its business five years from now, Adams said.

"When you're looking at five to ten years out, we should be at a multiple of where were are today," Adams said.

Rosetta more than doubled in size between 2006 and 2008, posting revenue of $209 million in 2008. It has grown nearly eightfold since 2004.
It has opened offices in London and Tokyo, and plans to set up shop in Germany and Korea later this year.

The company is seeking to increase its share of the market for language learning that is dominated by traditional methods and offerings such as classrooms, DVDs and tapes.

Rosetta, which provides online and CD-ROM-based instruction services in 31 languages to individuals, companies and schools, is targeting the larger pie by chasing the traditional players.

The company says it is a more effective alternative.

"If you think about how language learning happens around the world right now, people learn how to pass tests. But they can't speak. It's a fundamental problem," Adams said.

A study by City University of New York professor Roumen Vesselinov found 55 hours of Rosetta Stone was equivalent to a college semester.

The worldwide consumer market for language learning is worth $83 billion, Adams said, citing market researcher Nielsen Co.

"It's so big that all we need to do an excellent job of providing language instruction," said Adams, 37, a native of Sweden who is fluent in Swedish, French and English. He has a working knowledge of Spanish and is learning Russian on his laptop using Rosetta software.

The company drew attention last year when it ran a TV advertising campaign that featured U.S. swimming sensation Michael Phelps.

Founded as Fairfield Language Technologies, it was renamed in 2006. Rosetta Stone takes its name from an ancient Egyptian artifact that was crucial in the understanding of hieroglyphics.

Despite its prospects abroad, United States remains a key near-term driver for the company.

Rosetta is addressing the need for English language learning in U.S. schools for students whose parents don't speak English at home.
"We're very active in schools. We're in over 10,000 schools. That's a fast-growing segment."

The company is also tapping corporate clients, who make up about 20 percent of its business. They include General Motors Corp (GM.N), Thomson Reuters (TRIL.L) (TRI.TO) and Marriott International Inc (MAR.N).

Rosetta Stone, which has retail tie-ups with Amazon.com (AMZN.O), Apple (AAPL.O), Barnes & Noble (BKS.N) and Borders Group (BGP.N), is looking to bolster its U.S. retail presence and is in talks with large retailers, Adams said.

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 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.

71 % of US Workers Are Learning Another Language to Increase Their Job Marketability

2009-06-16T17:41:00.005-05:00

Additionally, 94% Believe Bilingual or Multilingual Skills Will Make an Employment Application More Competitive

PHOENIX, AZ--(Marketwire) - During the recent economic downturn, job seekers are learning another language to make themselves more competitive against other applicants submitting for the same positions.

In a recent survey of 300 respondents, 71% of US workers have begun learning another language to give them an edge against competing applicants. Additionally, 94% of respondents believe that learning another language makes someone more marketable and can positively impact earning potential.

As companies expand and grow their international relations, bilingual and multilingual candidates are increasingly in demand by employers. According to the survey, 67% of respondents communicate regularly with someone who predominantly speaks another language in their current or most recent position. Additionally, 59% applied for jobs in the past year that required a moderate knowledge of another language.

Language learning continues to be a growing market, as evidenced by recent findings from executive recruiting firm Korn/Ferry International, which cites that 31% of executives speak two languages and 20% speak three.

(1) Success Magazine also reports that bilingual workers earn $5,000 - $7,000 more in salary a year than solely English-speaking employees.

(2) The survey was conducted by Auralog, the pioneer of integrating advanced speech recognition technology with language learning. Auralog's award-winning TELL ME MORE® language-learning solution offers an engaging, culturally-immersive learning experience.

"As the world gets flatter, companies grow more global and span numerous cultures and languages," said Christophe Pralong, Auralog's North American vice president. "Job seekers need bilingual and multilingual skills to be competitive and succeed in this new business environment."

TELL ME MORE consumer products are available online at tellmemorestore.com, and are backed by an exclusive 90-day money back guarantee. The product is also available from leading online retailers including Amazon.com, and BarnesandNoble.com.
To subscribe to an RSS feed of TELL ME MORE's announcements, please visit http://www.lewiswire.com/us/lewiswire/TELL-ME-MORE/c/554 and click on 'Subscribe to RSS'.

About TELL ME MORE® powered by Auralog

Auralog is a world leader in language learning solutions and publisher of the award-winning TELL ME MORE solution suite. Auralog incorporates over 20 years of language empowerment experience, full training support services and advanced technologies including speech recognition, video, role play and spoken language tracking into the TELL ME MORE suite of language learning software programs. With offices in the United States, France, Germany, Italy, Spain, Mexico, and China, Auralog has more than 350 employees and provides services globally to more than 10,000 organizations and over seven million learners. Users of TELL ME MORE include consumers, primary, secondary, higher and adult education institutions, home school users and businesses of all sizes. www.tellmemore.com

(1) http://jobs.aol.com/articles/2009/01/26/why-it-pays-to-be-bilingual
(2) http://www.successmagazine.com/Invest-In-Youand-Your-Earnings-Potential/PARAMS/article/326/channel/22#

Contacts:
Katie Eakins / Erin Hall
LEWIS PR for Auralog
619 677 2700

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 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.

Chinese Language Learning on Your Computer

2009-06-12T14:24:00.000-05:00

Chineseclass101.com, the future of eLearning

Chinese language learning on your computer

Innovative Language learning Company launches the latest of its popular learning services

http://www.chineseclass101.com/

Innovative Language Learning Company announced the launch of Chineseclass101.com, an online learning system that combines audio and video Podcasts, mobile apps, digital tools and more, and turns 5000 years of Chinese language into an interactive experience on PC, iPod, mobile and social networks. Raising the bar and creating something special in Podcasting and software applications is nothing new for a company which currently has over 60 million (Nielsen reported) downloads of its different educational Podcasts and iPhone apps, and has been in several of the top ten spots in the iTunes Top 100 Downloads charts for the past 3 years.

“Chineseclass101.com is a place to have an effective and fun experience when learning Chinese as no one else can combine our range of lessons, interaction and community,” said Peter Galante, CEO of Innovative Language Learning. “Our lessons themselves are a great mix of practical guide and entertainment while all the time helping you to learn and discover more and more about China and the Chinese language.”

Chineseclass101.com taps into what is the fastest growing foreign language globally, 250 million people worldwide study Chinese, 130 million travel to the country annually with China itself due to become the most popular foreign destination globally by 2020.

"Creating content locally in Beijing is a powerful, strategic advantage of Chineseclass101.com. Beijing Chinese is the form of Mandarin Chinese the government bases standard Chinese off of,“ said David Lancashire co-founder of ChineseClass101.com. “In addition, we use voice talent from the Central Drama Academy of Beijing, the same school that produced Chinese film stars such as Gong Li and Zhang Ziyi.”

www.Chineseclass101.com is open now with free membership allowing visitors to get started on learning right away. Podcasts are also available on iTunes and are compatible with any Mp3 device.

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 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.

The Rosetta Stone experiment

2009-06-10T12:27:00.000-05:00

The Rosetta Stone experiment

By Braden Cundiff | IDS (Indiana Daily Student)

http://www.idsnews.com/news/story.aspx?id=68393

As a future educator and student, I decided that it is my duty to solve one of life’s biggest mysteries: Rosetta Stone. Any person who has seen a Rosetta Stone advertisement has debated the idea of learning a new language.

The motivations for learning a second language vary from Italian pickup lines at Kilroy’s Sports Bar to being able to decipher a primary source in a history class.

The commercials are convincing – they say they even have the support of NASA and the U.S. military. The Wall Street Journal endorses it as well, and with a starting price of $260, it better be a legitimate program.

The issue is whether Rosetta Stone works effectively enough to warrant the investment of so much time and money.

Well, I have taken it upon myself to try it on my own.

Yep, I fell hook, line and sinker for the made-for-TV product. I want to have a basis of Mandarin before I travel to China next spring, so I purchased Rosetta Stone and have been trying it for about two weeks.

I work 15 to 30 minutes a day and have been impressed so far.

The software works in such a way that you associate pictures and sounds with words. You start with basic words and phrases and it builds up your knowledge base slowly. It also requires you to speak into a microphone and repeat the words or phrases. The system records your voice and even plays it back to you.

It is a far cry from the dreary days of IU’s Proyecto Ancla, and it avoids the usual monotony that comes with language learning. However, I have already started to notice some issues, the first being that talking into a headset trying to speak Chinese brings a flurry of comments from the roommates. Either be prepared for the jokes they will make, or start locking yourself in a room. By the way, I have found the second choice to be the most effective.

The second obstacle is that it is not a quick process. The Rosetta Stone system is developed in such a way that it requires a person to stay active in the program for several months. This could pose a big problem when it comes to staying motivated, especially when you are trying to do additional learning outside of classes.

It’s important to remember why you are learning the language to combat motivation problems. For example, if I don’t continue to study, I might be ordering fish eyes instead of french fries.

So you can imagine my desire for learning Mandarin before next spring. That desire and the effectiveness of Rosetta Stone so far give me hope that a TV commercial’s product may just work.

At the two-week mark of the experiment, I would have to give Rosetta Stone a B+. Check in again in a month for a new report.

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 135 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.

Rosetta Stone

2009-06-07T12:52:00.000-05:00

To read my review of the Rosetta Stone Latin American Spanish language learning software program online visit: "Rosetta Stone Latin American Spanish Language Learning"
http://www.brighthub.com/education/languages/reviews/37829.aspx

A Rosetta Stone Latin American Spanish Online Language Learning Experience

Foreigners helped to speak the same language

2009-06-03T12:39:00.000-05:00

Foreigners helped to speak the same language

http://www.swissinfo.ch/eng/front/Foreigners_helped_to_speak_the_same_language.html?siteSect=105&sid=10768489&rss=true&ty=st&ref=ti_spa

Foreigners who speak fluent German often get a nasty shock when they come to Switzerland: they find they can't make head or tail of what the Swiss are saying.

But help is at hand in the form of an innovative language learning aid produced by Fribourg University. Hapless foreigners can not only learn to understand what is going on, but can have fun doing so.

They may at first be baffled even by the name of the course: "Chunsch druus?" is a way of saying "Do you understand?" It's an expression which doesn't exist in standard German. If it did, the first word – literally "you come" – would be "kommst". No wonder foreigners tear their hair out.

Michaela Keryova, a German language student from Slovakia studying at Fribourg University has understood. Or, as the Swiss would say, she "chunnt druus". She was delighted with her success when she asked for information in Zurich and got the answer in Zurich dialect.

"I understood him and found the street I was looking for," she exclaimed.

It is just such everyday situations that the course aims to help with. The idea is to enable non-Swiss German speakers to "survive" through comprehension, without necessarily learning to speak the language themselves.

A guide to language and people

"Chunsch druus?" exploits a range of modern media possibilities to help people learn and practise Swiss German. It consists of a book in a practical travel guide format, a DVD, four CD-roms - and a licence giving access to a variety of on-line material.

"Our target public are people who know standard German and want to get around in German-speaking Switzerland," project leader Raphael Bethele, a professor at Fribourg University's Institute of Multilingualism told swissinfo.ch. These include French- and Italian-speaking Swiss as well as foreigners – especially Germans - living in Switzerland.

Real life

The examples are taken mainly from real life. They include news programmes and weather forecasts from Swiss television.

"We didn't want to use artificial material, but rather to reflect the reality of German-speaking Switzerland," explained Martin Müller, one of the co-authors.

Numbers are always a nightmare for foreigners. Müller quotes the example of a scene showing a customer wanting to pay in a restaurant. The price is "vierzehn" – in standard German clearly "fourteen". But is it 14 in Swiss German too, or is it perhaps "four ten", in other words, "four francs and ten cents"? Many a student will be grateful for the clarification.

One of the problems faced by foreigners doing battle with the language is that "Swiss German" is a misnomer. Depending on where they come from, the German-speaking Swiss do not all speak the same language. Swiss German is divided into a number of different dialects. But the course takes this into account. Students can choose between four different variants, the dialects of Bern, Basel, Zurich and St Gallen.

Painless learning

The course uses plenty of fun elements to help students master differences between Swiss German and standard German. They include virtual "pairs" cards and dialect songs by the well-known Bernese singers Mani Matter or Polo Hofer.

"This helps learners to formulate rules which they can then apply themselves," said linguist and co-author Lukas Wertenschlag, who teaches German to foreigners at the law faculty of Fribourg University.

The authors have been keen to make things as easy and as much fun as possible. "You don't have to sit at home over the computer, but can download the exercises onto an MP3 player and listen to them in the train or out jogging," says Wertenschlag.

Making friends

But comprehension is not the only goal. "'Chunsch druus' is also designed to promote intercultural understanding, by making learners feel more at home in German-speaking Switzerland," Müller explained.

Philippe Humbert, a French speaker from Fribourg, spent two years studying at Bern university. "The lectures in German weren't a problem. But in the breaks, when the students spoke dialect, it was very difficult for me," he told swissinfo.ch.

Having followed "Chunsch druus?" Humbert no longer feels left out. "I'm not embarrassed any more and it doesn't bother me to ask if there's something I don't understand."

Pleased as he is to be able to take part in ordinary conversation, some very simple words caught Humbert's special fancy. "Schätzeli" (darling) und "äuä" (a very useful word to be used in practically any situation, as a question or an exclamation), are his favourites.

As for Keryova, she admitted that she had never laughed so much in a course as she had when using "Chunsch druus".

Renat Künzi in Fribourg, swissinfo.ch (Adapted from German by Julia Slater)

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 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.

Speech and Language Problems in Children

2009-06-01T11:41:00.006-05:00

Speech and language problems in children

By Amanda Genge, Staff Writer, myOptumHealth
http://www.kivitv.com/Global/story.asp?S=10409971

Parents delight in hearing their child's first words blossom into full conversation. Some children, though, run into problems when learning to speak. There are babies who don't babble at all, and toddlers and preschoolers who have trouble forming words. These children may have speech or language disorders.

Some of these disorders are the result of oral-motor problems. This means a child has trouble using the parts of his mouth that form words and sounds. Others may be caused by broader developmental disorders like autism. Chronic ear infections or hearing loss could also be a factor.

It's important for parents to understand that speech and language are not the same thing. Speech is how words are formed and spoken. Language is the meaningful exchange of information by expressing or understanding an idea, either through spoken or written words or gestures. A child may have trouble with one or both of these areas.

Speech and language disorders

These disorders are usually diagnosed by a speech-language pathologist (SLP) after a thorough evaluation. This specialist can also arrange sessions to work with your child to improve needed skills. Some speech and language disorders include:

• Expressive language disorder. This is marked by limited vocabulary for the child's age, errors in tense or problems with recalling words. Using the wrong names for objects or people may occur.

• Mixed receptive-expressive language disorder. These symptoms tend to overlap with expressive language disorder. Also, the child may have trouble understanding words or phrases, or may just repeat words after hearing them. Answers to questions - especially those that ask "who, what or where" or "when, why or how" - may not make sense.

• Orofacial myofunctional disorders. A child with this problem may pronounce sounds incorrectly - "s" may come out sounding like "th," for instance. The tongue moves too far forward while talking and swallowing. At other times, the tongue may stick out from between the teeth. Open-mouth posture is common.

• Speech sound disorders. These are problems with forming and articulating sounds and words. A young child who does not outgrow this speech pattern may need speech therapy.

• Stuttering. Stutterers repeat whole words or parts of words, or prolong certain sounds in a word. This can make a child's speech hard to understand. Stress may make the problem worse.

• Maturational delay. "Late bloomer" or "late talker" syndrome. Sometimes a child will be slow to start speaking, but will have no problems forming or understanding words. This occurs more often in boys than girls, and tends to run in families. Doctors and speech-language pathologists do not make this diagnosis unless they are certain that there are no other possible causes of the delay. Once the child does start to speak, he or she will typically continue to develop language skills in a normal way.

• Childhood apraxia of speech. This is a less common motor disorder in which children have trouble forming sounds and words. They know what they want to say, but the brain can't coordinate the muscles needed to say it. Very early symptoms are lack of babbling during infancy, late first words with missing sounds, limited sound range and problems combining sounds. Older children may struggle to speak in general, especially with long words and phrases. They can also usually understand much more than they can say.

If you think your child has a speech or language problem, talk to a doctor about your concerns. He or she may suggest having your child evaluated by a speech-language pathologist. Check with your health insurance provider. This service may not be covered.

If your child is under age 3, you can also contact your state's Early Intervention Program for an assessment. Studies have shown that the earlier speech or language therapy is started, the better the outcome for the child.

SOURCES:

• Simms MD. Language disorders in children: classification and clinical syndromes. Pediatric Clinics of North America. 2007;54(3):437-467.

• American Speech-Language-Hearing Association. Child speech and language.

• National Institute on Deafness and Other Communication Disorders. Apraxia of speech.

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 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.