Showing posts with label ESL. Show all posts
Showing posts with label ESL. Show all posts

Wednesday, March 03, 2010

Teaching English as a Foreign Language with Social Responsibility


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.

Monday, October 12, 2009

The Best Countries to Teach English In - Second Part

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.

Tuesday, March 03, 2009

New Squidoo Lenses

Welcome to 21st Century Language Learning Strategies, Techniques and Tools


Do you or your foreign language learners use Squidoo? Or Hub Pages perhaps? How about Synthasite or Weebly? No? Well, you should consider digital versions of assignments, readings, and language learning feedback of all types. Why? Because if you don't, there will be herds of dinosaurs walking around waiting to be wiped out into extinction and one of them will be you, that's why.

Wake up and check out some of these new Squidoo lenses offerings online now. Show them and loads of others to your learners. Get their feedback. Answer their questions. Get them started moving forward even if all you want to do is chaw on the grass safely all around you (for now).

Here are some of my latest Squidoo Lenses. Feel free to check them out.

1. How to Make a Money Tree
http://www.squidoo.com/make_a_money_tree

2. How a Good SEO Article Writer Can Boost Your Business http://www.squidoo.com/SEO_Article_Writer

3. Water and Weight Loss: Keys to Better Health http://www.squidoo.com/water_and_weight_loss

4. Unique Habits of Highly Successful People http://www.squidoo.com/successful_peoples_habits

5. Five Lessons President Barak Obama Can Teach You
http://www.squidoo.com/Barak_Obama_Lessons

6. Two Outstanding Reasons to Hire a Professional for Your SEO Content Writing http://www.squidoo.com/SEO-content-writing

7. Is Living in an Eco Friendly House for You?
http://www.squidoo.com/eco-friendly-house

8. Eco Friendly Cars You Can Truly Enjoy
http://www.squidoo.com/eco-friendly-cars

9. Three Natural Methods of Weight Loss for Women http://www.squidoo.com/natural-weight-loss-for-women

10. Hire a Niche Marketing Article Writer to Write Your Online Content Instead of Doing It Yourself
http://www.squidoo.com/online-content-writing

11. The Top Five Reasons to Hire a Professional to Write Your SEO Content
http://www.squidoo.com/SEO-Content-Writer

12. Teach English as a Foreign Language in Colombia
http://www.squidoo.com/TEFLColombia


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


Monday, March 02, 2009

March Is National Reading Month

March Is National Reading Month:
Read Across America Day, March 2nd
Babies Can Read Too!
Dr. Robert C. Titzer Verifies Babies Benefit
From Learning Oral and Written Language Earlier Than Age 4


http://www.msnbc.msn.com/id/29464924/

updated 10:08 a.m. CT, Mon., March. 2, 2009

SAN DIEGO, CA - March is National Reading Month and there is no better time to address the need for children everywhere to be introduced to the early learning skills which will play a critical role in their lives. Babies as young as 9 months have the ability to read. Not only is this natural, it is an essential part of development, says Dr. Robert C. Titzer, an expert on infant research.

For over a decade, Dr. Robert C. Titzer has been teaching babies and toddlers all over the world to read. He started teaching his own daughter, Aleka, to read at 9 months. By the age of four, she was reading at an 11th grade level. Dr. Titzer says the current practice of starting to teach reading skills in school is too late and children actually benefit from getting a much earlier start. "Each child has only one natural window for learning language -- from about birth to about age four. During this period it is easier for them to learn any type of language including spoken, receptive, foreign and written. The earlier the child is taught to read the better they will read and the more likely they will enjoy it. My own children's lives have been dramatically enriched as a result of their early literacy."

Dr. John W. Oller, Jr., co-author of "Milestones: Normal Speech and Language Across the Lifespan" and a distinguished professor at the University of Louisiana, concurs. "The main thing to note about Dr. Titzer's work is that it demonstrates that infants can learn to read before they can talk and well before 17 months. It refutes the long-standing nonsense that reading is merely converting print to speech. That theory cannot explain the reading comprehension of Aleka Titzer at only 9 months. This was before she could talk."

Numerous infant studies prove that the earlier a child learns to read, the better they perform in school and later in life. Early readers have more self-esteem and are more likely to stay in school. Meanwhile, a national panel of reading specialists and educators determined that most of the nation's reading problems could be eliminated if children began reading earlier.

DOCTOR ROBERT C. TITZER BIO

Dr. Robert C. Titzer is a prestigious infant researcher, professor and teacher. He taught his own children to read as babies using a proprietary learning system he developed. Dr. Titzer is an expert in the area of infant learning with work published in scientific journals such as Psychological Review. He has spoken with U.S. Senators and leading U.S. Department of Education officials on the importance of early learning. He has appeared on numerous television broadcasts around the globe. Titzer regularly does free Early Learning Workshops for parents of infants and toddlers.

MEDIA CONTACT:
Kristina Junger-Godfrey
949-720-7062
Email Contact
© MarketWire 2009


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


Sunday, December 14, 2008

New “Look” and New Features Added to “Becoming a Better EFL Teacher” Blog


New EFL Teacher Blog Features Added


Regular readers of this Foreign Language Learning and Teaching English as a Foreign Language blog will at once notice that the site now has a new “look” and several new features added. This is an effort to make this blog even more informative and useful to both EFL teachers and English as a foreign language learners. Briefly, I’ll mention the current new features and explain their use and purpose.

ELT Blog Photo Gallery

Here you’ll find a scrollable selection of photos and images using as graphic support for article posts on this blog. See an interesting picture? Just click on it and you’ll be taken to the article that it’s used in as pictorial support for the topic.

Subscribe to Blog Here

Want to easily subscribe to this blog and get regular, automatic feeds when new posts are made? Just click on the appropriate link to quickly sign up to receive all regular posts and / or comments made to article posts on this blog. It’s quick. It’s simple, It’s easy. Become a regular follower of this blog today and receive free e-books and EFL / ESL teaching materials.

Only Wire

In order to distribute the EFL teaching and foreign language learning related article posts on this blog, I’ve enabled the Only Wire Social Book marking site widget and logo. This blog is now regularly read by thousands of your colleagues and peers in 135 countries world wide and growing each month.

Addition of Skribit

On the left in the column below “Followers”, I have now added a Skribit widget.
This allows a place where readers of this blog can make immediate comments and suggestions on what they would like to see covered as topics, themes and relevant article posts on this Language Learning and Teaching English as a Foreign Language blog.

For comments on individual blog posts, readers can and should still write their comments by clicking on “comments” below the article post itself.

Language Learning News


Another addition is the automatic feed posting each day of language learning related news from around the globe through a Google News feed directly into this site. Simply click on any news feed article title to be whisked instantly to the full online text of that news article no matter what or where its source may be. Now you can keep up with what’s happening with language learning world wide with just a mouse click or two daily.

Are there other features you’d be interested in or would like to have available in order to make your experience of reading this blog more interesting and informative for you? Just let me know through the “Skribit” feature and I’ll get right to it!

Thanks for your continued patronage of my blog. I sincerely hope you find these new added features interesting, informative and useful.

See you next post.


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 worldwide. Get your FREE, pdf format report on CD or via e-mail, "If You Want to Teach English Abroad, Here’s What You Need to Know" by requesting the title at: lynchlarrym@gmail.com



Thursday, November 20, 2008

A Simple Approach to Write an Essay for EFL Learners


Can Your EFL Learners Write an Essay in English?

“Teacher, if we have to write an essay and it’s going to be a problem for us.”

“No problem, I’ll show you a simple format you can use to write an essay in English.”

Thus began an intermediate course in Writing for my EFL learners. What about your English as a foreign language learners? Do they have problems with writing in English?

A Natural Tendency with Foreign Language Learners

A natural tendency with foreign language learners is to write in the same way they would – in their first language (L1). While this may on occasion be a good thing, for the most part it can be the root of a string of serious problems when you write an essay. A foreign language is not a “translation” of English. Neither is English a “translation of a foreign language, even if they are in the same language family. This can even be true for varieties of English. In the “Queen’s English”, written structure can and often does differentiate composition and structure. Sure, an American can easily read a British English composition, but would most likely NOT write a composition or essay of their own in the same way. The Queen could certainly read an essay written by an American, although it would almost certainly be done in a far different style than issues forth from Cambridge or Oxford.

The Spanish Language

The Spanish Language is one case in which distinctive differences in writing clearly emerge. If you were to read a translation of “One Hundred Years of Solitude” by Nobel Prize winner Gabriel Garcia Marquez, (pictured above) you’d immediately note, even in English, a substantial style deviation from say, Ernest Hemmingway in his “The Old Man and the Sea”. Not just the writing style, but lexis, grammatical structure, syntax and means of expression are all so clearly different that you would most probably know these two men are not from the same culture. Nonetheless, clarity and organization are important when you write an essay. But I digress.

A Simple Format to Write an Essay for EFL and ESL Learners

A simple format for English as a Foreign Language (EFL) and English as a Second Language (ESL) learners to write an essay, is none other than the old standby, “The Five Paragraph Essay”. This writing structure is, of course, based on writing on a topic using five paragraphs. Briefly, here’s how it is set up.

Paragraph One – When you write an essay, the first paragraph provides the introduction to the essay or composition. It tells what is to be discussed and why. Your main points or arguments are briefly introduced. This paragraph need not be a lengthy one, four to five sentences will usually suffice.

Paragraph Two – In the second paragraph more background information is provided in more detail. Your first, often strongest main point or argument is expanded upon. This second paragraph is usually longer than the first or introductory paragraph. There is a topic sentence, three to five sentences of information, then a summary or concluding sentence which is used to allude or transition to the next paragraph’s content.

Paragraph Three – The third paragraph provides your second key point or argument and ties it into your theme, when you write an essay or composition. Frequently, it is similar in length to the second paragraph. Information, support and background for your second key point or argument are the main content here. Once again, the last sentence of the paragraph transitions to the content of the forth one.

Paragraph Four – In this fourth paragraph, you’ll present your third key point or argument. More in-depth information and background on this point is provided here. Be sure to relate this point to your composition or essay topic. Also, add quotations, statistics, facts, examples and other relevant data to support this third point or argument. As before, the last sentence is a transitional one.

Paragraph Five – The fifth and final paragraph is used to summarize or conclude when you write an essay or composition. It shows how the three key points or arguments you have presented compare or relate to each other. It also clearly re-states your initial position from the introductory paragraph.

Final Points to Write an Essay in English

Some additional, final points to remember when you write an essay of five paragraphs are:

• Do not use contractions
• Do not use the first person, “I” unless told that this is allowed
• Use simple or compound sentences only – NO complex sentences should be used
• Keep your writing well organized
• Use quotations, examples, statistics, facts and relevant supporting data in each paragraph

The Hazards of Moviegoing” by John Langan is a good five paragraph essay sample.


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



Friday, October 31, 2008

More Easy Techniques for Memorizing Names in Spanish


Memorizing Names in Spanish

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

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

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

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

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

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

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

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

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

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

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

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

Memorizing Names in Spanish and Other Foreign Languages

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


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



Thursday, October 30, 2008

Quick Tricks for Memorizing Names in Spanish


A Guinness Book of Records Mentalist Recommends

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Coming Up in Part Three of Memorizing Names in Spanish

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

See you then.


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


Thursday, October 16, 2008

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


Adapting Course Book Materials in ELT

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

A Valuable Didactic Base

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

English as a Foreign Language Didactic Exercise Types

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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Elements EFL Activity Types

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

See you then.


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


Wednesday, October 15, 2008

Motivate Reluctant EFL Learners Using These Five Critical Approaches


Teaching English to Difficult Groups

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

But how?

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

But wait, there’s hope.

Five Critical Approaches

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

Theory of Dual Psychology

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

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

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

Applied Multiple Intelligences Theory (H. Gardner, 1983)

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

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

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

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

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

A Wildly Diverse Group

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

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

See you then.


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


Thursday, June 05, 2008

Unique Ways of Evaluating Foreign Language Learners


Testing, Evaluation and Assessment in EFL

You know the looks you’re going to get whenever you “announce” an upcoming quiz, test or evaluation. Whether these are administration-mandated, curriculum-included, make-up or “recuperation-type” exams, English and foreign language learners alike, loathe them. Why not try some different, unique evaluation methods to help beat the “test-taking blues” which afflict virtually all EFL / ESL learners?

Here are Seven Different Testing, Assessment and Evaluation Types You Might Want to Consider:

Traditional Exams
One all-too-often-used method of evaluating learner knowledge and language skills is by using standard examination forms. These can be prepared individually by each teacher or educational institution, be locally, regionally or globally produced. These types of evaluations, however, favor those learners who are “good” at taking tests.

Learner-Produced Portfolios
Another popular, but less-frequently-used form of EFL learner evaluation consists of examination of a learner-produced portfolio of work at intervals during the school year or learning period. This allows for considerably more latitude for the learners to demonstrate their knowledge and language skills in ways which are more appealing to them individually.

Expository Essays
A favored form in use in the UK and Europe, learners write detailed, annotated and foot-noted personal essays or compositions on focused topics. Their formal writing is based on what they have read up on, studied, experienced, been lectured to about or otherwise involved themselves with.

Learning Projects
Time, resources, teacher skills and other factors permitting, individual or small group projects can be assigned which allow learners to demonstrate in-depth investigation and learning on a focused theme or topic. A variety of learning project types and methods of presenting their project can be applied, allowing for considerable latitude among a class group.

Computer-Aided Language Evaluation
If an extensive web quest is assigned to the EFL / ESL learners, despite similar topics, websites visited, readings done and tasks involved, learners will internalize materials in completely different ways. Evaluations can also be computer-based with the examination program itself actually checking and grading each learner’s work. This is often most attractive to English language teachers who are time-strapped or teach large, multi-level groups of learners.

Peer Evaluation
The learners themselves are often shocked at being given this option. They will prepare their own evaluations on the materials and skills they are working with. They can also suggest or recommend exam questions, evaluation activity types, length, frequency and duration of exams and evaluations. “Oh yes”, you say, “they’ll make up “easy” exams that everyone can surely pass”. No, they won’t. It’s surprising to many teachers just how thorough learner-produced exams can be.

• Learner-Prepared Presentations
You’ve planned a topic, resources and materials to be used, timing of class sessions, homework and assignments. Why not allow the learners to present what they’ve “internalized” in a presentation that they’ve selected for themselves? Most foreign language learners are often delighted to do so. They’ll usually do a much better job of preparing, studying and organizing their learning than many teachers imagine.

Eliminate the “Test-Taking Blues”

At least now you have an expanded arsenal of methods to use for evaluation of your English or other foreign language learners during the course of a school term, semester or scholastic year. It won’t completely eliminate the “test-taking blues”, but it’s a step in the right direction.


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.


Friday, May 30, 2008

Classical Music Videos to Use in the English Language Classroom


Using Classical Music Videos in the EFL Classroom
Naturally, most of your English as a foreign language learners love music. They also most certainly enjoy music videos too. It’s very likely they watch more music videos in a week than you might in a month or more. So why not take advantage of it? In previous article posts we discussed the use of classical music in the EFL classroom for a variety of purposes. Let’s continue with nine actual classical music videos you can access for use with your English or foreign language learners.

Ludwig Van Beethoven
There is a free classical music radio station online featuring Beethoven at: http://www.beethoven.com/. For a nice interpretation of Beethoven’s perennial classic “Moonlight Sonata” or play the video clip below.

Wolfgang Amadeus Mozart
Mozart has contributed so much to the theme of using music to alter the state of the mind in teaching and learning his pieces simply must be included here. Try his one video clip of Jascha Heifetz playing Rondo (from Serenade No. 7 "Haffner", K. 250) by Mozart online.

Johan Sebastian Bach
An amazing composer, Bach has left us with a music legacy that could not be easily surpassed. This video music clip will help us to understand why. Have a listen here as Mstislav Rostropovich plays the Prelude from Bach's Cello Suite No. 1 in G major, BWV 1007.

Antonio Vivaldi
Having already mentioned using Vivaldi’s “Four Seasons” in your English language classroom, I thought you’d like a preview listen to some of it here as played by Anne-Sophie Mutter with her classical music group in a fun music video online at YouTube.com.

Franz Schubert
Although his life was fairly short - he died at the age of 31, he left a proud musical legacy for the son of a school teacher. There is a good video documentary on his life online which is ten minutes long, in English and good for EFL classroom use. Have a look for yourself.

Frederic Chopin
Born in Poland and ending his days in Paris, Chopin dedicated himself almost exclusively to the piano more so than any other classical music composer. Watch this amazing video as 8 and a half year old Hannah Hua plays Chopin’s “Nocturne #20 in C Sharp Minor” on a Kawai RX-7 Semi-Concert Grand Piano online. If this doesn’t inspire your learners, what will?

Peyotr Ilyich Tchaikovsky
Tchaikovsky (pictured above) initially studied Law and was 20 years old in 1860. Listen to part of one of his most renowned compositions for orchestra, the 1812 Overture. Part one is online. If you’d like to hear part two of this popular, well-known and well-used composition, it’s online too on You Tube.

Johannes Brahms
Brahms, born in Hamburg, Germany, soloed on the piano in public at the age of 15. On You Tube online you can listen to Brahms’ “Symphony No.3 Poco Allegretto” in the background while watching a brief synopsis of his life and career.

Claude Debussy
Debussy was born in France near the start of the American Civil War and died in Paris from Cancer near the end of World War I in 1918. Listen to the Cypress String Quartet play “Quartet in G” by Debussy online.

Whether you use these and many additional related music videos for pure enjoyment, to stimulate discussions and assignments, as background music during language classes, to evoke visual imagery or as fodder for assigned work, you’ll find them highly effective, useful and enjoyable in your English as a Foreign Language classes.


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.




Tuesday, May 27, 2008

Seven Reasons Why Using Music is Important in Teaching English as a Foreign or Second Language


Using Music in Teaching English as a Foreign Language

Of the many tools and resources available to both EFL or ESL teachers and foreign language learners, music is one of the best, but most under-used. Many texts and information volumes are on the market to aid both teachers and learners in the process of applying the use of music to their classrooms and other language learning environments.

Seven Important Reasons to Use Music
Here are seven important reasons why using music in the EFL or ESL classroom is a great idea for both EFL teachers and English or other foreign language learners.

The Learners Like It
Motivating foreign language learners is a constant concern of teachers worldwide, under a broad range of teaching and learning conditions and environments. One aspect virtually any language learner, of any age or profile, likes is music. Learners are usually quick to talk about their favorite music and musical artists like Atomic Kitten (pictured above).

EFL Teachers Like It
The EFL or ESL teacher has a preference for music as do their learners. So whatever you, as the teacher might like, you can pass on your enthusiasm to your language learners.

Music is Often Free
One frequent problem of English and other foreign language classes is finances. Costs and budgets are a sore point in almost every school district, language institute and teaching / learning situation. Music though, is most often freely available in many genres regardless of where you may be living or teaching.

There is a Wide Variety of Music Available
A quick search on the internet for “free music”, “music broadcasts” or “online radio stations” will yield dozens if not scores or even hundreds of websites where music can be easily acquired.

Music Affects the Brain
Long-standing academic and intellectual studies have extensively demonstrated that music has in-depth impact and affects the brain. This effect can either be positive or negative depending on its type. With some astute guidance, you could be sure of using music with a positive effect on your English or other foreign language learners.

Music Can Enhance Learning
If you’re looking for a way to enhance your EFL learners’ experience with language acquisition, music is one aspect that is quickly and easily implemented. Classical music like the works of Mozart, Beethoven, Vivaldi or Chopin and Easy-listening genres of music are well proven to enhance learning. Especially in the areas of language and mathematics.

Music Motivates and Interests Learners
Ask your learners what they do in their free time and likely one of their responses will include listening to their favorite kinds of music. If you want to “perk up” a lagging classroom session fast, you can use music to do so in a great hurry.


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.


Monday, May 26, 2008

Music in the English Language Classroom: Nine Classical Composers English Teachers Should Know


Using Classical Music in the EFL Classroom
These nine classical music composers have long been recognized for their significant contribution to altering and enhancing English and foreign language learning in classrooms around the world from Angola to Mongolia to Yemen and Zambia. Which of these classical music composers is shown in the picture? (Answer is below)

Beethoven
You can get more insight into one of the world’s most well-known hearing-impaired composers at: http://www.lucare.com/immortal/ There is also a free classical music radio station online featuring Ludwig Van Beethoven at: http://www.beethoven.com/

Mozart
Always portrayed as a flamboyant, vibrant character, Wolfgang Amadeus Mozart has been the theme of countless papers, essays and compositions. There are also numerous documentaries and a popular Hollywood film on his life too. Learn more about him at: http://www.mozartproject.org/

Bach
An amazing composer Johan Sebastian Bach has left us with a music legacy that could not be easily surpassed. You and your language learners might start delving into the aspects of his life and works by visiting: http://www.jsbach.org/

Vivaldi
Admittedly, I knew a less about Antonio Vivaldi that I thought. He suffered from “heart problems” and chest pains even when young. He was born about 60 years after the deaths of William Shakespeare and Miguel de Cervantes. But checkout his interesting story for yourself at: http://www.baroquemusic.org/bqxvivaldi.html

Schubert
Franz Schubert, the son of a teacher himself finally died from a Syphilis infection in 1828. In he meanwhile though, he lead a varied and interesting life during the 1800s. Read more about him and see some pictures too at: http://www.naxos.com/composerinfo/Franz_Schubert/21172.htm

Chopin
Born in Poland and ending his days in Paris, Frederic Chopin dedicated himself almost exclusively to the piano more so than any other classical music composer. Born 200 years ago you can key up your knowledge of his life and works here:
http://w3.rz-berlin.mpg.de/cmp/chopin.html

Tchaikovsky
Peyotr Ilyich Tchaikovsky initially studied Law and was 20 years old in 1860, right before the American Civil war broke out. His passions and music can be expanded upon in your English as a foreign language classes by visiting the site at: http://www.geocities.com/Vienna/5648/PLife.htm

Brahms
Johannes Brahms, born in Hamburg, Germany, soloed on the piano in public at the age of 15. How old are your English language learners? How do their studies compare with those of Brahms? Not sure? Find out than at: http://www.johannesbrahms.org/

Debussy
Claude Debussy (pictured above) was born in France near the start of the American Civil War and died in Paris from Cancer near the end of World War I in 1918. There is an interesting picture gallery, biography and other background information about him online at: http://w3.rz-berlin.mpg.de/cmp/debussy.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 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.


Sunday, May 25, 2008

Using Classical Music in the EFL Classroom


TEFL Activities Using Music
In previous ELT posts we’ve opened discussion over the varied uses of music in the English as a Foreign Language and other foreign language learning classrooms. Activities for using music to ”time” exercises and class activities (restrictive pacing), music to help in controlling the mood of the learners (the Affective Filter hypothesis) and the effect of music on the brain itself are topics that have been previously broached.

You Call THAT Music?
What music exactly though? While some suggestions as to types of music have been offered, up to this point we haven’t specifically named pieces of music actually proven to be effective in EFL class room use. I did provide some songs with links to a few vocal hits from the 70s in the post, “You Call THAT Music?” I’ve likewise named composers predominantly in use in EFL and ESL class rooms. Among those cited were the following classical music composers. This time however, I’m adding specific pieces of music that you can use.

Beethoven – Sonata for Piano No. 8 in C Opus 13 “Pathetique” (Adagio Cantabile), and Sonata for Piano No. 24 in F Sharp Minor (A Therese) Opus 78

NOTE: There a free Beethoven classical music radio station online at:
http://www.beethoven.com/

Mozart – Symphony No. 40 in G minor (Alegro Molto), String Quartet in G Major,
Piano Concerto No. 21 (”Elvira Madigan”) Adagio, and Piano Concerto No. 20 in D Minor “Romance”

Bach – Bouree in E Minor (arranged for guitar), Air on the G String, and “Aria De Capo”

Vivaldi“The Four Seasons” (Winter and Spring especially)

Schubert – Serenade No. 4

Chopin – Nocturne No. 8 in D Flat Major Opus 27, and Nocturne No. 1 in B Flat Minor Opus 9

Tchaikovsky – Andante Cantible for Violoncello and Orchestra Opus 11

Brahms – “Lullaby”

Debussy – Pavane in E Minor (Arranged for Guitar)


It Boggles the Mind
This is just a drop in the bucket start. There are so many others it practically boggles the mind. If learners like a particular piece and so comment on it, I have them investigate further for an added dimension to their learning. To help you get started in this endeavor, I’ve provided some initial background information links for each composer and some links to music videos. Hopefully, you’ll soon enjoy using music for a variety of purposes in your foreign language learning classroom as much as I do. If you have any questions, comments or simply would like more information, please feel free to contact me.


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.


Friday, May 23, 2008

Curious Sayings and Humorous English Expressions of the Pennsylvania Dutch


English as a World Language
English, with its growing number of varieties, patois, pidgins and inflections, is now firmly established as a world language. The English language is currently spoken as a second or foreign language by more speakers than those who call it their first language. Now there are more than three non-native speakers of English for every native speaker and the number of non-native English speakers continues to grow on a daily basis. “There’s never before been a language that’s been spoken by more people as a second than a first”, said David Crystal, author of the book “English as a Global Language”. In the area where I was born, the city of York, in south central Pennsylvania, there is an interesting variety of the English language spoken by the “Pennsylvania Dutch”.

One difficult aspect of the English speech in Dauphin, Lancaster and York counties located in south central Pennsylvania, where a large concentration of Amish, Mennonites and other “Pennsylvania Dutch” sects live is the manipulation of the grammar elements of English. Here are a few examples of the ways in which grammar and word order are managed in everyday Pennsylvania Dutch speech. For “Outlanders”, anyone who is not Pennsylvania Dutch, these expressions of everyday speech can range from amusing to startling. Here’s a look at just a few of the many aspects of this variety of English.

Convoluted Grammatical Forms

“Throw Papa down the stairs his hat.”

Explanation: Throw Papa’s hat down the stairs to him.
(I don't care how old he is, don't you dare touch ole Papa!)

“Go out and tie the dog loose and don’t forget to outen the light.”

This expression uses convoluted grammar in addition to “Germanic” verbalizations. Here the verb “outen” means “to turn out”. The adjective and noun are used in reverse order from other forms of Standard English.

“The owner says he’ll pay me ten dollars a day if I eat myself, but just five dollars if he eats me.”

Explanation: No, there’s no suggestion of cannibalism here! The worker will get ten dollars a day for providing his own meals, but five dollars a day if the owner has to provide the worker’s food.
(Whew! I'm glad we cleared that one up!)

“He’s a pretty good man yet, ain’t not?” Explanation: He’s a pretty good man (provider), isn’t he?
(a tag question form)

Use of Specialized Vocabulary

Addition of specialized, but “local” vocabulary is also quite commonly done as demonstrated in these examples.

“Shall I put the candy in a toot?” (A “toot” is a paper bag.)

When talking about that fact that his father or grandfather is sick a child might say:
“Pop ain’t so good; his eatin’s gone away and he don’t look so good in the face, either.”

Speaking about his son’s difficulties in school a father could be heard to express the following sentiments: “My son ain’t dumb. It ain’t that he can’t learn, it’s just that after he learns it, he forgets it.”

If you don’t speak “Pennsylvania Dutch” in one of its multiple forms, they just might say of you:
“You don’t make yourself out so good. You talk so fancy like a body can’t understand you.”

In talking about someone who doesn’t read aloud well, at a meeting or in school for example, people might say something like: “When he gets up to read he gets befuddled.”

Or how about this amusing little observation of another person’s speech:
“Don’t talk so quick, it runs together too much when I think.”

Pennsylvania Dutch Proverbs

Some interesting Pennsylvania Dutch proverbs include these offerings:

“Kissin’ wears out, cooking don’t”

No woman can be happy with less than seven to cook for”

“A plump wife and a big barn never did any man harm”

“He who has a secret dare not tell it to his wife”

“Ve get too soon oldt, und too late schmart”

The Keystone State
In this region of the “Keystone state” as Pennsylvania is monickered, this variety of is often called “Ferhoodled English” by the Pennsylvania Dutch themselves and by local “Outlanders”. Famous for their frugal lifestyle and natural, delicious farm-fresh cooking, the Amish and other sects contribute to the tourism of the state. Hundreds of thousands of visitors come to sample the crafts, food and “peculiar” language this austere people. It is but yet another of the many continually developing varieties of English as a global language.

"When you come over - come out" When you're in the area, drop by. See, hear, and experience the food, the culture and the Pennsylvania Dutch for yourself.

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 115 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.



Wednesday, May 21, 2008

Improve Your English Language Speaking Skills by Cutting Out Speech Fillers


Listen to Anyone Speak Casually in English
Listen to almost anyone speak casually in English and you’ll most certainly hear them use a constant flow of gap fillers, hesitations, pausings and discourse markers that stall their speech or conversation. You know the ones I mean like, uh, ah, hmm, errr, umm and so on. Others you might hear that are frequently used are Huh, oh, well .., so .., and … but uh …, let me see …, the list could go on and on.

Photo: Hilary Clinton reacts during the 2008 Presidential Campaign

While some discourse markers have a true place in oral discourse of many different types, most often they are unconsciously inserted as fillers or hesitations and do not serve to enhance or promote speaking, but rather heavily detract from what is being said.

English language learners
This can be especially true with English language learners and those who may speak English as a foreign or second language. In addition to the above-mentioned aspects, fillers may also be inserted when the speaker is thinking or searching mentally for the correct lexis and vocabulary. Not only is the distracting and annoying to listeners, but can negatively impact even the speakers themselves. If such is the case with you, what can you do to help minimize the problem?

What You Can Do
Here are five simple steps you might take to help to improve your oral discourse and speaking ability in English.

• Record yourself and others speaking in English
• Note what “fillers” you use, how and when
• Repeat short oral discourses practicing without using the fillers you noted
• Have a friend, peer or teacher listen to you speak and ask them to make note of
your use of “fillers” and unwanted discourse markers
• Watch, record and imitate experienced speakers to improve your skills


Try One Month
Working with these techniques to aid you in cutting out speech “fillers” will help you to improve your English language speaking skills in a very short time. Once you are aware of what you’re doing when you speak in English, and knowing when you use “fillers” will go a long way in allowing you to dramatically improve your spoken English. Try out some of these English language speaking skills improvement methods for one month practice period and you’ll see.


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.