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

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

Babbel Grows from Website to Comprehensive Language Learning System

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.

How to Play Chicken with Waves that Can Kill You

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.

Learning language the Karadi way

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

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.

Getting English Language Learners to Speak

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

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.

Is There an Age Limit to Learning New Languages?

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.

Can You Say These Sentences Properly?

Why The English Language Is Hard To Learn

http://my.opera.com/whiteorchid/blog/?startidx=30

Homonyms, Synonyms or What?

While these words are neither homonyms, words which are pronounced the same but have different meanings, nor synonyms, words pronounced and spelled differently but with similar meanings, they form a group of interesting, tricky usage in English language connected speech. Try these out for yourself and you'll see.

Many English words change pronunciation or intonation with usage. Can you say these sentences properly?

1) The bandage was wound around the wound.

2) The farm was used to produce produce.

3) The dump was so full that it had to refuse more refuse.

4) We must polish the Polish furniture.

5) He could lead if he would get the lead out.

6) The soldier decided to desert his dessert in the desert.

7) Since there is no time like the present, he thought it was time to present the present.

8) A bass was painted on the head of the bass drum.

9) When shot at, the dove dove into the bushes.

10) I did not object to the object of the proposal.

11) The insurance was invalid for the invalid.

12) There was a row among the oarsmen about how to row.

13) They were too close to the door to close it.

14) The buck does funny things when the does are present.

15) A seamstress and a sewer fell down into a sewer line.

16) To help with planting, the farmer taught his sow (a female pig) to sow (to spread seeds for planting). (see photos above)

17) The wind was too strong to wind the sail.

18) After a number of injections my jaw got number.

19) Upon seeing the tear in the painting I shed a tear.

20) I had to subject the subject to a series of tests.

21) How can I intimate this to my most intimate friend?


So, how did you do with it? Remember, practice makes perfect as they say. Have your English language learners try them out too. Be sure to explain the meanings of these words so they'll better understand the sentences and word plays.


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.

What Do Your Language Learners Go, Do or Play on the Weekends?

English as a Foreign Language Learner Class Profiles

An integral part of my English as a Foreign Language learner class profiles include acknowledgement of their various personal interests. While here in Colombia the variety of available pastimes is somewhat limited in comparison to other countries, a large portion (sometimes TOO large a portion) of the EFL learners’ free time is spent engaged in some type of sports. The question then becomes how to correctly and accurately express participation in different sporting activities. In the (American) English language, for the most part, we use the verbs GO, DO and PLAY for this purpose.

Using the English Verb “GO”

Generally when the name of a sports activity ends with the suffix “-ing”, the verb used to express participation in that sport is “GO”. For example, you can “go”:

• Rock climbing
• Swimming
• Dancing
• Hiking
• Running
• Fishing (author shown with Peacock Bass on Gatun Lake in the Panama Canal)
• Diving (SCUBA, sky or board)
• Skating (ice or roller)
• Bungee jumping
• Skiing (water or snow)
• Hunting

Using the English Verb “DO”

On the other hand, “individual” sports participation is usually expressed using “DO”. For example, you can “do”:

• Judo
• Karate
• Weight lifting (an exception to the rule)
• Gymnastics
• Yoga
• Martial arts
• The pole vault
• The high jump (track and field sports, et al.)

Using the English Verb “PLAY”

Finally, for expressing participation in “team” or cooperative effort sports, the verb most predominantly used is “PLAY”. Form example, we can “play”:

• Baseball
• Basketball
• Soccer
• Hockey (ice and field)
• Lacrosse
• Volleyball
• Golf (an exception to the rule)
• Handball
• American football
• Tennis (another exception to the rule) racquetball
• Jai Lai
• Polo (water and horse)

General Guidelines for English Language Learners

Obviously, this hardly covers all the sports activity possibilities in the English language, but it does provide a very general guideline which can often prove to be useful to English as a foreign language learners wherever they may be. So I certainly hope it helps your language learners as much as it does mine.


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.

US ambassador pledges support to English language learning in Angola

US ambassador pledges support to English language learning in Angola

http://www.portalangop.co.ao/motix/en_us/noticias/educacao/ambassador-pledges-support-English-language-learning-Angola,7ea6234c-ed6e-488e-9ae1-a6fd2feb7ff6.html

Luanda - The US ambassador to Angola, Dan Mozena, on Saturday in Luanda said that his diplomatic representation has an active program for supporting the teaching of English language in this country, which includes the donation of learning material and the offer of scholarships.

The US diplomat was speaking at the closing ceremony of the 5th International Conference on the Teaching of English Language, which lasted five days.

According to the diplomat, who chaired the event, this year the US Embassy will send a specialized English teacher to the Education Sciences Higher Institute (ISCED).

The diplomat also said that he has already spoken with the Angolan government about the possibility of implementing a program that would enable American volunteers to come to Angola to teach English in secondary schools countrywide.

On the other hand, he considered Angola a promising country, which will in the future provide better quality of living to its citizens and become a pillar of peace and stability in Africa.

Dan Mozena explained that the spread of the English language in Angola will increase its potential in the world economy, not only in crude-oil and diamonds production, but also in international trade in general, as well as strengthen the relationship with its regional neighbors.

The English language, he said, will also bring some advantage to the Angolan Armed Forces (FAA) when they eventually participate in international peace-keeping operations.

The conference was attended by about 300 English teachers from Luanda Province.

Meanwhile on Monday will start another seminar for English teachers from the province of Malanje, afterwards it will be for teachers from Huambo and Cabinda.

The gathering was marked by the handover of certificates and the reading of poems in English.


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

Being multilingual opens the world

Language immersion: Being multilingual opens the world

http://www.guampdn.com/article/20090126/LIFESTYLE/901260314/1024

Whenever you find yourself in France, Japan or any other foreign country and you're lost and unable to ask for directions because you speak only English, you may have wished you had learned another language.

Learning a new language isn't easy, but if done, it can provide a wide range of opportunities for teens in more ways than one.

"Being multilingual nowadays opens the world to a person," says University of Guam French Lecturer Marcelle Diambra. "It opens doors to other cultures and helps the person better appreciate other cultures."

According to a study by Loyola Marymount University in Los Angeles, Calif., the best way to learn a new language is through language immersion. Language immersion is the process of learning a language by surrounding yourself with an environment where the language you are learning is used on a daily basis.

'You have to be willing to learn'

Okkodo High School junior Arielle Woseley says she was sent to the island of Palau to learn the island's native tongue through language immersion. "My parents sent me off island because they wanted me to have new experiences and learn a language," she says.

Woseley, 17, who comes from an Australian and Marshallese background, also found that immersing herself in the language allowed her to learn more.

"My friends would speak to me directly in Palauan and I would participate in selected conversations," she says.

Woseley also learned the language by listening to conversations and asking what certain words meant. "You have to be willing to learn," she says. "You have to be dedicated and focused and in the long run it will help you out in life more than you think."

Kristen Shsueh, a recent graduate of George Washington High School, is improving her language skills by attending the Chinese School of Guam.

"Going to a language school is easier than learning through books, etc. because the teacher is actually in front of you teaching you." she says. Shsueh says that attending the school versus having a one-on-one tutor is better because you are able to share the experience with friends.

"When you have friends with you you're able to practice and they're there to support you," says the 18-year-old.

"Attending a language school is good because it is a fun way to learn something new without having to be bored and tired," Shsueh adds.

Teens who are interested in learning a new language but don't want to attend another school should consider teaching themselves a language.

"It isn't easy learning a language yourself, you need to be committed so you can ultimately reach your goal," says Jayde Bello, a senior at Harvest Christian Academy. Bello (pictured above), who is of Turkish and Chamorro descent, is fluent in Turkish and English; she also taught herself Arabic.

"I went out and bought a CD and a book that helped me learn the language more," she says. "I also tried to look up things online because I couldn't practice with anyone because of the lack of Arab speakers on Guam."

Other benefits

Knowing a foreign language improves proficiency in your own language, says Diambra.
It also helps people appreciate life from a different perspective and is vital for learning about others, she says. Teens interested in pursuing careers in the international job market should speak more than one language, Diambra says.

"The world is getting smaller and I believe that being multilingual gives a head start to any person who is at least bilingual."

Sheena Hess, manager of Zagu Pearl Shakes in the Micronesia Mall, agrees with Diambra.

"We encounter people who speak more than one language daily and sometimes they can't understand English, so someone who speaks more than one language will be hired quickly," she says.

Hess adds speaking another language, specifically Japanese because of the tourist population, is a plus.

"Guam has mostly Japanese tourists so it would make sense to hire someone who could speak Asian languages," she says.

In addition to getting hired, Hess says that learning another language helps you communicate better and relate to the customers on a friendly level. As Hess says, Japan is Guam's largest tourist market, and teens who wish to pursue a career in the tourism industry must know at least some form of basic Japanese, University of Guam Professor of Japanese Toyoko Kang says.

"Students who can communicate with tourists in Japanese are welcomed in the tourism industry," Kang says. "People that are sent to Guam to work in hotels from Japan cannot communicate well in English, so a person who is bilingual in Japanese and English is in a better position to be hired."

Some job arenas in which bilingual people are favored include the federal government, retail and tourism industries, and especially medical field, she adds, although it is great for all careers. Bello agrees that being multilingual improves your chances in finding a career.

"You can communicate with a lot of other people and if you choose a career that requires the knowledge of another language, you're just one step ahead."

Protecting the native tongue

According to Guam Community College Chamorro Language Instructor Rufina Mendiola, learning the native tongue of the Mariana Islands is just as beneficial as learning any other language.

"Young adults deciding to stay in the Marianas will have many opportunities if they learn Chamorro, specifically in finding jobs." she says. Mendiola says that learning basic conversation in Chamorro will lead to finding jobs in both the public and private sector.

"Because Chamorro is the official language of Guam, you can be an interpreter in the court, mental health, the hospital, and just about any government and or business agency."

Mendiola then stresses the importance of protecting the language and the role teens and their parents play in doing so.

"Teenagers especially, they are the future and they will carry on the language and culture," she says. "All the young adults and parents out there, I challenge you: Parents, teach your kids the language, and kids, make an effort to learn the language, prutehi I lengguahi (protect the language)."



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, "If You Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com

Using the Holy Bible as an Authentic Language Learning Text

Foreign Language Learning


There are a slew of commercial textbooks, guidebooks and all manner of language learning study aids when studying English as a foreign or second language. The same is true for most other main stream, major languages like French, German, Italian, Arabic, Russian, Japanese, Korean, and Portuguese among scores of others. This is all well and good. But with approximately 6912* languages spoken and used worldwide, it’s still a daunting task to come up with “authentic” language texts. This can be especially true in any of the “lesser” tongues of the world which may be spoken in tightly-knit, compact regions or among a specialized peoples or other ethnic aspect.

The Holy Bible

The Holy Bible, in its entirety or in part is available in more than 376 languages world wide in 236 countries and lands. Being so widely available, it can be easily accessed by the vast majority of English or foreign language learners throughout the globe.


Multiple Translations Available


In major languages such as English, Spanish, German and Arabic, which have undergone extensive evolution and linguistic changes during the last century or two, multiple translations of the Holy Bible are available. Consider English as one distinct example. There is the King James Version of the Holy Bible first published in 1611, during Shakespeare’s era, but which is still popular and well-used even today. This is despite the fact that it employs the use of Elizabethan or Shakespearean English throughout. Let’s examine an example from the King James Version at Revelation 1: 8 which reads,

“I am Alpha and Omega, the beginning and the ending, saith the Lord, which is, and which was, and which is to come, the Almighty.”

Many additional bible versions exist in the English language: the Duoay - Rheims version, American Standard edition, the Revised Standard edition, and nearly 100 others.

Modern-day English Language Bible Versions

Then we can contrast this with several additional bible translations using Englishes from the early 1800s up to our present day. Translations such as the New World Translation of the Holy Scriptures, frequently used by Jehovah’s Witnesses, is an example of a bible version which uses modern-day English language vocabulary and expressions to accurately convey the writings which convey information and human historical events dating back nearly 6000 years. Compare this same scripture again, Revelation 1:8 as quoted from the New World Translation,

“I am the Al´pha and the O•me´ga,” says Jehovah God, “the One who is and who was and who is coming, the Almighty.”

Authentic Language Lexis and Expressions


Whether the Holy Bible version used is ancient or more modern, still authentic English language vocabulary and expressions are used making it a prime English language learning text. The Holy Bible’s format includes a broad variety of grammatical contexts, including, direct quotations, direct and indirect questions, simple, compound and complex sentences, phrasal verbs, both regular and irregular verbs and a vast array of vocabulary. There’s action, adventure, suspense, drama, romance, intrigue and ever horror. Virtually every venue of human emotion and experience are represented in the pages of the Holy Bible, a truly unique book no matter which language you may read or study it in.

From Genesis to Revelation

So despite a plethora of English or other foreign language learning texts, the Holy Bible is an outstanding resource for learning practical aspect of many languages in an authentic language context. It's sixty-six books, from Genesis to Revelation can not only provide extensive use of language in context but even provide practical guidance from Jehovah God for living in our present day.


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

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

Dying, Dead and Extinct Languages

Linguistic Imperialism


We’ve seen fairly recent examples of this in Eastern Europe with the “breakup” of the former Soviet Union. Now splintered ethnic, cultural or linguistic groups are returning to the use of their individual lingua franca where once they were “forced” to use Russian as the language of communication, education and commerce. The same held true for the attempted take-over of the English-speaking Falkland Islands by Argentina which would have completely changed the language from English to Spanish by “official decree” – or force. This is a classic definition example of Linguistic Imperialism.

Globalizational or Regionalization


As the impact of one country’s economy and commerce expands to influence that of other countries in the same region, continent or linguistic family, globalization or regionalization extends its grip to assuage countries into the use of a lingua franca other than the official language(s) of the country. Initially isolated by racial, ethnic and geographic restrictions, both Geechee or Gullah language originally spoken by former black slaves on the Eastern U.S., principally Atlantic coast (North Carolina, South Carolina and Georgia, ref.)

Isolation

When a language exists in an isolated geographic, ethnic or cultural setting – then that setting fades into non-existence, the language may die or become extinct. At this point we need to clarify the difference between a dead language and an extinct language. According to Wikipedia, a Dead Language is one which no one speaks or uses as a first language and is often replaced by another language. Latin, for example, was replaced by Spanish, French, Italian and Portuguese; or the Coptic language which was replaced by Arabic. Old English is also in this category since it is no longer spoken, although numerous detailed examples of it (i.e., literature) still widely exist. An Extinct language on the other hand is one which no longer has any speakers at all. Recently-extinct languages include Cochimi, which was spoken from north of Loreto to the northern part of the Baja California peninsula, Eyak, historically spoken in south central Alaska and the Kakadu or Gaagudju language was spoken in northern Australia, in the environs of what is now known as Kakadu National Park.

Modern Languages

In contrast to these, a Modern Language is one which has living native speakers. The continuing loss of indigenous, tribal, ethnic and historically valuable languages has now triggered a movement for the documentation and preservation of these types of localized tongues for their continued study by linguistics scholars.



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

Learn English, Spanish or Other Foreign Language Fast with a Supermarket Tour

English s a Foreign Language Learning

As EFL teaching professionals and foreign language learners, we’re always looking for ways to acquire English language skills in the shortest possible time using the least amount of focused effort. This is not to say that a person is necessarily “lazy”. This simply means that we want our foreign language learning efforts to be as casual and “painless” as possible. When you think of learning a foreign language, often the toil of memorizing vocabulary and verb lists comes to mind. Also, we might conjure up images of the drudgery of countless hours of spoken repetition speaking drills and hordes of embarrassing errors when trying to speak the foreign language with someone. However, none of these scenarios need to be the case for effectively learning English as a foreign language or another foreign language.

You DO Eat, Don’t You?

Let’s look at a basic language theme like food. You DO eat, don’t you? Well, likely that isn’t going to change if you visit or relocate to a foreign country. So, we’ll start learning (or teaching) English as a foreign language with a visit to our local supermarket. If you and your learners are in the U.S.A, here’s how such a food vocabulary lesson might work for you.

To start off, write your proposed shopping list in the target language.

Go to the supermarket, then add to your English or foreign language food shopping list in these ways:

• What are three to five meats you like? write these down from the signs
• What are two or three meats you don’t like? Write these down too.
• Can you have dairy products? Write a few of these down. If there are any you don’t know – ask another shopper “What is this?” (¿Que es esto?) Do you know what KUMIS is? How about Quajada?
• Move on to the fruit section – write down three to five of these you like
• Ask another shopper about three to five fruits you don’t know. Do you like this fruit? (¿Le gusta Ud. esta fruta?) Do you know Chontaduro (pictured above), Borojo or Pitaya?
• Note five the foreign language names of vegetables that you like
• Write down a couple of vegetables that you don’t like
• By now you know the drill, ask about a few vegetables you don’t know; at last one vegetable this trip. Now, ask another shopper, “How do you cook this?” (¿Como puedo cocinar esto?)

For More Extended English as a Foreign Language Lessons

If you want a more extended lesson, you can continue to the baked goods section, cereals and seafood if you’re feeling puckish – and brave. But for now, you want to engage locals in brief, non-threatening banter about what’s going on all around you. After all, they eat too, you know. Better yet, save some other supermarket sections for additional trips. This way you can go “shopping” everyday, practicing your English as a foreign language skills casually each day. This works equally well for Spanish and other foreign languages too.

Here’s Your English or Foreign Language Learning Opportunity

Here’s your opportunity to ask for help, explanations and even recipes while getting an in-depth immersion into you new foreign language and culture at the same time. No matter what foreign language you’re learning, it just can’t be a faster, simpler or more interesting than that.


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

Why Do Languages Die?

Dead or Dying Languages of the World

“How any languages are there in the World?" Well the answer to that question will depend largely on when the question is asked. You see, the number of world languages is a fluid, changing thing. As recently as two years ago, the number of languages in the world was put at 6912, but with dozens of obscure languages falling into obsolescence and disuse almost monthly, now even that figure is in question. More than 517 languages are now on the “endangered” or "dying languages" list. Increasingly, English as a foreign language is extending its influence as a worldwide lingua franca. This, among other reasons, is impacting the survival of regionally or locally-based indigenous tongues around the globe. Hundreds of culturally-rich, ethnic and historically significant languages are dying and not just because of the proliferation of English as a foreign language. But why do languages die?

Why Languages Die

There are a number of reasons for the ultimate disappearance of a language. Briefly then, let’s look at some of them.

No native speakers

As the number of speakers of a language dwindles, the language becomes increasingly endangered to the point of extinction. Grandparents use the language, like Eyak, for example, with their adult children. The adult children, now parents themselves, may use the language little, if at all with their own children, preferring the use of another lingua franca. Finally, the youngest generation abandons the language entirely, never learns it or moves away to seek their fortunes elsewhere, in a location the language is not known or used. With this last generation, the language finally "dies".

No written Form

Numerous languages existed with only a spoken, traditional form, passing down the customs, traditions and elements of the language purely through “Griots”, historians or story-tellers. Harsh climates, lack of durable materials or a distinctive absence of written structure all could contribute to the demise of a traditionally spoken language form. Pictorial forms of a language may exist on non-permanent or semi-permanent media such as animal skins, rock or cave paintings, crudely-formed parchment-like materials or carvings in tree trunks, logs or even as tattoos on human skin.

Absorption by another Lingua Franca

An increasing phenomenon which is causing the disappearance of numerous tongues is the “absorption” of cultures, communicative and data preservation aspects of a “minor” language by a stronger, more widely-spoken and commercially used lingua franca. Nomadic tribes of eastern and central Europe, sub-Saharan Africa and the isolated islands and rain forests of the south Pacific tend to “lose” their linguistic heritage through this means. In order for a people or tribe to survive, it becomes increasingly necessary to form trade and other alliances with other, extraneous groups. This requires the adaptation of a common lingua franca for each such tribe. The broader and more widely-used the lingua franca, the more range and options a group, tribe or groups of people have. Often this may take the form of a “pidgin” are mixture of indigenous languages merged into a more broadly communicative form like Melanesian Pidgin.

In part two of this series entitled, “Dying, Dead and Extinct Languages” we’ll continue our glimpse into the demise of some languages and the proliferation of others.

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 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

A Thanksgiving Dinner Gone Wrong

Famous Last Words ...

“Good job, Mauricio*”.

As we left, I complemented the unofficial cook who had prepared the Thanksgiving dinner turkeys for a group of about 35 teachers from the USC Language Institute and their families. It was dark at just after 8:00 pm and we were riding in the car of one of my peers. The number of cars transporting people to the semi-suburban home location of one of our co-workers had to be kept to a minimum. Few of us knew the location and parking was very limited. The house itself was large and spacious enough, situated high on a southern foothill of the Farallones mountain chain that borders the eastern side of Cali.

Just over forty teachers typically work at the Santiago de Cali University Language Institute, where up to eight languages are taught. The most popular of these is English as a foreign language, of course, but also available are French, German, Italian, Spanish for foreigners, Japanese and Portuguese. Previously, Mandarin Chinese was on the roster when Chinese exchange students were at the university a couple of years ago.

“At 5:30 pm we should be eating.”

That was the key announcement Mauricio* made when plans were being drawn up for the annual dinner. This year was different though. We were actually going to have Thanksgiving dinner on Thursday, Thanksgiving Day. Virtually every other year it’s after the official holiday and as late as early December before we finish the semester and are able to have the dinner. Each year in a different location.

We Never Saw the Turkeys That Did Us In

We never saw the roasted turkeys that did us in. When the meal was served buffet style, the turkey was already carved into slices loaded into a rectangular cake pan. A few people acted as “hosts” to pre-serve plates loaded up with mashed potatoes, gravy. Mixed rice and dressing to speed up the process. You then added you own vegetable and salad servings, scooped up a carbonated beverage and returned to your seat to feast. Dessert was chocolate cake and Tiramisu. The ride back home was ten minutes.

We weren’t home long before Doris complained of stomach cramps saying that she also felt nauseous. I was still okay at this point, but she has a bit of a reputation for a "queasy" stomach. Minutes later she was vomitting full throttle. All her meals that day were purged in less than ten minutes. I began feeling an “urge” too and went upstairs to the bathroom adjacent to my home office. One moment I was fine, the next I collapsed on the bathroom floor and was projectile vomitting like it was an olympic sport. I now had bloody diarrhea to add to my symptoms. This was a holiday list I didn’t want or need.

In a state of utter dis-array, clothes half-thrown on, shoes but no socks, the taxi called to our house ran traffic signals and went the wrong way down one-way streets to deposit us at the ER door twenty-five or so blocks away. Now shivering uncontrollably from dehydration and shock, we needed to be put on IVs. We had to insure that mine was saline and NOT Dextrose. I’m a type 2 Diabetic. A Dextrose infusion could have killed me.

“That happened to a co-worker of mine” Doris reminded me later. “She was a diabetic, went into an ER and they gave her a Dextrose IV. It killed her.”

The Ivs contained medicines for vomitting, stomach cramps, and diarrhea in addition to serving for providing us with large quantities of lost body fluids. With a blood pressure so low the tech couldn’t get a vein to insert the IV, it took three tries to get it right. I didn’t have the strength to curse, but I knew it wasn’t his fault. My hands and feet were so cold, it even put the doctors and other attending staff on alert. I couldn’t stop shivering uncontrollably. We each got two IV bags and got adjoining rooms. It was after 4:00 am before we were stabilized and left the ER ready to go back home to bed. Doris has a week’s worth of medications to take. Due to my Diabetes, I’ll be on meds for nearly a month.

Food Safety Tips

Basically, there are four principal food safety tips which came out of this experience. They are invaluable for preparing foods to prevent all manner of food poisoning.

• Wash everything in hot soapy water before, during and after preparing each food item
• Keep raw meats and poultry seperated from cooked foods. Rinse all vegetables under running water and clean cutting boards, knives and utensils thoroughly after each use
• Cook all foods, especially meats and poultry, thoroughly
• Refrigerate meat or poultry as it defrosts; DO NOT let it thaw on the countertop. Store these foods promptly and DO NOT let them stay out on the table.

For more information on food poisoning read, “Keep Food Poisoning off Summer Menu”. Be careful, be safe, don’t spoil your next holiday meal with un unwelcomed hospital visit. Be sure to check out the Salmonella slide show too.



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

8 Reasons You Get Stuck with Unmotivated EFL Learners

Motivation and Rapport are Key English Language Teaching Elements

No matter what English as a foreign language level you teach. No matter what EFL learner profile your students are. No matter what your educational level and teaching background are. And no matter what teaching environment you might have, if you lack a genuine rapport with your EFL learners, they’re going to be unmotivated. Unmotivated learners do amazingly poorly at learning – anything. Motivation and rapport are key elements in teaching English as a foreign language. We’ll even take a couple of lessons from U.S. President Elect Barack Obama.

Here are Eight Reasons You Get Stuck with Unmotivated EFL Learners

1. Lack of Self-esteem

In all probability, you learners lack a good level of self-esteem. When English language teaching and learning expectations are low or highly limited, both sides can be negatively impacted. If everything in English class is simple and easy, requiring no thought, little effort and minimal application on the part of the learners, their – and your self-esteem can go south – fast.

2. Not Trying Alternatives

If what you’re presently doing in the EFL classroom isn’t working the way you’d like and your English language learners aren’t responding, then you need to do things differently. Try some alternative strategies. Change up methodologies and inject a string of new activities and didactics into your English as a foreign language teaching. There are a ton of free-to-use EFL teaching and learning websites out there on the world wide web. Check out a few to get new ideas, lesson plans, and activities to inject some new life into your teaching.

3. Not Having Distinct Teaching and Learning Goals

If you’re working for an established educational institution, likely you’ve been provided with extensive outlines of course curriculum and structure. But if you don’t have enough details to successfully “fill-in” the day-to-day English language teaching activities for your needs, you can get bogged down quickly. Ways to pull out of the quicksand are to:

• Talk with other teachers for some ideas
• Attend EFL teacher focused workshops, seminars and conferences
• Read technical publications on English Language Teaching techniques
• Participate in online EFL teaching forums and subscribe to ELT information blogs and websites
• Try out as many new ideas, suggestions, activities and didactic techniques as you can possibly manage. Then stick with those that work.

4. Defending the Status Quo

Oh, but it’s all too easy to just sit back and say, “This is the way we have to do it”. Or, “We’ve always done it this way”. How about the dreaded, “This is what my EFL learners expect”. Remember the axiom, “Nothing happens until something moves”? No matter what the status quo, if it’s not working, then it’s time for a change. Like U.S. President Elect Barack Obama, just say, “It’s change we need” when asked for your reasons. (Hey, if it worked for him. It surely could work for you too, right?)

5. Fear

Are you a “but” person? Do you find yourself often saying, “I’d like to try this, but ...”? This is a direct manisfestation of fear. You’re afraid to be different. You’re afraid to “muddy up” the waters. You’re afraid your EFL learners won’t do what you want. You’re afraid of this, you’re afraid of that. You’re afraid to fail. Get over it. Sure, some new things may bomb. Some however, are going to be successful. You won’t know which is which though, until you try them out. So just get to it. Plan your EFL teaching work, then work your EFL teaching plan. It could well be as simple as that.

6. Lack of a Cooperative Attitude

“My EFL learners won’t work with me on anything”, you say? Whiner. Who’s the teacher in the classroom, you or them? Who’s in charge of the situation, you or them? Who’s ultimately responsible for what happens – success or failure – in your English as a foreign language classroom, you or them? Now that we’ve settled that. Get to work and take charge. When your EFL learners truly see that you’re personally invested in their learning and developing English language communicative skills, they WILL “get with the program”, I promise you.

7. Perfectionism

Are you one of those English language teachers who says, “Oh, I want everything to be just perfect for my classes”? Okay, so nobody wants to bomb a class, but let’s face it – things happen that you don’t expect. True, I’m somewhat of a recovered perfectionist myself, but once you realize that it’s not really necessary to be “perfect”, worlds open up to you. You can face your English as a foreign language learners and enjoy them and your EFL teaching. Besides, who wants to continue in a job in which they’re stressed-out seeking constant perfection? Not me, and I hope not you either.

8. Lack of Will-Power

You’ve heard it before, now you’ll hear it again, “Where there’s a will, there’s a way”. It’s not just idle banter. If you truly want something to happen, only you can make it so. Put a plan of action together: based on help, contributuions and feedback from your peers, administration and your EFL learners too. Then put that plan into action. Yes, there WILL be results. What kind of results? Well, you’ll just have to try it and see. I think, that’s what Barack Obama is going to do. How about 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 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