Practical wisdom can be found in some of the most unexpected places. Today, wisdom bubbled up from a pineapple under the sea. I suddenly realized that everything you’d want to know about English language teaching for your EFL learners can be taught by Sponge Bob SquarePants and his friends. When you teach your young learners, secondary school, adult or university student classes, which of these characters are you most like?
Mr. Krabs:
This crustacean is focused on one thing and one thing only, making more and more and more money. Only a cartoon could actually have dollar signs drawn in his eyes. He thinks of no one, only how he can benefit. Is your teaching focused on you or on the learners? Are you providing guidance and practice or do you have blinders on, thinking only about how you can benefit or get through an English class session? If your classes are like a sales commercial, are teacher-centered or full of course book exercises, you just might teach English like Mr. Krabs.
Plankton:
The smallest creature in the sea is also one of the sneakiest. He’ll do anything and hurt anyone to steal someone else’s work (the Krabby Pattie secret formula). Write your own English class materials. Prepare your own lessons. Don’t be like Plankton. Don’t copy and paste someone else’s work, edit it, and try to pass it off as your own. You will be caught, and it just isn’t worth it. Take the same amount of effort and work on your own thoughts and ideas. Plankton never gets away with his schemes, either. He’s on Plan “Z” and is still pathetically failing at his attempts to steal the secret formula.
Patrick:
Sponge Bob’s best friend, the starfish, has a good heart, but isn't the brightest creature in the sea. Does your teaching make you sound like an expert? Are you providing valuable lessons or just pushing out from the book exercises and activities as fast as you can? Always double check for student interest and interaction. If you're challenged by limited experience or teaching skills and knowledge, start attending English language teaching (ELT) seminars and workshops to get new insights. Or slow down, get some good reference materials then read them before you start the next week’s classes. Consider going for some advanced training in ELT like a CELTA, or TEFL postgraduate studies.
Squidward:
Squidward is B-O-R-I-N-G. When teaching classes, are you a Squidward? Do you just give what’s “in the book” or are you finding a fun twist to make your classes more dynamic and keep learners willingly coming back for more? Take time to make your classes stand out from the many other dry, boring classes out there that your learners must attend by injecting your personality into your classes or just having some fun while teaching.
Sponge Bob:
This little guy always tries to do the right thing, and is a hard worker. He may not always end up getting the results he hoped for, but he bounces back and tackles his work with a renewed vigor. Sponge Bob works very hard, he's a good friend, he always thinks of others, and tries to have fun no matter what he is faced with. Hardworking, friendly Sponge Bob is the guy to be when teaching English classes.Although this is a sort of silly lesson in English as a foreign language teaching (EFL), I hope you'll remember the important messages our underwater cartoon friends have taught us.
1. Teach your classes to help your learners, not only with dollar signs (paycheck) on your mind.
2. Prepare your own classes. Don’t just copy others’ lessons or only “follow the book”.
3. Prepare your class lessons carefully, and provide valuable learning experiences.
4. Be interesting and dynamic in your teaching, not boring.
5. Be a “Sponge Bob”! Hard work and persistence genuinely pay off.
Follow these English teaching tips and before you know it, you'll develop a reputation for having informative and dynamic classes and you too will be a King or Queen of the sea.
*Article concept adapted from “Article Writing Tips from SpongeBob SquarePants” by Nicole Dean at EasyArticleMarketing.com
Tuesday, July 24, 2007
Thursday, July 12, 2007
Using Toys as Educational Tools for EFL
Children love to play. Who can deny it? So why not use this universal characteristic to provide and promote English language learning as well? If you do, you can hardly go wrong. What child is going to say, “Teacher, I don’t want to play”? Sure, it’s ultimately possible – but so is a force five tornado in South America or an “Armageddon-level earthquake in Tibet. Just don’t hold your breath while you’re waiting.
Toys of all types and kinds are available worldwide. Why not turn this to your advantage to motivate your young learners? For that matter, your not-so-young learners could benefit too; especially those learners who are “young at heart”, for those of you who might be teaching adult learners. Let’s look at some “realia” or “toys” that are commonly available and could be called into play. (pun intended)
Stuffed animals and dolls –
a perennial learner favorite even my most mature adult students give up an “Awww”, whenever I whip out the likes of Winnie the Pooh, Mickey Mouse, Tigger, rabbit, puppy, Teddy or others of my stuffed animal menagerie. You can simulate conversations, use them to illustrate prepositions of place and position, as turn-taking devices or to “replace” learners in a game or activity. They (the stuffed animals) don’t mind being tossed around either.
Soft rubber or inflated ball –
How a classroom could function without at least one of these is beyond me. One learner can “select” another in a mill drill, TPR or group activity by simply tossing the ball to someone else. That way the teacher won’t “play favorites” during the activity. A ball can be used in a relay fashion to signal the next learner in a sequence or game. If it’s dropped or mis-handled, no problem, it just bounces a couple of times or so before returning to the game. Neat, huh?
Cars, trucks and other Vehicles –
Learners can “drive” to places in a neighborhood, from one part of the room to another or from one position on a game board to another. Small ones can serve as place markers in a board game, while larger ones can be used as props in dialogues, role plays and conversations. Don’t forget about using them for grammar and verb practice activities either. And oh yes, girls as well as boys like them too. Adults? Well I have to watch my vehicle props carefully or the adult learners will “steal” them!
Board games –
You really only need a small selection of board games if you have even a shred of imagination. Two or three will work nicely. Some all-time favorites are ones like “Scrabble”, “Monopoly”, “Checkers” and “Chess” which both use the same alternately colored squares board. Use the boards to “create” your own games too. Don’t forget a deck or two of Playing Cards either. No, not for Poker, but for simpler, faster-playing games like “War”, “Fish” or “21” (numbers – not Blackjack!)
Please Note:
I’m not a proponent of using guns or simulations of firearms of any type in the classroom – not even water pistols. No bats, hitting, or aggressive behavior promoting realia of any type normally enters my learning environments. True you can get aggressive behavior from some of the toys I’ve mentioned, but it’s easily squashed or put down without too much trouble. I just explain to the learners what’s allowed and what’s not. This of course, is by no means an exhaustive list. I’m sure you’ll come up with many of your own locally-available favorites for use in your classroom. In fact, if you have some unusual or unique realia that you use, I’d love to hear about it.
Drop me a line at: lynchlarrym@gmail.com.
And good luck.
Toys of all types and kinds are available worldwide. Why not turn this to your advantage to motivate your young learners? For that matter, your not-so-young learners could benefit too; especially those learners who are “young at heart”, for those of you who might be teaching adult learners. Let’s look at some “realia” or “toys” that are commonly available and could be called into play. (pun intended)
Stuffed animals and dolls –
a perennial learner favorite even my most mature adult students give up an “Awww”, whenever I whip out the likes of Winnie the Pooh, Mickey Mouse, Tigger, rabbit, puppy, Teddy or others of my stuffed animal menagerie. You can simulate conversations, use them to illustrate prepositions of place and position, as turn-taking devices or to “replace” learners in a game or activity. They (the stuffed animals) don’t mind being tossed around either.
Soft rubber or inflated ball –
How a classroom could function without at least one of these is beyond me. One learner can “select” another in a mill drill, TPR or group activity by simply tossing the ball to someone else. That way the teacher won’t “play favorites” during the activity. A ball can be used in a relay fashion to signal the next learner in a sequence or game. If it’s dropped or mis-handled, no problem, it just bounces a couple of times or so before returning to the game. Neat, huh?
Cars, trucks and other Vehicles –
Learners can “drive” to places in a neighborhood, from one part of the room to another or from one position on a game board to another. Small ones can serve as place markers in a board game, while larger ones can be used as props in dialogues, role plays and conversations. Don’t forget about using them for grammar and verb practice activities either. And oh yes, girls as well as boys like them too. Adults? Well I have to watch my vehicle props carefully or the adult learners will “steal” them!
Board games –
You really only need a small selection of board games if you have even a shred of imagination. Two or three will work nicely. Some all-time favorites are ones like “Scrabble”, “Monopoly”, “Checkers” and “Chess” which both use the same alternately colored squares board. Use the boards to “create” your own games too. Don’t forget a deck or two of Playing Cards either. No, not for Poker, but for simpler, faster-playing games like “War”, “Fish” or “21” (numbers – not Blackjack!)
Please Note:
I’m not a proponent of using guns or simulations of firearms of any type in the classroom – not even water pistols. No bats, hitting, or aggressive behavior promoting realia of any type normally enters my learning environments. True you can get aggressive behavior from some of the toys I’ve mentioned, but it’s easily squashed or put down without too much trouble. I just explain to the learners what’s allowed and what’s not. This of course, is by no means an exhaustive list. I’m sure you’ll come up with many of your own locally-available favorites for use in your classroom. In fact, if you have some unusual or unique realia that you use, I’d love to hear about it.
Drop me a line at: lynchlarrym@gmail.com.
And good luck.
Thursday, September 28, 2006
Advice for Becoming Certified to Teach English Before You Leave for A Foreign Country
When a reader wrote in to ask, “I wonder what you have to offer in the way of advice for becoming certified to teach before I leave for some other country from the USA?” I couldn’t help but take the time to respond a bit to a person poised on the brink of such a potentially life-altering event as this. The reader further added, “Do you think that an online TEFL course would suffice, or would it be better to do a CELTA course?” What a loaded question that is. Can’t you just picture the trouble I could get into answering that one? Here’s some of what my response contained plus a few additions.
CELTA or TEFL?
While a good TEFL (Teaching English as a Foreign Language) course from a reputable school or institute can be a tremendous boost in preparing you for the rigors and challenges of ELT (English language teaching) abroad, my preference is towards the CELTA (Certificate in English Language Teaching to Adults). The quality of TEFL certificate courses can vary considerably and great care should be taken in selecting a TEFL certificate course. Personally, I recommend an official CELTA course first while in the USA, Canada or the UK for a more than a couple of good reasons.
First - CELTA training will provide you with well-founded teaching tools and skills that will stand you in good stead once you begin teaching. The CELTA course is rigorously monitored so quality is highly constant across a variety of different schools, institutions and organizations that offer it.
Second - The CELTA is recognized world wide as a solid EFL (English as a Foreign Language) teaching credential, meaning that your English level is high and that you have proven knowledge of English language teaching techniques. It also indicates that you have in fact practice taught at satisfactory levels and that you understand learner needs and how to approach them, among other essential ELT basic skills.
Third - Almost all officially recognized CELTA programs have job placement services for their graduates, which means you can land your first job before you leave the USA. You'll have local contacts provided for you and the reputation of the school behind you as well. You may even be able to get leads on a second or even third position from your CELTA course provider as time ticks on if you need a change. This offers an excellent introduction to teaching while helping to minimize elements of the "culture shock" often experienced during your first overseas job.
Fourth - A CELTA course is designed to prepare you for the realities of teaching EFL abroad to learners who may know little or no English. With the confidence and ability to teach English to foreign learners without a knowledge of their L1 is an important skill that will often place you head and shoulders above many other "local" English teachers who frequently rely heavily on use of the learners' L1 (first language).
Fifth - Taking the CELTA in the USA, an English-speaking country, will enable you to start preparing your own "care package" of materials before you leave for your new job. It happens that many locations where we find ourselves teaching English simply do not have an extensive array of materials available. At home in the USA however, virtually any materials you'd like to use is not only available in abundance, but is usually dirt cheap as well.
If you need more information you can check out my article series on English language teaching at ezinearticles.com. I sincerely hope this offers you some guidance. Best wishes for a great career in a location that’s interesting for you
… and good luck, you’ll need it.
CELTA or TEFL?
While a good TEFL (Teaching English as a Foreign Language) course from a reputable school or institute can be a tremendous boost in preparing you for the rigors and challenges of ELT (English language teaching) abroad, my preference is towards the CELTA (Certificate in English Language Teaching to Adults). The quality of TEFL certificate courses can vary considerably and great care should be taken in selecting a TEFL certificate course. Personally, I recommend an official CELTA course first while in the USA, Canada or the UK for a more than a couple of good reasons.
First - CELTA training will provide you with well-founded teaching tools and skills that will stand you in good stead once you begin teaching. The CELTA course is rigorously monitored so quality is highly constant across a variety of different schools, institutions and organizations that offer it.
Second - The CELTA is recognized world wide as a solid EFL (English as a Foreign Language) teaching credential, meaning that your English level is high and that you have proven knowledge of English language teaching techniques. It also indicates that you have in fact practice taught at satisfactory levels and that you understand learner needs and how to approach them, among other essential ELT basic skills.
Third - Almost all officially recognized CELTA programs have job placement services for their graduates, which means you can land your first job before you leave the USA. You'll have local contacts provided for you and the reputation of the school behind you as well. You may even be able to get leads on a second or even third position from your CELTA course provider as time ticks on if you need a change. This offers an excellent introduction to teaching while helping to minimize elements of the "culture shock" often experienced during your first overseas job.
Fourth - A CELTA course is designed to prepare you for the realities of teaching EFL abroad to learners who may know little or no English. With the confidence and ability to teach English to foreign learners without a knowledge of their L1 is an important skill that will often place you head and shoulders above many other "local" English teachers who frequently rely heavily on use of the learners' L1 (first language).
Fifth - Taking the CELTA in the USA, an English-speaking country, will enable you to start preparing your own "care package" of materials before you leave for your new job. It happens that many locations where we find ourselves teaching English simply do not have an extensive array of materials available. At home in the USA however, virtually any materials you'd like to use is not only available in abundance, but is usually dirt cheap as well.
If you need more information you can check out my article series on English language teaching at ezinearticles.com. I sincerely hope this offers you some guidance. Best wishes for a great career in a location that’s interesting for you
… and good luck, you’ll need it.
Sunday, August 27, 2006
English Language Teachers: Why Teach English?
"Why do we have to study English?" When your reluctant learners ask this dreaded question how do you respond? How can you motivate them to really want to learn and use English? Here is an approach I've used successfully.
Often when I give an academic presentation plenary speech or English teacher training session, I ask the audience, “How many countries have Spanish as the first language?” Since I live and work in South America you’d think the response would be swift and forthcoming. Usually it’s not. After the group has sweated it out for a couple of minutes or so I ask, “Would you like to see the list?” They do, of course so I project the 20 key Spanish-speaking countries, which are:
Spain
Mexico
Honduras
Guatemala
Nicaragua
El Salvador
Costa Rica
Panama
Venezuela
Colombia
Ecuador
Peru
Bolivia
Chile
Argentina
Uruguay
Paraguay
The Dominican Republic
Puerto Rico
Cuba
The Fun Begins
Then the fun really begins. My next question is, “How many countries have English as a first or official language?” To twist the screw just a bit more I add, “You’ll all English teachers, so you should know where the language is spoken, right?” They agree that they should and for the next few minutes set about fathoming the English L1 list. More squirming, a few shouted out queries and I let the pressure off. “How many do you have on your list?” Rarely does the number exceed ten or fifteen. Take a moment; how many can YOU list?
Countries with English as the Official L1
“Would you like to see my list?” I ask. You know what the response unanimously is. “Do you think that is something that might be useful for an English teacher to know?” A resounding “Yes!” always follows.
In truth, there are at least thirty-five English L1 countries!
Surprised? Most English teachers are. And my current list might not even be all-inclusive by now. At any rate, here it is:
United States, Trinidad & Tobago, Belize
Barbados, Canada, U.S. Virgin Islands
Guyana, British Virgin Islands, Australia
Falkland Islands, England, Grenada
St. Nevis / St. Kitts, Jamaica, India, Bermuda
South Africa, Bahamas, New Zealand
Cayman Islands, St. Vincent, Grenadines
Samoa, St. Lucia, Seychelles, Sierra Leone
Singapore, Liberia, Ghana, Ireland
Hong Kong, Zimbabwe
Why not check out the official country websites for these and other countries for some eye-opening information on the impact of English on their respective cultures? Many foreign country websites include news, local current events, audio, radio and streaming video as well. Need more information? Just “Google” the country name to get a trainload or two of related websites.
What's the Point
So what’s the point? Just that it’s helpful to provide practical aspects to learning English. World travel and commerce are just two of the many reasons to be cited for the practicality of English-language learning. The internet, e-mails, chats and forums all contribute to a preponderance of English-language use online. A plethora of English teacher resource websites and a growing cadre of English language learner websites help contribute to the usefulness of the tongue.
http://www.etprofessional.com/
http://promo.net/pg/
http://www.quia.com/
http://www.weblogalot.com/ping/
http://www.eslcafe.com/forums/teacher/
http://www.eslbase.com/
The international news is online at so many websites it’s almost embarrassing to try to keep up with them. Did I also mention music, radio and entertainment?
http://www.allyoucanread.com/newspapers.asp
http://www.radiotower.com/
http://www.live365.com/
http://www.cnn.com/
How about online and computer games, fun places to learn and practice grammar and usage, or getting assistance in researching a hard-to-find-information-on theme and podcasts?
http://www.zillions-of-games.com/demo/
http://zone.msn.com/en/root/downloads.htm
http://www.eslpod.com/website/index.php
Scientific, technical and medical knowledge are posted online in English first, even when the initial production of the knowledge was not in English. Linguistic Imperialism? Hegemony? Perhaps, but reality nonetheless.
So next time you get the question, “Why do we have to study English?” don’t pout, start ponying up with some practical aspects for your learners. It may well help them to see things in a different light. Learning English can be both fun and useful. Help your learners to see how and you may rarely have to face the dreaded, “Do we have to study English?”
Often when I give an academic presentation plenary speech or English teacher training session, I ask the audience, “How many countries have Spanish as the first language?” Since I live and work in South America you’d think the response would be swift and forthcoming. Usually it’s not. After the group has sweated it out for a couple of minutes or so I ask, “Would you like to see the list?” They do, of course so I project the 20 key Spanish-speaking countries, which are:
Spain
Mexico
Honduras
Guatemala
Nicaragua
El Salvador
Costa Rica
Panama
Venezuela
Colombia
Ecuador
Peru
Bolivia
Chile
Argentina
Uruguay
Paraguay
The Dominican Republic
Puerto Rico
Cuba
The Fun Begins
Then the fun really begins. My next question is, “How many countries have English as a first or official language?” To twist the screw just a bit more I add, “You’ll all English teachers, so you should know where the language is spoken, right?” They agree that they should and for the next few minutes set about fathoming the English L1 list. More squirming, a few shouted out queries and I let the pressure off. “How many do you have on your list?” Rarely does the number exceed ten or fifteen. Take a moment; how many can YOU list?
Countries with English as the Official L1
“Would you like to see my list?” I ask. You know what the response unanimously is. “Do you think that is something that might be useful for an English teacher to know?” A resounding “Yes!” always follows.
In truth, there are at least thirty-five English L1 countries!
Surprised? Most English teachers are. And my current list might not even be all-inclusive by now. At any rate, here it is:
United States, Trinidad & Tobago, Belize
Barbados, Canada, U.S. Virgin Islands
Guyana, British Virgin Islands, Australia
Falkland Islands, England, Grenada
St. Nevis / St. Kitts, Jamaica, India, Bermuda
South Africa, Bahamas, New Zealand
Cayman Islands, St. Vincent, Grenadines
Samoa, St. Lucia, Seychelles, Sierra Leone
Singapore, Liberia, Ghana, Ireland
Hong Kong, Zimbabwe
Why not check out the official country websites for these and other countries for some eye-opening information on the impact of English on their respective cultures? Many foreign country websites include news, local current events, audio, radio and streaming video as well. Need more information? Just “Google” the country name to get a trainload or two of related websites.
What's the Point
So what’s the point? Just that it’s helpful to provide practical aspects to learning English. World travel and commerce are just two of the many reasons to be cited for the practicality of English-language learning. The internet, e-mails, chats and forums all contribute to a preponderance of English-language use online. A plethora of English teacher resource websites and a growing cadre of English language learner websites help contribute to the usefulness of the tongue.
http://www.etprofessional.com/
http://promo.net/pg/
http://www.quia.com/
http://www.weblogalot.com/ping/
http://www.eslcafe.com/forums/teacher/
http://www.eslbase.com/
The international news is online at so many websites it’s almost embarrassing to try to keep up with them. Did I also mention music, radio and entertainment?
http://www.allyoucanread.com/newspapers.asp
http://www.radiotower.com/
http://www.live365.com/
http://www.cnn.com/
How about online and computer games, fun places to learn and practice grammar and usage, or getting assistance in researching a hard-to-find-information-on theme and podcasts?
http://www.zillions-of-games.com/demo/
http://zone.msn.com/en/root/downloads.htm
http://www.eslpod.com/website/index.php
Scientific, technical and medical knowledge are posted online in English first, even when the initial production of the knowledge was not in English. Linguistic Imperialism? Hegemony? Perhaps, but reality nonetheless.
So next time you get the question, “Why do we have to study English?” don’t pout, start ponying up with some practical aspects for your learners. It may well help them to see things in a different light. Learning English can be both fun and useful. Help your learners to see how and you may rarely have to face the dreaded, “Do we have to study English?”
Saturday, July 29, 2006
Developing English Language Speaking and Conversation Skills in LEP Learners
Focus on Speaking
When asked by the Department Director to “focus on developing speaking ability” with a group of adult university learners supposedly in the upper intermediate level, I embarked on a program involving multiple integrated skills. These were LEP learners with passable knowledge of grammar, but below-standard oral communications skills. Their English language speaking skills needed urgent development.
Speaking and listening are complimentary language skills. (S. Thornbury, 2002; Brown and Yule, 1983) “If you can say it, you’ll understand it when you hear it”, is a mantra I’ve taught and learned language by for more than a decade of my English language teaching experience.
Useful Criteria
In developing speaking and conversation skills I’ve found the following strategies to be useful:
Use a survey or questionnaire to determine learner interests, background, learning styles, etc. (L.M. Lynch, 2004)
Play speaking and vocabulary games for practice
Give frequent and regularly recorded oral evaluations
(M. Thompson, 2001; Eggan / Kauchak, 1994; Hilles ref. by Thompson, 2001)
A Speech Development Program
Preparing a speech development program begins with an oral evaluation of each learner. A voice recorder or video camera both are useful aids. Played back, the teacher then has opportunity to analyze speech patterns and problems in more detail, noting such aspects as:
- Pronunciation (G. Kelly, 2003)
- Connected speech (G. Kelly, 2003)
- Grammar use in context (M. Swan, C. Walter, 2002)
- Discourse markers
- Fluency
- Vocabulary / lexis use in context (A: Worrall,1965; H. Setzler, 1981; R. Dixson, 1983)
Analysis Tools
A video recorder (analog or digital) allows the teacher to make note of physical mannerisms that accompany the learners’ speech as well as the speech itself. Relevant and recordable speech-associated traits (C. Ashcroft, 1993) include:
- Rocking motion of the body or head
- Arm, hand and / or facial gestures
- Foot tapping, leg swaying
- Posture, head and / or body positions
- Other physical idiosyncrasies
A survey or questionnaire which takes the learners only a few minutes to check off, select or answer short questions can provide needed, in-depth information on their interests, hobbies, family, preferred learning styles, motivations and other aspects essential in preparing and conducting an effective speaking development program.
Effective Speaking Practice Activities
A selection of speaking practice activities to offer multiple opportunities for oral discourse must be programmed. Although many learners are shy or self-conscious about speaking in front of others, with practice, this soon diminishes to manageable levels as learners gain confidence.
Effective Activities are ones such as:
- Speech – generating Games (A. Lloyd, A. Prier,2000; J. Hadfield, 1984)
- Oral communication – based short activities (P. Ur, A. Wright, 1996)
- Oral presentations (D. Gutierrez, 2005)
- Dialogues (E. Hall, 1967)
Summary
Since speaking and listening are complimentary language skills, by applying a program based on complimentary speaking and listening comprehension development, learners can improve their English language speaking and conversation skills by using multiple integrated skills-based activities. Using language experience with adults (K. Kennedy, S. Roeder, 1975) and teaching vocabulary / lexis in context are highly beneficial in speaking skills development. (V. French, 1983) Regular practice, assignments and oral production involving a spectrum of oral discourse methods will be an invaluable resource for both the English language learners and the English language teacher.
When asked by the Department Director to “focus on developing speaking ability” with a group of adult university learners supposedly in the upper intermediate level, I embarked on a program involving multiple integrated skills. These were LEP learners with passable knowledge of grammar, but below-standard oral communications skills. Their English language speaking skills needed urgent development.
Speaking and listening are complimentary language skills. (S. Thornbury, 2002; Brown and Yule, 1983) “If you can say it, you’ll understand it when you hear it”, is a mantra I’ve taught and learned language by for more than a decade of my English language teaching experience.
Useful Criteria
In developing speaking and conversation skills I’ve found the following strategies to be useful:
Use a survey or questionnaire to determine learner interests, background, learning styles, etc. (L.M. Lynch, 2004)
Play speaking and vocabulary games for practice
Give frequent and regularly recorded oral evaluations
(M. Thompson, 2001; Eggan / Kauchak, 1994; Hilles ref. by Thompson, 2001)
A Speech Development Program
Preparing a speech development program begins with an oral evaluation of each learner. A voice recorder or video camera both are useful aids. Played back, the teacher then has opportunity to analyze speech patterns and problems in more detail, noting such aspects as:
- Pronunciation (G. Kelly, 2003)
- Connected speech (G. Kelly, 2003)
- Grammar use in context (M. Swan, C. Walter, 2002)
- Discourse markers
- Fluency
- Vocabulary / lexis use in context (A: Worrall,1965; H. Setzler, 1981; R. Dixson, 1983)
Analysis Tools
A video recorder (analog or digital) allows the teacher to make note of physical mannerisms that accompany the learners’ speech as well as the speech itself. Relevant and recordable speech-associated traits (C. Ashcroft, 1993) include:
- Rocking motion of the body or head
- Arm, hand and / or facial gestures
- Foot tapping, leg swaying
- Posture, head and / or body positions
- Other physical idiosyncrasies
A survey or questionnaire which takes the learners only a few minutes to check off, select or answer short questions can provide needed, in-depth information on their interests, hobbies, family, preferred learning styles, motivations and other aspects essential in preparing and conducting an effective speaking development program.
Effective Speaking Practice Activities
A selection of speaking practice activities to offer multiple opportunities for oral discourse must be programmed. Although many learners are shy or self-conscious about speaking in front of others, with practice, this soon diminishes to manageable levels as learners gain confidence.
Effective Activities are ones such as:
- Speech – generating Games (A. Lloyd, A. Prier,2000; J. Hadfield, 1984)
- Oral communication – based short activities (P. Ur, A. Wright, 1996)
- Oral presentations (D. Gutierrez, 2005)
- Dialogues (E. Hall, 1967)
Summary
Since speaking and listening are complimentary language skills, by applying a program based on complimentary speaking and listening comprehension development, learners can improve their English language speaking and conversation skills by using multiple integrated skills-based activities. Using language experience with adults (K. Kennedy, S. Roeder, 1975) and teaching vocabulary / lexis in context are highly beneficial in speaking skills development. (V. French, 1983) Regular practice, assignments and oral production involving a spectrum of oral discourse methods will be an invaluable resource for both the English language learners and the English language teacher.
Wednesday, July 12, 2006
Throw Away the Course Book and Adapt Authentic Materials
Use Authentic Materials?
If asked why they rely heavily on course books for English language teaching, among a variety of other reasons, one that emerges is the seeming unsuitability of available authentic materials. Principal reasons cited for this “unsuitability” can include:
- Unsuitable material level
- Too difficult
- Too long or short
- Use of grammar or language
- Irrelevancy of themes
- Not adapted for specific use
- Not adapted to student learning styles
While these factors are certainly present and accountable, they need not prohibit the use of authentic materials in the English language learning classroom. Let’s briefly examine how authentic materials might be incorporated into an English language teaching curriculum or course of study.
Availability of Authentic Materials
Authentic, that is, materials produced primarily for the use of native speakers of the target language, are easily available from a number of sources for most of the world. Some more common sources include:
- Books
- Magazines
- Newspapers
- TV
- Radio
- Internet
- Videos
- audiocassettes
- Course books
- CDs
- libraries
Most of these sources are readily available even in remote or poor regions of the world. In more highly “developed” regions, they may all be potential sources of materials for the English language learning classroom.
Adapting Authentic Materials
Successfully utilizing a continuing series of authentic materials in your English language learning classroom is simply a matter of adapting those materials to suit the needs of your language learners. Some keys to successful adaptation of authentic materials include:
- converting them into workshop activities
- adjusting the length of the materials
- simplifying or explaining key language elements
- converting authentic materials into a variety of exercise types
Learners benefit from listening materials spoken at “normal” conversational speed vs. English language learner directed listening materials which have been “altered” or “slowed” to enable “improved comprehension”. All well and good, but if the learners ever need to apply that learning and listening practice in a real-life situation – they’re lost. Why? Because – no – body – talks – like – this – in – real –life – in – any - language. (gasp!)
Authentic language videos, CDs, newscasts and radio programs can provide invaluable insight into current events and cultural aspects of English-speaking countries for language teachers and learners in other parts of the world. A benefit of recorded material is the ability to be able to rewind and repeat it as many times as necessary in order to effect increased levels of listening comprehension. The impact of the imagery provided in these clips is incalculable. Course books which are written and marketed for “use in all the world”, simply cannot hold up to this level of cultural knowledge and impact.
So even if you can’t “throw away your course book”, do realistically consider adapting more authentic materials for use in your English language learning classroom. You’ll ultimately be glad you did.
If asked why they rely heavily on course books for English language teaching, among a variety of other reasons, one that emerges is the seeming unsuitability of available authentic materials. Principal reasons cited for this “unsuitability” can include:
- Unsuitable material level
- Too difficult
- Too long or short
- Use of grammar or language
- Irrelevancy of themes
- Not adapted for specific use
- Not adapted to student learning styles
While these factors are certainly present and accountable, they need not prohibit the use of authentic materials in the English language learning classroom. Let’s briefly examine how authentic materials might be incorporated into an English language teaching curriculum or course of study.
Availability of Authentic Materials
Authentic, that is, materials produced primarily for the use of native speakers of the target language, are easily available from a number of sources for most of the world. Some more common sources include:
- Books
- Magazines
- Newspapers
- TV
- Radio
- Internet
- Videos
- audiocassettes
- Course books
- CDs
- libraries
Most of these sources are readily available even in remote or poor regions of the world. In more highly “developed” regions, they may all be potential sources of materials for the English language learning classroom.
Adapting Authentic Materials
Successfully utilizing a continuing series of authentic materials in your English language learning classroom is simply a matter of adapting those materials to suit the needs of your language learners. Some keys to successful adaptation of authentic materials include:
- converting them into workshop activities
- adjusting the length of the materials
- simplifying or explaining key language elements
- converting authentic materials into a variety of exercise types
Learners benefit from listening materials spoken at “normal” conversational speed vs. English language learner directed listening materials which have been “altered” or “slowed” to enable “improved comprehension”. All well and good, but if the learners ever need to apply that learning and listening practice in a real-life situation – they’re lost. Why? Because – no – body – talks – like – this – in – real –life – in – any - language. (gasp!)
Authentic language videos, CDs, newscasts and radio programs can provide invaluable insight into current events and cultural aspects of English-speaking countries for language teachers and learners in other parts of the world. A benefit of recorded material is the ability to be able to rewind and repeat it as many times as necessary in order to effect increased levels of listening comprehension. The impact of the imagery provided in these clips is incalculable. Course books which are written and marketed for “use in all the world”, simply cannot hold up to this level of cultural knowledge and impact.
So even if you can’t “throw away your course book”, do realistically consider adapting more authentic materials for use in your English language learning classroom. You’ll ultimately be glad you did.
Tuesday, July 11, 2006
What English Language Teachers Want to Know
The Problem
When a group of English as a foreign language teachers was surveyed as to what Tepic areas most interested them a surprising variety of Topic areas emerged. As with a growing number of ELT professionals, there is a continuing need for training and development. Many teachers, though wanting to grow their current boundaries, have neither the time, interest or resources to pursue a higher degree or effect a full return to formal education. The answer, in part, may well be foe savvy administrators to schedule a series of well-planned, in-depth English Teacher training workshops and seminars beyond what may be available locally or regionally from such organizations as TESOL, IATEFL, ASOCOPI, the British Council and others.
The Topics
Here are key teacher training topics which consistently emerge as preferred areas of interst for progressive educators.
• Short Class Activities
• Using Drama
• EFL Learning Games
• Vocabulary Development Techniques
• Listening Comprehension
• Using Short Stories
• Giving Presentations
• Creating Materials
• Using Art & Pictures
• EFL Teacher Certification
• Using Songs
• Writing Skills
Need for INSET
Each area is pertinent in its own right and care should be taken to provide an extensive variety of themes in any program of INSET (In-service training) that well-meaning administrators may undertake.
As standards for ELT develop and improve worldwide, increasing pressure on tenured teachers will cause a growing need for in-house teacher training programs that introduce new techniques and English language teaching concepts, update English teachers on new language acquisition theories and reinforce sound language teaching practice.
Additional Topics of Interest
Some additional topics of interst to a lesser, but more experienced group of English language teachers were these areas:
Learning Disabilities
Virtual EFL Teaching
Preparing Evaluations
Reading Comprehension
Training Program Providers
Local universities may have programs or experienced, Teacher Trainers available. Nacional and regional teacher organizations may also be called upon to offer recommendations for INSET programs and materials.
The Internet, TEFL websites like tefl.com, eslbase.com and others are also good sources for locating programs, materials and Language Training Consultants who can provide hended input for teacher development initiatives.
Finally, a stepped-up program of technical reading, ELT online forum participation and in-house discussions can likewise be of aid in upgrading the level of English teacher interest and involvement in advanced training in ELT topics. Magazines like:
· Technology & Learning (www.techlearning.com)
· English Teaching Professional (http://www.etprofessional.com/)
· English Language Teaching Forum (http://www.eltforum.com/)
· ESL Magazine (http://www.eslmag.com/)
· Internet TESL Journal (http://iteslj.org/)
· Its-teachers (http://www.its-teachers.com/)
· Modern Englishn Teacher online (http://www.onlinemet.com/)
· Oxford ELT Journal (http://www.oxfordjournals.org/eltj/)
Use these numerous options to assist you in planning your personal improvement program. They can also provide guidance for the establishment of a departmental or faculty development series of English language teacher training workshops, seminars and training sessions.
When a group of English as a foreign language teachers was surveyed as to what Tepic areas most interested them a surprising variety of Topic areas emerged. As with a growing number of ELT professionals, there is a continuing need for training and development. Many teachers, though wanting to grow their current boundaries, have neither the time, interest or resources to pursue a higher degree or effect a full return to formal education. The answer, in part, may well be foe savvy administrators to schedule a series of well-planned, in-depth English Teacher training workshops and seminars beyond what may be available locally or regionally from such organizations as TESOL, IATEFL, ASOCOPI, the British Council and others.
The Topics
Here are key teacher training topics which consistently emerge as preferred areas of interst for progressive educators.
• Short Class Activities
• Using Drama
• EFL Learning Games
• Vocabulary Development Techniques
• Listening Comprehension
• Using Short Stories
• Giving Presentations
• Creating Materials
• Using Art & Pictures
• EFL Teacher Certification
• Using Songs
• Writing Skills
Need for INSET
Each area is pertinent in its own right and care should be taken to provide an extensive variety of themes in any program of INSET (In-service training) that well-meaning administrators may undertake.
As standards for ELT develop and improve worldwide, increasing pressure on tenured teachers will cause a growing need for in-house teacher training programs that introduce new techniques and English language teaching concepts, update English teachers on new language acquisition theories and reinforce sound language teaching practice.
Additional Topics of Interest
Some additional topics of interst to a lesser, but more experienced group of English language teachers were these areas:
Learning Disabilities
Virtual EFL Teaching
Preparing Evaluations
Reading Comprehension
Training Program Providers
Local universities may have programs or experienced, Teacher Trainers available. Nacional and regional teacher organizations may also be called upon to offer recommendations for INSET programs and materials.
The Internet, TEFL websites like tefl.com, eslbase.com and others are also good sources for locating programs, materials and Language Training Consultants who can provide hended input for teacher development initiatives.
Finally, a stepped-up program of technical reading, ELT online forum participation and in-house discussions can likewise be of aid in upgrading the level of English teacher interest and involvement in advanced training in ELT topics. Magazines like:
· Technology & Learning (www.techlearning.com)
· English Teaching Professional (http://www.etprofessional.com/)
· English Language Teaching Forum (http://www.eltforum.com/)
· ESL Magazine (http://www.eslmag.com/)
· Internet TESL Journal (http://iteslj.org/)
· Its-teachers (http://www.its-teachers.com/)
· Modern Englishn Teacher online (http://www.onlinemet.com/)
· Oxford ELT Journal (http://www.oxfordjournals.org/eltj/)
Use these numerous options to assist you in planning your personal improvement program. They can also provide guidance for the establishment of a departmental or faculty development series of English language teacher training workshops, seminars and training sessions.
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