English Language Teaching and learning methodology and didactic approaches have been in an almost constant state of flux since the advent of the Grammar – Translation method documented by German-American anthropologist Franz Boas and the Danish linguist Otto Jespersen during the early 20th century. From these beginnings through a range of audio-lingual, interactive and communicative methods to CALL and ESP, there has been a virtually continuous research and development in English language acquisition and learning. What though, are some further developments we might look forward to during 2006 considering recent trends in ELT?
Prediction of ELT Trends for 2006
In view of both past and recent trends in ELT, the following aspects would seem to be imminent for the upcoming months of 2006 and beyond. These may include:
An increase in online ELT resources – With costs soaring and many economies slowly crumbling, lowered teacher – student contact hours will mandate an increase in online facilities for both teachers and students
Incremented use of vlogs and blogs as teaching / learning tools – Technology continues to race ahead with greater resources, hardware and software developing at increasingly lower cost allowing us to do far more at much less cost than ever before. Websites and the need to extensive knowledge of programming and software are being rapidly replaced by weblogs (blogs) and video animation web logs (vlogs) which allow inclusion of full audio-video applications in e-mails and online postings at little or no cost. Resource and cash - strapped institutions of learning will now be able to produce and maintain high-quality materials online.
Continued virtual education expansion – Already making serious headway at many previously resistant institutions of language learning, virtual courses and online learning will continually expand as its cost-effectiveness will aid schools to get or stay competitive
A general reduction in teacher – student contact hours – To reduce costs and boost profitability, many institutions are adapting reduced teacher to student contact hours with more student time spent online or in a virtual environment.
Expanded use of web quests - As efforts to create more autonomous learners develop, increased use of task-based learning online such as web quests will see a dramatic rise in implementation
An increase in the production of regional and locally focused EFL texts and materials – In many economies, materials produced in “first world” conditions and costs but marketed in “third world” economic environments are simply unaffordable to students. To circumvent the inability of learners to acquire commercially-produced text materials, local publishers and institutions will prepare, produce and publish materials designed specifically for the needs of their students.
Smarter, better-prepared, more savvy teachers and programs that will derive greater market share – Better educated, better prepared, more qualified teachers will attract the lion’s share of the available student market to those institutions which produce the best results, that is, prepares learners to immediately to advantage of and apply their knowledge and ability to use English. 20% of the institutions in a given market may well capture more than 80% of the available learners creating a market imbalance in their favor.
A shift in student enrollment into more practical vocation-based ESP courses and programs – As economies continue to shrink and tighten, conditions will favor those institutions of learning which provide practically applied language learning courses and programs. That is, English for specific career / employment application – using English as an integral part of a field, career or job function that will give learners greater prospects and employability will attract and hold a greater number of enrolled students.
An even greater focus on English language qualifying exams for teachers and students – How do you tell who’s “good” and who’s not? How do you know where you stand in relation to other teachers, other students or other institutions in the general scheme of things? That is, without trying to compare apples to avocadoes? One answer of course is using globally-based standards and evaluations. Exams, evaluations like the IELTS and TOEFL will see greater application for both teachers and students. Administrators can instantly evaluate and compare English language knowledge and skills of their teaching staff. Teachers can gain a much deeper insight into the English language knowledge and skills of their students at any stage of the course or curriculum.
Greater use of multi-modal teaching methodology and didactics – No two students or teachers are alike. Reaching Limited English Proficiency (LEP) students can be an especially difficult challenge even for the best, most experienced teachers. One approach that can help to minimize the difficulty is the use of a multi-modal approach. As such it will be more widely adapted. It also promotes greater flexibility and a broader range of activities in the classroom promoting student interest, language acquisition rates and participation.
An increasing acceptance of different varieties of English – What is “correct” English is a question which has been under heavy dispute for a number of years. Is British English “better” than American English or other varieties of English? Is the Spanish of Spain (i.e., Castellano) “better” than the Spanish of Latin America? With increasing globalization, like it or not, will come greater acceptance of different varieties of English.
Broader acceptance and integration of the Common European Framework standards for English language teaching, learning and evaluation and testing – As the need for global standards in teaching, testing and evaluating English become necessary, the CEF standards should fully emerge as a beacon to guide a multitude of approaches toward a commonly shared goal.
In the article “Past Trends in ELT: How We Got to Where We Are” previous ELT trends were discussed. In the months ahead, we should look to be spending less time with our students, helping them to develop greater autonomy in their language learning, using multiple approaches and methodologies with each group of language learners to provide an expanded total learning environment. We’ll see more latitude in acceptance of what is considered to be “correct” English language and usage. Teachers and students alike with strive more for globally accepted skills and abilities in the English language.
Prof Larry M. Lynch is a certified English language teacher / trainer, bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He teaches at a university in Cali, Colombia. To read more or get additional original, exclusive language education based articles and content for your newsletter, blog or website contact him at: lynchlarrym@gmail.com.
Thursday, January 05, 2006
Past Trends in English Language Teaching: How We Got to Where We Are
Past Trends in English Language Teaching: How We Got to Where We Are
English Language Teaching and learning methodology and didactic approaches have been in an almost constant state of flux since the advent of the Grammar – Translation method documented by German-American anthropologist Franz Boas and the Danish linguist Otto Jespersen during the early 20th century. Each of the English language teaching and learning methodology and didactic approaches of past decades has contributed to the state of the art that now exists. Here are a few key contributors to ELT.
Past Trends in ELT
Approximately every decade a new approach or methodology comes into vogue. Audio-lingual method, TPR, Neuro-linguistic Programming (NLP), Direct method, the Natural approach and the Communicative approach have all had their heydays. As elements of Computer-Aided Language Learning (CALL) began to grow, the very need for human teachers came briefly into question. Suddenly, everyone wanted to get “plugged in” like the hero in the movie “Matrix” and learn everything instantly. From Piaget to Pimsleur, ever widening facets of language and learning have been ladled upon our world. Many theorists, linguists, language researchers, educational psychologists and a sea of teachers have contributed to our knowledge and understanding of the language teaching and learning processes. A few of the many major theories, events and trends which shaped ELT during past decades include:
Howard Gardner’s Theory of Multiple Intelligences opened the way to more diversity of activities focused on the students themselves and their innate skills, preferences and abilities.
Student-centered teaching and learning-based courses, texts and programs developed at an increased rate.
Noam Chomsky’s theory of Transformational Generative Grammar gave us greater insight into language learning vs. language acquisition and of structural linguistics.
Stephen Krashen et al provided us with five hypotheses to deepen our insight into language acquisition and learning
Psychologists Roger Sperry contributed the theory of Dual Psychology which explained our two innate brains and Paul MacLean’s Triune brain model postulated the three layers of depth to our thinking and actions
Hermann’s Brain Dominance Model allowed us improved understanding of how personality characteristics, learning styles and language learning integrate.
Several well-validated texts emerged in North America, Europe, Latin America and Asia as international and regional benchmarks for EFL curriculum.
The listings could easily go on and on as there are many significant contributions that could be noted here. Each of the English language teaching and learning methodology and didactic approaches of past decades has contributed in part to our understanding and applications of English as a foreign or second language. The Total Physical Response of Asher put movement and motion into language learning getting students out of their desks and into the flow, for example. The article “Predictions of Trends in ELT for 2006: What to Expect in the Upcoming Year” will discuss continuing developments we might expect.
Prof Larry M. Lynch is a certified English language teacher / trainer, bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He teaches at a university in Cali, Colombia. To read more or get additional original, exclusive language education based articles and content for your newsletter, blog or website contact him at: lynchlarrym@gmail.com.
English Language Teaching and learning methodology and didactic approaches have been in an almost constant state of flux since the advent of the Grammar – Translation method documented by German-American anthropologist Franz Boas and the Danish linguist Otto Jespersen during the early 20th century. Each of the English language teaching and learning methodology and didactic approaches of past decades has contributed to the state of the art that now exists. Here are a few key contributors to ELT.
Past Trends in ELT
Approximately every decade a new approach or methodology comes into vogue. Audio-lingual method, TPR, Neuro-linguistic Programming (NLP), Direct method, the Natural approach and the Communicative approach have all had their heydays. As elements of Computer-Aided Language Learning (CALL) began to grow, the very need for human teachers came briefly into question. Suddenly, everyone wanted to get “plugged in” like the hero in the movie “Matrix” and learn everything instantly. From Piaget to Pimsleur, ever widening facets of language and learning have been ladled upon our world. Many theorists, linguists, language researchers, educational psychologists and a sea of teachers have contributed to our knowledge and understanding of the language teaching and learning processes. A few of the many major theories, events and trends which shaped ELT during past decades include:
Howard Gardner’s Theory of Multiple Intelligences opened the way to more diversity of activities focused on the students themselves and their innate skills, preferences and abilities.
Student-centered teaching and learning-based courses, texts and programs developed at an increased rate.
Noam Chomsky’s theory of Transformational Generative Grammar gave us greater insight into language learning vs. language acquisition and of structural linguistics.
Stephen Krashen et al provided us with five hypotheses to deepen our insight into language acquisition and learning
Psychologists Roger Sperry contributed the theory of Dual Psychology which explained our two innate brains and Paul MacLean’s Triune brain model postulated the three layers of depth to our thinking and actions
Hermann’s Brain Dominance Model allowed us improved understanding of how personality characteristics, learning styles and language learning integrate.
Several well-validated texts emerged in North America, Europe, Latin America and Asia as international and regional benchmarks for EFL curriculum.
The listings could easily go on and on as there are many significant contributions that could be noted here. Each of the English language teaching and learning methodology and didactic approaches of past decades has contributed in part to our understanding and applications of English as a foreign or second language. The Total Physical Response of Asher put movement and motion into language learning getting students out of their desks and into the flow, for example. The article “Predictions of Trends in ELT for 2006: What to Expect in the Upcoming Year” will discuss continuing developments we might expect.
Prof Larry M. Lynch is a certified English language teacher / trainer, bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He teaches at a university in Cali, Colombia. To read more or get additional original, exclusive language education based articles and content for your newsletter, blog or website contact him at: lynchlarrym@gmail.com.
Wednesday, November 30, 2005
9 Reasons Why You Should Use Songs to Teach English as a Foreign Language
Using Songs to Teach Foreign Language
Language teachers can and should use songs as part of their classroom teaching repertoire. Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They can provide valuable speaking, listening and language practice in and out of the classroom. Some key reasons songs can work exceedingly well in the foreign language classroom include the following:
1. Songs almost always contain authentic, natural language
This often contrasts the contrived, stilted language found in many student texts. Of course songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language. With careful screening, an extensive library of usable songs for language learning can be compiled.
2. A variety of new vocabulary can be introduced to students through songs
Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.
3. Songs are usually very easily obtainable
Cibemba and Silozi non-withstanding, songs are usually not that difficult to obtain. Local sources may be available including the students themselves. There’s always the internet which can connect you with song downloads in all but the most obscure languages.
4. Songs can be selected to suit the needs and interests of the students
In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult. Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs.
5. Grammar and cultural aspects can be introduced through songs
Most if not all songs have a recurring theme or story. So excerpting cultural elements is usually a possible, but often overlooked aspect of using songs. I still use “Hit the Road Jack” sung by the late Ray Charles to illustrate spoken contractions. He uses spoken contractions is virtually every line of the song.
6. Time length is easily controlled
Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson. Use of songs is very flexible.
7. Students can experience a wide range of accents
A good thing about songs is that you can expose the students to many different kinds of English. British English, American English, Caribbean English are all widely available through songs. Accents too are well represented by songs from different regions and in a variety of types and formats. Gospel, soul, R & B, Pop, Rock, Reggae, Jazz and other styles change not only accents, but vocabulary and usage too.
8. Song lyrics can be used in relating to situations of the world around us
Songs have been used as vehicles of protest for civil rights, workers rights, even prisoner’s rights along with an untold number of other causes. They’ve expounded on pollution, crime, war and almost every social theme or cause. We won’t even mention how many songs are about, related to or explore the theme of sex.
9. Students think songs are natural and fun
Well actually they are, aren’t they? Fun, even silly songs abound in English. Some singers actually made a career out of them. (Ray Stevens, anyone?) They make offbeat, fun changes of pace with classroom use.
These are only some of the many reasons songs are useful in the language learning classroom. They contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They provide enjoyable speaking, listening, vocabulary and language practice both in and out of the classroom.
So EFL, English as a foreign language, ESL, English as a Second language and foreign language teachers should all consider using songs as a regular part of their classroom activities.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
Language teachers can and should use songs as part of their classroom teaching repertoire. Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They can provide valuable speaking, listening and language practice in and out of the classroom. Some key reasons songs can work exceedingly well in the foreign language classroom include the following:
1. Songs almost always contain authentic, natural language
This often contrasts the contrived, stilted language found in many student texts. Of course songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language. With careful screening, an extensive library of usable songs for language learning can be compiled.
2. A variety of new vocabulary can be introduced to students through songs
Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.
3. Songs are usually very easily obtainable
Cibemba and Silozi non-withstanding, songs are usually not that difficult to obtain. Local sources may be available including the students themselves. There’s always the internet which can connect you with song downloads in all but the most obscure languages.
4. Songs can be selected to suit the needs and interests of the students
In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult. Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs.
5. Grammar and cultural aspects can be introduced through songs
Most if not all songs have a recurring theme or story. So excerpting cultural elements is usually a possible, but often overlooked aspect of using songs. I still use “Hit the Road Jack” sung by the late Ray Charles to illustrate spoken contractions. He uses spoken contractions is virtually every line of the song.
6. Time length is easily controlled
Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson. Use of songs is very flexible.
7. Students can experience a wide range of accents
A good thing about songs is that you can expose the students to many different kinds of English. British English, American English, Caribbean English are all widely available through songs. Accents too are well represented by songs from different regions and in a variety of types and formats. Gospel, soul, R & B, Pop, Rock, Reggae, Jazz and other styles change not only accents, but vocabulary and usage too.
8. Song lyrics can be used in relating to situations of the world around us
Songs have been used as vehicles of protest for civil rights, workers rights, even prisoner’s rights along with an untold number of other causes. They’ve expounded on pollution, crime, war and almost every social theme or cause. We won’t even mention how many songs are about, related to or explore the theme of sex.
9. Students think songs are natural and fun
Well actually they are, aren’t they? Fun, even silly songs abound in English. Some singers actually made a career out of them. (Ray Stevens, anyone?) They make offbeat, fun changes of pace with classroom use.
These are only some of the many reasons songs are useful in the language learning classroom. They contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They provide enjoyable speaking, listening, vocabulary and language practice both in and out of the classroom.
So EFL, English as a foreign language, ESL, English as a Second language and foreign language teachers should all consider using songs as a regular part of their classroom activities.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
Sunday, November 27, 2005
Developing Listening Comprehension Skills in IDI English Language Students
Current System of Listening Comprehension Laboratory Attendance
In the current IDI, or Institute of Languages of the Santiago de Cali University system “independent” EFL students, that is those learners who are not registered in a university career program, are “exempted” from listening laboratory attendance. In my opinion, this is a serious error that negatively impacts on the English language skills of registered university students and independent English as a Foreign Language students alike. Listening comprehension is a language skill which cannot be explicitly taught as elaborated on in “What Makes Listening Difficult?”. (Lynch, 2005) This also ultimately results in several ongoing problems.
- Students are given the message that laboratory attendance is unimportant
- Students do not actively pursue any form of development of their listening comprehension skills
- Students undergo increasing difficulty with listening comprehension in class, on quizzes and exams
- Student do not feel a need to practice listening skills using the cassettes or CDs when outside the class environment
- Students often arrive at intermediate and upper levels with woefully inadequate listening comprehension skills
The quality of English language learning is moderately to severely impacted by students’ decided lack of listening comprehension skills. Since speaking skills and listening comprehension skills are inter-related, albeit disproportionately, speaking skills development can likewise be negatively impacted, under-developed or otherwise diminished in capacity
Due to these aspects, among others, I disagree with the policy of automatically “exempting” independent IDI students from listening laboratory attendance. It may be better perhaps to implement the following strategies into current IDI policy.
Possible Solutions for Independent Students
In consideration of the fact that often independent students may be time-pressured due to employment, family responsibilities, health and other commitments solutions could be to:
- Encourage listening laboratory attendance upon early arrival , or if possible, on another day
- Schedule special listening comprehension practice sessions in the laboratory or library at the request of the students
- Allow listening laboratory attendance sessions to be conducted during class hours – i.e., for a Monday, Wednesday, Friday class a portion of Friday’s class could be held in the listening laboratory
- For a Tuesday & Thursday class, a portion of Thursday’s class could be held in the listening laboratory
Allow for listening comprehension practice sessions using lab materials in class by special arrangement thus aiding in lowering of the students’ Affective Filter (Krashen and Terrell, 1993)
Listening Comprehension Study Results
Studies conducted over a period of five semesters, two and a half years, from the three partial exams given during each semester clearly demonstrate that students who regularly attend the minimum required number of listening laboratory hours (four per partial exam period and a total of 10 for the semester) achieve consistently higher listening comprehension scores than students with little or no listening laboratory attendance. Those students who attend a disproportionately higher number of listening laboratory sessions consistently have the highest scores on the listening comprehension portion of the partial exams. During the last, and previous semesters, students have attended as many as 35 listening laboratory sessions on their own time during the course of the semester. Independently conducted studies during the 2003B, 2004A, 2004B, 2005A and 2005B semesters have unequivocally borne out these results. (Lynch, 2004)
Graphed results of mean and mode listening comprehension exam section results clearly indicate three distinctive trends:
· Series 1 Blue – higher general scores for students with higher than average listening comprehension laboratory attendance
· Series 2 Purple – a broader range of exam scores than the blue series but with few failing students and no students with excessively low scores
· Series 3 Orange – a full range of listening comprehension exam section scores with scores from all correct down to zero, or none correct. In addition, about half of the students have failing scores.
This being the case, it appears to be obvious that mandating listening laboratory attendance across the full spectrum of IDI students would result in benefits for both the quality of learning and the English language skills of the students. Especially in the listening comprehension skills of a large percentage of LEP, or Limited English Proficiency, students who are now enrolled in English classes. By effectively addressing the listening comprehension skills of EFL students, any language institute can inherently improve the basic English language skills of its students.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on learning English or another foreign language? E-mail the author now at: lynchlarrym@gmail.com .
In the current IDI, or Institute of Languages of the Santiago de Cali University system “independent” EFL students, that is those learners who are not registered in a university career program, are “exempted” from listening laboratory attendance. In my opinion, this is a serious error that negatively impacts on the English language skills of registered university students and independent English as a Foreign Language students alike. Listening comprehension is a language skill which cannot be explicitly taught as elaborated on in “What Makes Listening Difficult?”. (Lynch, 2005) This also ultimately results in several ongoing problems.
- Students are given the message that laboratory attendance is unimportant
- Students do not actively pursue any form of development of their listening comprehension skills
- Students undergo increasing difficulty with listening comprehension in class, on quizzes and exams
- Student do not feel a need to practice listening skills using the cassettes or CDs when outside the class environment
- Students often arrive at intermediate and upper levels with woefully inadequate listening comprehension skills
The quality of English language learning is moderately to severely impacted by students’ decided lack of listening comprehension skills. Since speaking skills and listening comprehension skills are inter-related, albeit disproportionately, speaking skills development can likewise be negatively impacted, under-developed or otherwise diminished in capacity
Due to these aspects, among others, I disagree with the policy of automatically “exempting” independent IDI students from listening laboratory attendance. It may be better perhaps to implement the following strategies into current IDI policy.
Possible Solutions for Independent Students
In consideration of the fact that often independent students may be time-pressured due to employment, family responsibilities, health and other commitments solutions could be to:
- Encourage listening laboratory attendance upon early arrival , or if possible, on another day
- Schedule special listening comprehension practice sessions in the laboratory or library at the request of the students
- Allow listening laboratory attendance sessions to be conducted during class hours – i.e., for a Monday, Wednesday, Friday class a portion of Friday’s class could be held in the listening laboratory
- For a Tuesday & Thursday class, a portion of Thursday’s class could be held in the listening laboratory
Allow for listening comprehension practice sessions using lab materials in class by special arrangement thus aiding in lowering of the students’ Affective Filter (Krashen and Terrell, 1993)
Listening Comprehension Study Results
Studies conducted over a period of five semesters, two and a half years, from the three partial exams given during each semester clearly demonstrate that students who regularly attend the minimum required number of listening laboratory hours (four per partial exam period and a total of 10 for the semester) achieve consistently higher listening comprehension scores than students with little or no listening laboratory attendance. Those students who attend a disproportionately higher number of listening laboratory sessions consistently have the highest scores on the listening comprehension portion of the partial exams. During the last, and previous semesters, students have attended as many as 35 listening laboratory sessions on their own time during the course of the semester. Independently conducted studies during the 2003B, 2004A, 2004B, 2005A and 2005B semesters have unequivocally borne out these results. (Lynch, 2004)
Graphed results of mean and mode listening comprehension exam section results clearly indicate three distinctive trends:
· Series 1 Blue – higher general scores for students with higher than average listening comprehension laboratory attendance
· Series 2 Purple – a broader range of exam scores than the blue series but with few failing students and no students with excessively low scores
· Series 3 Orange – a full range of listening comprehension exam section scores with scores from all correct down to zero, or none correct. In addition, about half of the students have failing scores.
This being the case, it appears to be obvious that mandating listening laboratory attendance across the full spectrum of IDI students would result in benefits for both the quality of learning and the English language skills of the students. Especially in the listening comprehension skills of a large percentage of LEP, or Limited English Proficiency, students who are now enrolled in English classes. By effectively addressing the listening comprehension skills of EFL students, any language institute can inherently improve the basic English language skills of its students.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on learning English or another foreign language? E-mail the author now at: lynchlarrym@gmail.com .
Friday, November 25, 2005
How to Use Three Potatoes and a Stuffed Dummy for Bringing in the New Year
Three potatoes and a stuffed dummy?
Want to know hot to use three potatoes and a stuffed dummy for bringing in the New Year? Well here’s the scoop.
During the latter part of December in Colombia and Ecuador, an effigy of the old year is stuffed with sawdust, wood chips, shredded paper and other flammables. The body is seeded with a few well-placed firecrackers as well. The head is often a papier-mâché mask not infrequently resembling a famous person, character or politician. Someone you’d just as soon be rid of is a runaway favorite, although witches, politicians, presidents, generals and mother-in-laws have the followings.
The life-sized effigy is placed in a prominent place like a doorway, window or even on a chair out in front of the house to await its fate. The practice even extends to stores, shops and businesses with many having effigies made up and placed outside in front – away from the merchandise of course. On the evening of December 31st, often sooner, the effigy is set ablaze amid much fanfare, shouting and wishes for the New Year. It burns rapidly taking the old year and its troubles with it. As the crackling flames, fueled by gasoline poured on the effigy, reach the firecrackers, the dummy is blown into flaming bits. There are so many burning on some streets in Quito and other towns in Ecuador it looks like a war zone. The stage is now set for a fresh, New Year.
Now Take Three Potatoes
This one’s easy, but odd. You take three potatoes; some people use five, peel one and then toss them all under the bed. Don’t look now – no peeking! Reach under the bed and feel around for them. Got ‘em? Okay pick one, still no peeking now! Take it out. If it’s the peeled one, then goodness and bounty will be yours for the New Year. If it’s not, well, better luck next year. Don’t laugh, my Mother-in-law does this! (but for goodness sakes, don’t tell her I told you!)
Happy New Year! … and get that suitcase out!
Want to know what suitcase? Be sure to read “Happy New Year Latin Style: Unusual South American Customs for bringing in the New Year”.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
Want to know hot to use three potatoes and a stuffed dummy for bringing in the New Year? Well here’s the scoop.
During the latter part of December in Colombia and Ecuador, an effigy of the old year is stuffed with sawdust, wood chips, shredded paper and other flammables. The body is seeded with a few well-placed firecrackers as well. The head is often a papier-mâché mask not infrequently resembling a famous person, character or politician. Someone you’d just as soon be rid of is a runaway favorite, although witches, politicians, presidents, generals and mother-in-laws have the followings.
The life-sized effigy is placed in a prominent place like a doorway, window or even on a chair out in front of the house to await its fate. The practice even extends to stores, shops and businesses with many having effigies made up and placed outside in front – away from the merchandise of course. On the evening of December 31st, often sooner, the effigy is set ablaze amid much fanfare, shouting and wishes for the New Year. It burns rapidly taking the old year and its troubles with it. As the crackling flames, fueled by gasoline poured on the effigy, reach the firecrackers, the dummy is blown into flaming bits. There are so many burning on some streets in Quito and other towns in Ecuador it looks like a war zone. The stage is now set for a fresh, New Year.
Now Take Three Potatoes
This one’s easy, but odd. You take three potatoes; some people use five, peel one and then toss them all under the bed. Don’t look now – no peeking! Reach under the bed and feel around for them. Got ‘em? Okay pick one, still no peeking now! Take it out. If it’s the peeled one, then goodness and bounty will be yours for the New Year. If it’s not, well, better luck next year. Don’t laugh, my Mother-in-law does this! (but for goodness sakes, don’t tell her I told you!)
Happy New Year! … and get that suitcase out!
Want to know what suitcase? Be sure to read “Happy New Year Latin Style: Unusual South American Customs for bringing in the New Year”.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
Wednesday, November 23, 2005
Learning Alternatives: Which One’s for You?
Introduction
“Good morning students”, greeted M’s Crabapple standing front and center of the tidy classroom. A throng of more than 30 students responded, “Good morning M’s Crabapple.” She continued, “First we’ll take roll call.” Then proceeded to call and check off each student as they responded, “present”. Next was an explanation of the proposed lessons for the day. There was copying of board work – lots of board work, and the staccato of lecturing and copying interspersed with recitations, was broken once in the morning for a fifteen minute recess and again at noon for lunch. The drilling resumed at the one o’clock bell, and continued until broken by the day’s final recess bell at three. “Don’t forget to study and do your homework”, the school-marm bellowed at the fleeing mass of students rushing the exit like they were abandoning a sinking ship.
Such was typical of “a day at school” for millions of students over a period of decades.
Learning Alternatives
Now however, the traditional role of schooling has radically been altered. A number of viable learning alternatives are available. What are some of the benefits and disadvantages of each of these learning alternatives? Let’s look at some of them.
Correspondence course
A correspondence course is traditionally, a class conducted through the mail. Lesson materials arrive by mail. The student then returns their completed work by return mail and waits for the next lesson to arrive by mail. The process continues and repeats until all the required lessons have been completed. There is no teacher to student contact other than the written word. Some programs nowadays do allow for telephone, e-mail or voice-mail contact. Only highly motivated, independent learners are able to benefit greatly from this type of learning.
Field Trips
Associated with both a traditional school setting and independent learning, field trips consist of students visiting a location outside of their school or home to learn about a topic or theme. Places visited might include businesses such as manufacturing facilities, a park, the Zoo or an aquarium, public services facilities like fire stations, TV or radio studios, hospitals or police stations. An effective learning strategy, this method does require a teacher or guide to fully accomplish. Also, setting up visits to some locales may be difficult or impossible for the individual learner.
Independent Study
Independent Study involves design of a project which students then complete by various means on their own. The collective work may require a number of intricately interacted facets to complete. Investigative research, writing, field trips, interviews, extensive reading and lectures may all be involved and required to complete project work. The final production is often a presentation, paper or report extolling the details of the student’s work and acquired knowledge.
Vocational School
An educational bastion for learning trade or technical skills, a vocational school teaches practical skills. Students are most often immediately employable by the private and commercial sectors upon completion of a course of study a vocational school. Fields like Health Care, Nursing, Electronics, Computer Science, Construction and Manufacturing that have a demand for skilled labor or technicians receive a steady supply of their labor force from these types of schools.
Educational Television Course
The vast majority of major metropolitan areas have one or more public broadcasting stations which feature educational programs. These programs are frequently part of an accredited course of study at a local College or University. Students watch (and often record) the TV programs at home, take notes and study the broadcast material as an integral part of their learning. Another effective strategy for the highly independent learner, this method does not promote interpersonal contact between teacher (if any) and learner.
Continuing Education
When adults want to resume their education at some point in their life, programs offered by Post-Secondary institutions which cater to these students’ specific needs are called Continuing Education. Some may last for only a day or two. Other programs can run for weeks with an intensity that can vary from an hour or two per week up to everyday class contact. Courses may be of personal interest topics like ethnic cooking, gardening, writing and photography, or employment-related areas such as welding, plumbing, languages, painting and construction. A highly popular option of today, these types of courses and programs promote interaction between students in the class, interactive learning and full teacher to student contact. There is usually lots of feedback between teacher and learners, and the learners themselves.
We likely will never see a return to “traditional” learning as was illustrated above. But with the growing variety of learning alternatives, there certainly is something to suit almost everyone. So get out of your rut. Take a chance – take a course and improve your mind and your life using one of the many learning alternatives available to you. If not, there’s always a M’s Crabapple waiting.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
“Good morning students”, greeted M’s Crabapple standing front and center of the tidy classroom. A throng of more than 30 students responded, “Good morning M’s Crabapple.” She continued, “First we’ll take roll call.” Then proceeded to call and check off each student as they responded, “present”. Next was an explanation of the proposed lessons for the day. There was copying of board work – lots of board work, and the staccato of lecturing and copying interspersed with recitations, was broken once in the morning for a fifteen minute recess and again at noon for lunch. The drilling resumed at the one o’clock bell, and continued until broken by the day’s final recess bell at three. “Don’t forget to study and do your homework”, the school-marm bellowed at the fleeing mass of students rushing the exit like they were abandoning a sinking ship.
Such was typical of “a day at school” for millions of students over a period of decades.
Learning Alternatives
Now however, the traditional role of schooling has radically been altered. A number of viable learning alternatives are available. What are some of the benefits and disadvantages of each of these learning alternatives? Let’s look at some of them.
Correspondence course
A correspondence course is traditionally, a class conducted through the mail. Lesson materials arrive by mail. The student then returns their completed work by return mail and waits for the next lesson to arrive by mail. The process continues and repeats until all the required lessons have been completed. There is no teacher to student contact other than the written word. Some programs nowadays do allow for telephone, e-mail or voice-mail contact. Only highly motivated, independent learners are able to benefit greatly from this type of learning.
Field Trips
Associated with both a traditional school setting and independent learning, field trips consist of students visiting a location outside of their school or home to learn about a topic or theme. Places visited might include businesses such as manufacturing facilities, a park, the Zoo or an aquarium, public services facilities like fire stations, TV or radio studios, hospitals or police stations. An effective learning strategy, this method does require a teacher or guide to fully accomplish. Also, setting up visits to some locales may be difficult or impossible for the individual learner.
Independent Study
Independent Study involves design of a project which students then complete by various means on their own. The collective work may require a number of intricately interacted facets to complete. Investigative research, writing, field trips, interviews, extensive reading and lectures may all be involved and required to complete project work. The final production is often a presentation, paper or report extolling the details of the student’s work and acquired knowledge.
Vocational School
An educational bastion for learning trade or technical skills, a vocational school teaches practical skills. Students are most often immediately employable by the private and commercial sectors upon completion of a course of study a vocational school. Fields like Health Care, Nursing, Electronics, Computer Science, Construction and Manufacturing that have a demand for skilled labor or technicians receive a steady supply of their labor force from these types of schools.
Educational Television Course
The vast majority of major metropolitan areas have one or more public broadcasting stations which feature educational programs. These programs are frequently part of an accredited course of study at a local College or University. Students watch (and often record) the TV programs at home, take notes and study the broadcast material as an integral part of their learning. Another effective strategy for the highly independent learner, this method does not promote interpersonal contact between teacher (if any) and learner.
Continuing Education
When adults want to resume their education at some point in their life, programs offered by Post-Secondary institutions which cater to these students’ specific needs are called Continuing Education. Some may last for only a day or two. Other programs can run for weeks with an intensity that can vary from an hour or two per week up to everyday class contact. Courses may be of personal interest topics like ethnic cooking, gardening, writing and photography, or employment-related areas such as welding, plumbing, languages, painting and construction. A highly popular option of today, these types of courses and programs promote interaction between students in the class, interactive learning and full teacher to student contact. There is usually lots of feedback between teacher and learners, and the learners themselves.
We likely will never see a return to “traditional” learning as was illustrated above. But with the growing variety of learning alternatives, there certainly is something to suit almost everyone. So get out of your rut. Take a chance – take a course and improve your mind and your life using one of the many learning alternatives available to you. If not, there’s always a M’s Crabapple waiting.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
Using Field Trips to Augment Alternative Learning Methods
Introduction
In the previous article “Alternative Learning Methods: Which One’s for You?”, we discussed some alternative methods currently in use that have superseded traditional learning in many cases. One drawback common to some alternative learning methods is a distinct lack of “hands on” experience on the part of the student. It would indeed be a serious oversight to attempt to fully educate ourselves, our children or our students by any means without providing available opportunities for intimate personal exposure to a wide variety of places, things animals and the environment in general. “Learning in a box” must be avoided at all costs if well-rounded development is going to be achieved. With virtual education, independent study and home schooling in particular, a series of on-going field trips should be programmed to augment the learning experience.
Virtual Education Courses and Programs
Courses and programs taken completely online or through the use of computers have immensely gained in popularity during recent times. With the advent of better, faster, and cheaper personal and laptop computers, students are able to carry the learning process into almost every facet of their lives using CR-ROMs and the internet to supplement their skills, knowledge and learning. Learning strategies such as Web Quests, Online Forums, Moderated Chats, I / M (Instant Messaging) have lent a whole new vista to education of children and adults alike. Local sites and facilities which are related to study topic would be interesting and useful field trips.
Independent Study
Independent Study involves design of a project which students then complete by various means on their own. The collective work may require a number of intricately interacted facets to complete. Investigative research, writing, field trips, interviews, extensive reading and lectures may all be involved and required to complete project work. The final production is often a presentation, paper or report extolling the details of the student’s work and acquired knowledge. Independent learning must be augmented by as many local or regional field trips, related to their studies as possible, for the student to more fully internalize the material.
Home Schooling
When a student does not attend traditional public or private school, but instead, has classes taught at home by parents and / or tutors, the concurrent term used is home schooling. A number of methods, singly or in combination, may be utilized to inform and educate the student. With the rise of crime and violence in the public (free) school systems of many countries, more and more families are turning to this once-maligned manner of educating their children. Broadening the student’s world with an extensive array of field trips will do wonders in providing the inculcation necessary to more fully develop the learner’s intelligences.
Field Trips
Associated with both a traditional school setting and independent learning, field trips consist of students visiting a location outside of their school or home to learn about a topic or theme. Trips and visits can be made locally, regionally or even done as part of a “semester abroad” experience. Summer is frequently used for this purpose as inclement weather is far more common in autumn and winter. An effective learning strategy, this method does require a teacher or guide to fully accomplish. Also, setting up visits to some locales may be difficult or impossible for the individual learner. Places visited might include locations such as:
· manufacturing facilities
· breweries, distilleries
· museums
· historic sites and buildings
· tombs, cemeteries and monuments
· a park
· the Zoo and “Petting” Zoos
· Gardens, greenhouses, orchards and Horticultural Centers
· an aquarium
· dairy farms
Also to be included for consideration, are field trips to public services facilities like:
- fire stations
- TV stations
- radio studios
- newspaper offices and printing facilities
- hospitals or health care facilities
- police stations or detention centers
- water or waste treatment plants
- weather stations
To determine what is available locally, you can visit the local bureau of tourism, the chamber of commerce, the city and state departments of education; consult the yellow pages and the websites of area businesses. This should give you a list to start. More will likely be added as you gain contacts in business and industry. Ask for suggestions and recommendations as you go. People are almost always glad to help. Please feel free to contact me for specific recommendations, referrals and ideas.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
In the previous article “Alternative Learning Methods: Which One’s for You?”, we discussed some alternative methods currently in use that have superseded traditional learning in many cases. One drawback common to some alternative learning methods is a distinct lack of “hands on” experience on the part of the student. It would indeed be a serious oversight to attempt to fully educate ourselves, our children or our students by any means without providing available opportunities for intimate personal exposure to a wide variety of places, things animals and the environment in general. “Learning in a box” must be avoided at all costs if well-rounded development is going to be achieved. With virtual education, independent study and home schooling in particular, a series of on-going field trips should be programmed to augment the learning experience.
Virtual Education Courses and Programs
Courses and programs taken completely online or through the use of computers have immensely gained in popularity during recent times. With the advent of better, faster, and cheaper personal and laptop computers, students are able to carry the learning process into almost every facet of their lives using CR-ROMs and the internet to supplement their skills, knowledge and learning. Learning strategies such as Web Quests, Online Forums, Moderated Chats, I / M (Instant Messaging) have lent a whole new vista to education of children and adults alike. Local sites and facilities which are related to study topic would be interesting and useful field trips.
Independent Study
Independent Study involves design of a project which students then complete by various means on their own. The collective work may require a number of intricately interacted facets to complete. Investigative research, writing, field trips, interviews, extensive reading and lectures may all be involved and required to complete project work. The final production is often a presentation, paper or report extolling the details of the student’s work and acquired knowledge. Independent learning must be augmented by as many local or regional field trips, related to their studies as possible, for the student to more fully internalize the material.
Home Schooling
When a student does not attend traditional public or private school, but instead, has classes taught at home by parents and / or tutors, the concurrent term used is home schooling. A number of methods, singly or in combination, may be utilized to inform and educate the student. With the rise of crime and violence in the public (free) school systems of many countries, more and more families are turning to this once-maligned manner of educating their children. Broadening the student’s world with an extensive array of field trips will do wonders in providing the inculcation necessary to more fully develop the learner’s intelligences.
Field Trips
Associated with both a traditional school setting and independent learning, field trips consist of students visiting a location outside of their school or home to learn about a topic or theme. Trips and visits can be made locally, regionally or even done as part of a “semester abroad” experience. Summer is frequently used for this purpose as inclement weather is far more common in autumn and winter. An effective learning strategy, this method does require a teacher or guide to fully accomplish. Also, setting up visits to some locales may be difficult or impossible for the individual learner. Places visited might include locations such as:
· manufacturing facilities
· breweries, distilleries
· museums
· historic sites and buildings
· tombs, cemeteries and monuments
· a park
· the Zoo and “Petting” Zoos
· Gardens, greenhouses, orchards and Horticultural Centers
· an aquarium
· dairy farms
Also to be included for consideration, are field trips to public services facilities like:
- fire stations
- TV stations
- radio studios
- newspaper offices and printing facilities
- hospitals or health care facilities
- police stations or detention centers
- water or waste treatment plants
- weather stations
To determine what is available locally, you can visit the local bureau of tourism, the chamber of commerce, the city and state departments of education; consult the yellow pages and the websites of area businesses. This should give you a list to start. More will likely be added as you gain contacts in business and industry. Ask for suggestions and recommendations as you go. People are almost always glad to help. Please feel free to contact me for specific recommendations, referrals and ideas.
Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? E-mail Prof. Larry M. Lynch at: lynchlarrym@gmail.com for professional consulting, EFL Teacher Training or ELT multi-media presentations at your conference or facility.
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