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

English as a Foreign Language Learner Class Profiles

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

Using the English Verb “GO”

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

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

Using the English Verb “DO”

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

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

Using the English Verb “PLAY”

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

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

General Guidelines for English Language Learners

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


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

US ambassador pledges support to English language learning in Angola

US ambassador pledges support to English language learning in Angola

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

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

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

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

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

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

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

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

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

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

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


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "If You Want to Teach English Abroad, Here’s What You Need to Know" by requesting the title at: lynchlarrym@gmail.com

Infants Learn Earlier Than Thought

Scans of young brains by UW researchers show infants are far more aware of their surroundings than they may appear to be.

By Isolde Raftery The (Vancouver) Columbian

http://seattletimes.nwsource.com/html/health/2008700779_brains03.html



Until recently, humans could safely view their brains as fatty, spongy masses of electrifying wonder. Brains are, in a sense, a secret place no one else can tap into unless we let them; they are our memory banks and central control centers that dictate how we behave and reason and interact with others.

But in the past decade, neuroscientists across the world have started to peer into the young brain to determine exactly how we learn. Examining their findings, researchers say that learning starts at birth, and perhaps even earlier.
"It's too late to wait until the age of 5 and expect that teachers in schools are going to be able to catch them," University of Washington professor Patricia Kuhl said. Kuhl is co-director of the Institute for Learning and Brain Science in Seattle (ILABS).

"Children who are behind stay behind."

Currently, researchers at ILABS secure babies with nylon caps with suction-cuplike electrodes that can read their neuronal activity. Next year, ILABS researchers will be the first in the world to use a $2.5 million machine to test the faint magnetic fields that emanate from a child's brain.

The money for the magnetoencephalography machine came from the state's Life Sciences Discovery Fund, which includes the tobacco-settlement bonus. The nylon cap brain scans show that infants are far more aware of their surroundings than they may appear. Within days, little ones can recognize familiar faces and sounds. Soon after, they start mimicking vowels. And at 6 months of age, babies can distinguish between the sounds of all languages (the adult brain cannot).

The MEG machine will be able to identify precisely what part of the brain is stimulated when an infant interacts with her mother, for example, as opposed to a stranger.

Danielle Kassow, researcher at Thrive By Five Washington, a public-private venture that aims to increase early education across the state, says that improved brain research has confirmed older empirical research and pushed lawmakers to fund early-education programs.

In Washington, where kindergarten teachers say fewer than half of their students are ready on Day 1, that work began in 2006 with the launch of Thrive and the state's Department of Early Learning. In Clark County school districts, curriculum directors have started using brain studies to pick textbooks and help teachers hone instruction.

The role of parents

That children soak up their surroundings isn't groundbreaking. An oft-cited study from 1995 showed that there's a gap of 32 million words between children on welfare and children from affluent homes. Children from impoverished families are more likely to hear directives, Kuhl said, in the form of "do this" and "do that."

In educated families, she said, "Conversations are more varied — what you dream about, what you can imagine, what other people think — more complex thoughts that provide the kinds of stimulation that kids' brains need."
Acquiring a rich vocabulary isn't like cramming for the Graduate Record Examination, however. Professor Maryanne Wolf of Tufts University writes in her 2007 book, "Proust and the Squid," that words inform concepts that enrich a child's understanding of the world. If those concepts are learned, she argues there is "less ability to infer and to predict." Genetics lay out our neurological blueprint, but parents wire our brains, Kassow says.

Babies develop signals to get an adult's attention — they might cry, look at the adult, coo or reach out their arms. When the adult responds, the baby is soothed by the attention, as evidenced by the reduction in cortisol levels, known as the stress hormone. Researchers who study child attachment have argued this for years, and brain-scan research confirms their work.

Studying language

In 2008, ILABS studied how 9-month-olds process language spoken to them. One group was placed in front of a television where another language was being spoken. Another group spent time with an adult who spoke that language, and a third stayed in the native English-speaking environment.
The UW group found that children who learned from adults were on track to becoming native speakers. Brain scans of children who were supposed to be learning from the television showed no advancement. Those infants appeared transfixed by the television but hadn't learned a thing.

"Babies need people to learn a language," Kuhl said, which may help explain why autistic children are linguistically delayed. Autistic children are less interested in interacting with their parents, and therefore aren't getting the same language inputs as non-autistic children.

Read to your child

The bottom line, scientists say, is that no amount of teacher training, brain scans or curriculum research can trump the parent-child connection. They say that parents should start reading to their child in utero. And when the child is born, keep reading aloud, as it introduces the baby to the cadence of written language.

"You can read an 8-month-old racing results, stock prices or Dostoyevsky (pictured)," Wolf writes in "Proust and the Squid," "although an illustrated version would be even better."

Wolf says that connection between being read to and feeling loved is the best prescription for developing a vocabulary, learning concepts and, ultimately, learning how to read.

Copyright © 2009 The Seattle Times Company

Teaching Kindergarten — Who Me?

Teaching Kindergarten—Who Me?

Guest post by Linda Rister Price January 2009

As a dedicated high school and university EFL/EAP teacher of over 35 years experience few teaching situations throw me anymore, so when I was asked if I would come and talk to my granddaughter’s kindergarten class, I said,

“Of course. No problem.”

The teacher went on to explain that every year the school liked to have guests come in and talk about their areas of expertise, and since I had lived overseas for so many years, perhaps I would like to talk about my country. “Excuse me, the United States?” No, naturally not. “Columbia” she said looking puzzled. I gently explained that though I lived in Colombia (please, the country is spelled with two o’s) for over 37 years, I was very much American, but I would be very happy to tell the children about this tropical paradise.

Given my normal tendency to ignore anything that isn’t imminent, I dismissed this project from my mind and went on with my life. About two months later, the teacher once again made contact about the “Teach-in Day” and was I still up for it?

“Sure, let me have the details,” I said.

A lengthy letter followed outlining all the details. She asked if I could give the lesson in Spanish —yikes— for their Salsa and Chips ESOL class period. It was scheduled for Thursday right after the kids finished talking about fire safety and climbing all over the fire truck. (Again, I’m not kidding.) And furthermore, she wanted to invite another class to join hers. What have I gotten myself into I thought.

A flurry of letters followed since I had previous commitments and dreaded exposing my deficient Spanish to the scrutiny of ESOL peers that I didn’t know. And preparation—never did I spend so much time preparing for my university classes. I spent for at least 20 to 30 hours preparing for a tiny 20 minute class. I had no materials for this age group—what do they do anyway in kindergarten?

I thought a map as a reference might be nice, but where to get one? I finally downloaded one from the Internet and had it blown up at my neighborhood photocopier. I mounted it on dark blue sponge board. I searched and searched in U.S. magazines for tropical fruits, minerals, and pop stars of Colombia (like Juanes, pictured above). I wasted hours and hours before my son said why didn’t you go to Google and click on images. If looks could kill, he would never have reached his 36th birthday. Still, this excellent idea put me back on track, and I was able to make up for lost time.

I decided to teach the kids a folksong. I know two in Spanish: The Mexican “La Cucaracha” from my early school days and “Los Pollitos” from Colombia. The first thing I discovered when I downloaded the words and music is that Los Pollitos is from Costa Rica not Colombia. Too bad—there was no going back now. I simply tossed out that all the kids in Colombia learn this song. Two web sites (www.mamalisa.com) and (www.juegosycanciones.com/songs.html) were very helpful. I made another trip to the photocopier to enlarge those cute yellow chicks and the words. Wow, black and white enlargements are inexpensive, but color—no way was I spending $35 bucks for this! I went home and got out my granddaughter’s markers and started filling in the colors. Did I mention I hate teaching young children because of all the manual arts you have to use?

The big day finally arrived. I gave my spiel and asked if anyone understood everything I said. Only two or three small brown hands of the most excited brown-eyed and brown-haired youngsters went up. All the blue-eyed, yellow-haired kiddies just looked at me. When I asked if they would like for me to repeat everything in English so they could understand, they solemnly nodded yes. The teachers all shouted out “Please.” Next we sang Los Pollitos, rubbing our stomachs for hunger, shivering from the cold, and huddling under the wings of mother hen.

Finally, I showed real bananas as a fruit grown in Colombia and gave them to the teacher to be passed out after lunch. But the biggest hit of the program was when I handed out a Colombian coffee bean to each child. They enjoyed the smell and were proud to receive a token from me. One even commented to his teacher that he was going to make his father coffee from his bean.

Despite feeling inadequate and totally unprepared for this age group, I did enjoy myself. Will I do it again? No way, you couldn’t pay me enough! Adios, and my most sincere respects to Kindergarten teachers everywhere.


Linda Rister Price studied Information Science as an Undergraduate and earned a Masters in Education (Curriculum and Evaluation) as well as a Masters in English as a Foreign Language. She is an English as a Foreign Language teacher of more than 35 years experience. She lived and worked in Cali, Colombia for over 37 years where she taught all levels of English there to students ranging from second grade to university students.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Top Ten Test Anxiety Strategies

Top Ten Test Anxiety Strategies

By Nanthalia Mcjamerson, Ph.D

Many strategies are available for dealing with test anxiety and stress. Whether you are searching traditional or contemporary resources on this subject, you will find a few fundamental or basic recommendations that you can immediately put into practice.

Those basics are summarized as The Top Ten List that follows:

10. Deep Breathing Techniques.

Beginning the list of anxiety-reducing strategies with "breathing" does not mean that it is least important of all strategies. Rather, deep breathing is presented first because it is the most overlooked and underestimated strategy for dealing with anxiety and stress. Because it is simple, we find it hard to believe it is powerful. Yet, virtually all experts, from classic to contemporary, include deep breathing on their lists. For example, in the classic Relaxation and Stress Reduction Workbook, Martha Davis, Elizabeth Eshelman, and Matthew McKay provide guidance and explain that good breathing habits can enhance your psychological as well as your physical well-being.

A breathing exercise that is easy to use is recommended by Iyanla Vanzant in her book Acts of Faith. Her suggestion is to "check in on your body" and take a few deep breaths. Vanzant claims that "with a simple breath you can release the stress and replace it with what you need. Turn anxiety into peace, anger into joy, tension into love, and fear into faith."

An additional benefit of deep breathing is the fact that it is under your control and thus you can engage in deep breathing whenever you desire to do so or deem it necessary-before, during and after a test or other stressful event. Additionally, breathing is FREE!

9. Talking/Expressing/Venting.

Another simple, but important, strategy for relieving anxiety is talking or venting. When you express the anxiety or fear, you remove the negative emotion from your body. Once you have relieved the tension, you can use your energy to focus on learning other helpful strategies and learning the content necessary to perform well on the task at hand. Find a good listener and, thereby, "clear your mind".

8. Pre-Test Preparation.

This technique is on "everybody's list" because a great deal of anxiety is produced by a fear of the unknown. When you become familiar with the material, the anxiety is reduced. First, find out what you need to learn. Second, make a study plan. Finally, take action by following your plan. For every new "gem" of information you acquire, and old "block" of stress will disappear.

7. Injecting Fun and Humor.

Yes, high-stakes testing is a serious matter; however, the more serious the situation is, the greater the need for comic relief. In fact, laughter has been scientifically researched and found to be beneficial for meeting a variety of challenges. Many advocates have brought humor to the forefront for healing as well as for stress management.

6. Social Support.

You can meet practically any challenge if you have a good social support system. Support systems can take many forms: friends, family, mentors, role models and others. There are no special qualifications for membership in your support network. For example, one teacher candidate identified her 12-year-old son as her greatest supporter and encourager. Also, when you study the lives of outstanding achievers, you discover that they had all types of "members" in their support networks.

5. Self Care 101.

What seems to be the discovery of this decade is the importance of taking care of self first instead of the tradition of taking care of self last. When preparing to meet a challenge such as the teacher licensure examination, people often say, "I have to give up everything to prepare for the test." Ironically, that is one of the worst solutions. It is not hard to imagine that good care of self would produce higher energy levels, higher motivation, greater endurance, a clearer mind, and better performance. Yet, this philosophy was not a part of our basic training for education or life. It is not too late; it is the perfect time as you prepare to meet this testing challenge.

Self-care can include exercise and nutrition. Also, engaging in or developing hobbies have been proven to be very effective. Consider window shopping or real shopping or building something. Take frequent five-minute mental vacations or a lunch "vacation" with friends on a weekly basis. Create your unique set of activities. Such strategies can build tremendous momentum for achieving your goals.

4. Renewal Activities.


If you become discouraged or your energy wanes, find strategies for renewing yourself. Seek resources and reserves of all kinds. Stephen Covey, author of The Seven Habits of Effective People, calls this strategy "sharpening the saw". Like a sharp saw, according to Covey, people who take the time to renew themselves can return to their activities and challenges refreshed and ready to do their best. I have a friend in the fast-paced business world who recommends planning a variety of activities (before you need them) for what he calls "a stress-emergency kit".

3. Relaxation Techniques.


When your thoughts seem to get "blocked" while studying or during testing, it is often because of physical tension. This type of problem can be solved with relaxation techniques, which range from advanced yoga to simple wiggling of toes or playing with handsprings. Other methods include changing your perspective or expectations (reframing). Whatever techniques you choose, practice them ahead of time so that they will be readily available when you need to relax in order to succeed.

2. Positive Attitudes.

There is a very popular motto that indicates you should believe in yourself; however, it is not enough to simply say it. It is important to take actions to help you develop such an attitude. Affirmations and visualizations are effective elements of a productive positive attitude. Conduct a "treasure hunt" for those types of resources.

1. Celebrating Personal Strengths.

A key strategy for reducing test anxiety is reflecting on and celebrating all the personal strengths, talents, skills, and characteristics you possess. This is the self-worth factor, which is extremely important in developing confidence and endurance for meeting challenges and reaching goals. One method is taking an inventory of your positive qualities and achievements. Convert your list of qualities and achievements into a poem that is all about YOU.

Nanthalia W. McJamerson, Ph. D., is a counselor, poet and Professor of Education at Grambling State University. She and her husband are in a partnership to provide educational and empowerment workshops, motivational speaking, inspirational books and poetry prints. They are also the owners of a Black History radio station at http://www.hjmcradio.com


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "If You Want to Teach English Abroad, Here’s What You Need to Know" by requesting the title at: lynchlarrym@gmail.com

Three Terrific English Language Teaching Movies

Dynamite English Language Learning Skills

If you’re looking for ways to dynamite English language learning skills in your classroom, try using clips from popular and classic movies. It certainly works for me. My learners enjoy speaking practice far more using scenes from these well-known Hollywood offerings. Written and oral reports and discourse take on new meaning when pulled from the context of an enjoyable film – either the whole movie or just a selected short clip. Here are seven more of my learners’ (and my) sensational favorites for you to try out in your English as a Foreign Language (EFL) classes. Here are three more of my EFL class room tested favorites for video-based, in context language learning practice.

INDIANA JONES and the Temple of Doom

If you know this movie at all, you’ve just got to love the exotic banquet scene. My English language learners all talk about that scene long after the video scene has faded from the class room screen. And no wonder, with the myriads of things to feast on world wide, new meaning is given to the axiom, “One man’s meat is another man’s poison”. Harrison Ford’s charismatic character, Indiana Jones (pictured), the adventure-seeking university professor, is known and loved worldwide. This second in a series of three (so far) films only adds to the mystique of this character. Your language learners can act out scenes, Interpret dialogue, and alter the script to provide endless scenarios for language learning practice.

Codename: SWORDFISH (2001)

Still my all-time favorite “terrorism” film, an anti-terrorist agent played by John Travolta recruits a super-hacker (Hugh Jackman) to help him steal a multi-millions secret government bank account funds. The supporting castoff this fast-paced thriller also includes Halle Berry in a topless scene and Don Cheadle. It’s got reams of action, top-class dialogue, humor, suspense and even a “steamy” scene or two (watch out for these) to capture and hold the learners’ (and your) interest. This film will make for an interesting addition to your film and video clip repertoire.

ROCKY

If you haven’t already used “Rocky” or one of its sequels in class, shame on you. The original classic, set in the Italian-American neighborhoods of south Philadelphia, illustrates not only the brutality associated with the sport of boxing, but the qualities and attributes that go into the making of a champion. Authentic setting scenes, acceptable dialogues and glimpses into the ethnic culture of the area contribute to make Rocky a valuable addition to your English language teaching film collection. The original script was written by Sylvester Stallone himself. His autobiography makes for some interesting material when coupled with additional aspects from the film.


Try a Variety of Language Learning Techniques

Whether you opt to show the film in its entirety, show it in shorter, time-controlled installments or simply use selected scenes for language learning practice, pronunciation, connected speech illustration or other linguistic aspects, be sure to try a variety of techniques. Videos and clips from popular movies are a dynamic, welcomed way to reach your language learners, lower their affective filters and develop meaningful English language learning skills.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "If You Want to Teach English Abroad, Here’s What You Need to Know" by requesting the title at: lynchlarrym@gmail.com

Thoughts on Inauguration Day 2009

My thoughts on Inauguration Day 2009

When I got out of bed and turned on the television and saw the moving shadows of more than 200,000 people advance toward the Mall, it was emotional. When the still President-elect Obama later emerged from Blair House to go to church with Michelle, his wife. it felt like my heart stopped.

This was real.

This was gong to happen.

A black couple walking hand in hand for a ceremony only for presidents. She was a radiant queen. A black woman was to be the first lady. A descendant of slaves. A descendant of women compelled to wash the floors of white women; a nanny for white people's children; a likely descendant of a woman that was a victim of rape (physical and emotional terrorism). Now this formidable woman of degrees and service to her community was the face the world was to see with her husband for the next four years. When Barack walked his wife to the car, opened the door, and gently lead her in, it was just like my grandmother taught me to do. A tear dropped from my eyes. She was not his baby's Momma. They were man and woman; husband and wife; mother, father, and friends. They were love. This was who we are when we endure against what this society wants us to be and become who we truly are.

There were times when the cameras fixed on the crowd and all one could see were the people, seemingly moving and breathing as if one; it was emotional. For some reason I knew that whether it was the very view from Capitol Hill, the Smithsonian Institute where slaves were kept when southern masters came north, or the edifice of the White House itself, that the spirit of people in bondage were present everywhere. The rocks not only cried out, but the bushes and trees shouted with the spirit of slaves and the dispossessed.

It was crying time.

It was redemption time.

If you go to the footage, you could see Barack enter down the corridor leading to the portico of the Capitol where the ceremony was to be held. He suddenly seemed to be different. It seemed like the weight of our past and futures suddenly caught up to him. He was focused on his immediate task but it seemed that he was already bearing the weight of history. He was St. George at the instant before he was about to fight the dragon. He was David, about to sling a rock at Goliath. At that moment, as he paused to meet History, it was as if he stopped being Barack and became, Mr. President.

What must have been his thoughts when he first saw the undulating mass of two million people on the Mall? I know what were my thoughts. I began to reflect upon those that would have loved to see such a day but were killed because of their dedication to "freedom and justice for all." What might have been the scene if President Obama emerged from the Capitol with Rev. Martin Luther King, Jr. on his arm as he escorted him to a place of honor next to his family?

What about the many who worked and suffered in silence? Their dreams were hardly born except through the lives and love of their family. I dreamed of how wonderful it would have been to be at the home of my grandparents, people that raised me, watching the inauguration events unfold. My grandfather, a refugee from the oppressive Thurmond family in Edgefield, SC., would be in his favorite, black reclining chair waiting with glee. A self-educated man, he likely would have gotten up early that morning to read everything he could about the President-elect. He and my grandmother (a native of North Carolina) likely would have returned to that place in their memory about how badly Negroes (their favorite word for us, once upon a time) were treated. We probably would have prayed that morning for President Barack Obama and his family---and ourselves.

While the ceremony was moving and dignified, something was missing. Leave it to an old, country preacher from Atlanta to provide the benediction; a fitting coda to the event. I knew Rev. Lowery from when I was an Atlanta University graduate student. I enjoyed attending his church that adjoined the Morris Brown College campus, an historically black school in the city. Perhaps because of his time as a major figure in the civil rights movement, he always included "Lift Every Voice and Sing," a song written by James Weldon Johnson, "the Negro National Anthem," in the church service. He also always delivered a sermon that was infused with the Gospel but inflected with his wit and the wisdom of black folk. Still, when he said: God of our weary years, God of our silent tears ... My very soul began to soar.

"Thou, who has brought us thus far along the way, thou, who has by thy might led us into the light, keep us forever in the path we pray, lest our feet stray from the places, our God, where we met thee, lest our hearts drunk with the wine of the world, we forget thee. Shadowed beneath thy hand, may we forever stand true to thee, oh God, and true to our native land."

The waters from my eyes were a steady flow. I had to hear the ideas, music and lyrics that long nourished Black America. I wanted to here something that "the Old Ones" might acknowledge. I wanted something that Mahalia Jackson might want to sing and shout. I wanted to here something that might have steadied Martin's frame when he stood on the steps of the Lincoln Memorial and gave us his dream. I wanted to here words to make us pause and consider that though Martin and Malcolm X, Ida and WEB, Frederick and Harriett, and countless others did not indeed make it with us that we were true to their dreams for us, as they were for ours. I wanted to hear something that let our martyrs know that we were thinking of everyone else who struggled in our name,

Now it is time for new dreams to come true and new voices to sing.

Graciously contributed by:

James Daniel Steele, Ph.D.
Department of Political Science and Criminal Justice
c/o North Carolina A&T State University
1601 E. Market Street
Greensboro, N.C. 27411
Office: 232 Gibbs Hall






Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "If You Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com