Listening Texts

What makes a good listening text? This was the question posed at the beginning of J.J. Wilson’s chapter 2 called “Listening texts and listening strategies.” I found his answer was well thought out and quite all-encompassing. Some details he mentioned included that the text should be believable, a seemingly real conversation or interaction. He also suggested including new information, having the information relevant to the listener and presenting a text with the appropriate language level.

Believability of a text is helpful for engaging a student’s attention. Authenticity is often hard to create and texts often become clean-cut, easy to follow and simple to understand. In spite of the fact that these scripted texts can be simple to follow along with, most students want to experience something they would meet in the real world. There is great debate over what type of text is useful but as in most things, I think it is valuable to have a healthy tension. Authenticity, messiness and real-life comments, misuses and false starts draw in the engagement of a student. However, when the messiness is too much, students can become overwhelmed. Having a script with authenticity yet still presented in a straightforward manner that is mostly cleaned up, can aid students in being engaged and they can also gain an understanding of the text.

New information also draws in students to pay attention. Hearing a story that you have never heard before keeps you on edge and captivates your interest. New information is exciting and often relevant. However, there is something to be said about hearing information for the second time. There are times when hearing something familiar can aide a beginner in listening to something in a different language.

A listening text should also strive to be relevant to the listener. Without relevance, there is no point to practice listening. Very seldom a teacher should pull out a listening text that has zero relevance to their students. When students are interested in what is being talked about, there is an engagement with the text that is unattainable with a boring unrelated listening activity. Having a worthy text that is applicable to students may be hard to come by, but it is much more effective. Students can expand their knowledge, not only of their listening capabilities but also their knowledge in the subject of the listening text.

 Lastly, it is essential to be presenting a listening text that is the appropriate language level to students. Having students participate in an activity that is far above their language level leaves students feeling defeated. Presenting an activity that is too easy for students to understand does not teach them anything and is a waste of class time. It is important for students to be able to have a good grasp at what they are listening to but also feel challenged to learn what they do not know.

Fitting all these important details into a listening text can be time-consuming. It may take patience on the part of the teacher to learn what is relevant to her students and what level they are at. However, when all these details come into alignment, students can blossom in their listening abilities. There will be engagement, challenges, successes and much growth.  

Bibliography

Wilson, J. J. (2012). How to teach listening. Harlow: Person.

Eye-Opener - Unit 3

            This week was a real eye-opener for me as I was met with my lack of linguistic competency. I remember growing up and learning how to write. My teacher would ask us to include an awesome adjective, vivid verbs, and other specific vocabularies. We briefly went over articles, nouns, and prepositions and I remember hearing the dreaded words “adverbial clause” but for the most part, I did not worry about it. The writing was writing, speaking was speaking and reading was reading, what was the point of learning all this grammar vocabulary? How I wish I would have been more attuned to these words and their meaning. When reading J. Harmer’s chapter 5 from his book “How to teach English” and D. Brown and H. Lee’s chapter 19 from their book “Teaching by principles: An interactive approach to language pedagogy,” I was overwhelmed.

            Despite being a native English speaker, loving English class, adoring writing and always wishing for more time to read, my linguistic competency is rather lacking. Although most terms were familiar, my ability to define and identify them was left wanting. Participating in the worksheet “Common Areas of Difficulty,” sealed my opinion that I should have paid more attention back in middle school.

            As a side note, I find it intriguing to me that past middle school there was hardly any mention of such detailed grammatical terms. Unit 3 of this course has been the first time I have had to think about these things since middle school. For most native English speakers there is hardly a thought that goes into them using their native language, yet how many of them truly understand the expanse of their language? How many could truly explain why they write how they write? I spoke to one native English speaker, Stephanie. She had endeavored to teach English with no training, the summary of her attempts was concluded with “it wasn’t pretty” (personal communication, September 25, 2018). Few of us can actually comprehend English in such a way as to teach it to someone whose L1 is not English.  

            Something I want to take away from this unit is to ask questions, seek to grow and do not be discouraged when you do not get it right away. Life is full of learning and honestly is full of common areas of difficulty. People struggle through life constantly but that does not mean people should give up. Going through this unit has encouraged and inspired me to continue to learn and grow in areas where I see that I struggle.

            The Action Plan assignment at the end of this unit was a helpful tool to wrap up all my thoughts. It helped me to reflect on what I had found challenging and forced me to think of practical steps to overcome those challenges in the future. I believe it is important for teachers to always continue to learn. Teachers should be constantly seeking to grow in their knowledge and their resources. Being overwhelmed by what they do not know, should only catapult them into desiring to learn more. As teachers take on this attitude it will transmit to their students and it will feed the craving to acquire knowledge and master it.  

Bibliography

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (Fourth ed.). White Plains, NY: Pearson Education. 

Harmer, J. (2016). The practice of English language teaching. Harlow: Pearson Education.

For more resources look these up:

Basics of English Grammar. (n.d.). Retrieved from https://www.talkenglish.com/grammar/grammar.aspx

Beare, K. (2018, June 26). Preparing to Teach Grammar in an ESL Class. Retrieved from https://www.thoughtco.com/teaching-grammar-in-esl-efl-setting-1209075

Pesce, C. (2016, September 27). 5 New Fun Ways to Teach Grammar to ESL Students. Retrieved from https://busyteacher.org/2873-5-new-fun-ways-to-teach-grammar-to-esl-students.html

Team, R. (2014, May 14). The Fastest and Most Effective Way to Learn English Grammar. Retrieved from https://reallifeglobal.com/learn-english-grammar-fast-effective/

Adult Learning - Unit 2

This week I found it really unique to consider the term andragogy. Andragogy refers to the teaching of adults. I have only ever taught children and teens so focusing in on the factors that affect adults in their learning was intriguing. In 1980, Malcolm Knowles identified six assumptions about adult learners and therefore how they should be taught. These six assumptions though connected to adults learning can be paired with children learning although they would be seen in an opposite light. The six assumptions include the need to know, self-concept, experience, readiness to learn, orientation to learning and motivation to learn.  

The first one is the need to know. Adults like to know the purposes behind what they are learning. Meaningless work does not help an adult to learn. However, when there are real-life consequences to what they are learning, eagerness to learn increases dramatically. It is important for adult learners to see the benefits of their learning and the goals they want to accomplish as a result of that learning. Discussing the direction of a class and gaining ideas, strategies and purposes from adults in a class is a way that the need to know assumption is satisfied.

The second assumption is called self-concept. Adults are responsible human beings and should be treated as such. Giving them ownership in their learning, allowing them to be somewhat self-directed and disciplined gratifies adults need to individualize the class.

Malcolm’s third point is experience. Adults have a lot of experience from their years of living. As a teacher, it is essential to be aware that adults walking into a classroom are walking in, with preconceived ideas, biases and other existing knowledge. Experience helps adults to learn. Classes should include experiential learning in order to form and reform knowledge in the minds of adults.

Readiness to learn is the fourth assumption about adult learners. Classes need to support adult learners and give them direction, at the same time giving them room to be responsible. Teaching and learning should be timely without going off topic and it should be applicable.

Malcolm’s fifth point is orientation to learning. This means that adult learners want to be learning about what is before them in their daily lives. Bringing experiences into the classroom that can be found in everyday life is essential for creating an effective orientation of learning.

Lastly, motivation to learn is the sixth assumption made by Malcolm. Grades are one way to motivate adults to learn but more often adults are motivated by the value of the lesson relating to everyday life. If the ideas being taught in class are pertinent to the world around them and will affect adults in a good way, their motivation surges.

All these assumptions are key to creating a well functioning classroom for adult learners. It is important to be aware that these assumptions are not the same for every adult and are definitely not to be carried directly over to teaching children (teaching children would use these assumptions in generally the opposite way). However, these principles of adult learning are valuable and should be duly noted when one teaches adults.

Bibliography

(2010, May 17). Retrieved September 21, 2018, from https://www.youtube.com/watch?v=vLoPiHUZbEw&feature=youtube.

For more resources look these up:

Adult Learning Theory (Andragogy) - Educational Learning Theories. (2010, June). Retrieved from https://sites.google.com/a/nau.edu/educationallearningtheories/adult-learning-theory-andragogy-by-barbara-miroballi

Andragogy: What is it and does it help thinking about adult learning? (2014, July 07). Retrieved from http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/

Pappas, C. (2017, December 15). 17 Tips To Motivate Adult Learners. Retrieved from https://elearningindustry.com/17-tips-to-motivate-adult-learners

Ears to Hear

           This week I was sitting in a coffee shop, working on my TESL homework and reading about the effect of an L1 on a student. As I zoned out, I began to hear the voices around me and I fixated on a lady’s voice who, it became apparent, was from India. I did not follow the conversation but I listened to her speech and the way she articulated herself, I could hear the result of her L1 coming through. This drew my attention back to my homework. I began to read about how having Hindi as your L1 can influence your English. I focused again on the lady’s voice in the coffee shop and I heard her mispronounce sounds such as the /th/ sound in place of the /s/ sound. I was delightfully surprised to see how I could identify the errors she made according to what I had read.

            Something that I learned this week was how an L1 can influence the learning of English. I had never thought about how a language could impact in a consistent way the education of a new language such as English. It has been intriguing to run into people, by accident or through the TESL program who have a different L1 than English. You can hear their struggles with the English language through their speech. People I work with, podcasts I listen to and kids I interact with who have grown up with another language other than English, all have their primary language affecting their English speaking. 

            It has been easy for me to spot the issues and problems these people have in their language speaking in regards to segmentals. A segmental includes the sounds of vowels and consonants, easily seen in phonetic charts. Hearing the missing /r/ in “more” or the missing “k” sound in “picnic” is quite clear to me, despite learning to listen for these sounds recently.

            Suprasegmentals have been more of a challenge for me to pick up on. Suprasegmentals are smaller elements or features included in speaking. These smaller features include the tone used to speak, the word or sentence stress and the rhythm in which words are spoken. It has been intriguing to try to identify suprasegmentals in listening to anyone, including myself, speak. Although I have spoken English for my entire life and for the most part, only heard English spoken to me, to identify the errors in regards to suprasegmentals is very difficult. I can hear when something besides the basic segmental is wrong but to identify precisely what it is will take some training for my ears.

            Learning the parts of speaking, such as the segmentals or suprasegmentals and all these two terms encompass, has truly opened my eyes further to the world of both speaking and listening. Becoming aware of the factors that play into speaking, makes me wonder how anyone can learn a language. Patient instruction, listening and practicing are key ways to succeed in both teaching and learning English. As my eyes are being opened to seeing the factors that play into speaking English, my ears are being opened to learning how to identify errors and bring about greater excellence.   

Bibliography 

Shoebottom, P. (n.d.). The differences between English and Hindi/Urdu. Retrieved September 21, 2018, from http://esl.fis.edu/grammar/langdiff/hindi.htm

Needs Assessment

Activity:

Roll the Dice (adapted from https://globaldigitalcitizen.org/15-assessment-activities-fast-formative)

Split class into small groups (2-3). Hand each group a dice.

Have students discuss a question with each other depending on the number a dice is rolled to.

1.      What is your favourite movie?

2.      What is your favourite thing about summer?

3.      Where did you grow up?

4.      Why are you in this class?

5.      Who inspires you?

6.      When did you come to Canada?

Have students switch groups or do it together as an entire class.

This activity is for a group of intermediate ESL learners. I like this activity because it is interactive with the people in the class. It is a way to learn about the background of the students as well as the things they like and enjoy. Beginning in groups, releases tension of performing in front of a big group. This activity helps me as the teacher observe their comprehension, the cooperativeness, their enthusiasm, their character and hear their speaking abilities. “Roll the Dice” is also a fun way to begin the class.

ErRor

I will never forget the days when my dear mother would edit my essays. Each session usually began with inspiration but as the minutes began to wear on, my inspiration turned to boredom, to offense and finally to anger. We worked through a lot of emotions until both my mother and myself were satisfied with the outcome of the essay. Over the years, I have realized the benefit of correction. I may not enjoy the feeling of being corrected but it leads me towards perfection and that is something I strive for. 

The concept of error correction really stood out to me in Unit 1. In learning and teaching English, error correction is a part of every step in the journey. Without error correction, students would never be taught what is right and their use of English would be severely hindered. Students desire correction. Despite this desire, giving and receiving correction can be sensitive and must be utilized very prudently yet, courageously.

Two important terms that we must be aware of when considering error correction are accuracy and fluency. One of these is often an aim in a session with students learning to speak English. Is the aim to have accurate and precise diction or fluent and smooth conversation? This question directs a teacher into how they should be engaging in error correction. For example, if a student is attempting to learn confident, easy conversation, being interrupted every other word to be corrected will hinder the goal of the lesson. However, if the teacher is trying to teach accuracy, to have a student make multiple errors and only address the biggest one at the end of the conversation is not meeting the goal of the lesson, more interruption is necessary. Once the goal of the lesson is determined, a teacher can move into how correction should be provided.

There are many different techniques of error correcting besides just saying “no.” In Jeremy Harmer’s book, “The Practice of English Language Teaching,” gives a diverse range of techniques to be applied when giving correction. Some of these include asking the student to repeat what they had just said or having the teacher echo the mistake of the student, emphasizing their blunder. Others comprise of giving the student an expression, indicating a mistake, giving a hint, asking the student to try again, repeating the error and then offering the corrected word or phrase. There are a plethora of techniques for correction to choose from.

The BBC published an article a number of years ago by a teacher who discussed error correction in teaching English. In the article, it was suggested to have a peer correct the student. It also suggested that a teacher may like to ask their student how they prefer to be corrected. I remember having a supervisor once come to observe my work and offer advice. Before she even began observing, she asked me how I would like to be given feedback, in the midst of my work or  
at the end of a period of time. I remember not having a preference at that point, however, the offer made by my supervisor put me at ease immediately and I felt comfortable to do my work well. When communication is open between teacher and student, a trusted rhythm can be created.

The points that really stuck out to me in Unit 1 were the importance of determining the goal of a session, whether accuracy or fluency and the importance of being aware of the techniques used for error correction. There are multiple ways to give corrective feedback so to understand your student and how they best receive correction is essential.

#TESL-0120-E01

Bibliography

Budden, J. (2008). Error Correction. Retrieved September 14, 2018, from https://www.teachingenglish.org.uk/article/error-correction.

Harmer, J. (2016). The practice of English language teaching. Harlow: Pearson Education.

Let The Learning Begin - Unit 1

The first week of learning how to teach English has flown by. There are moments when I feel in over my head already but I believe this is worth it.

Something that has really struck me over this first week of learning, is the role of culture within a language. I had never really pondered the concept of languaculture, that is, the indivisible nature of language and culture. When I speak English and interact with other English speakers, I do not consider the cultural signals we are sending to each other. The textbook “Teaching by Principles: an interactive approach to language pedagogy”, explains this type of culture as “’little c visible’ culture” which it explains includes, “gestures, body language, use of space, dress, food, leisure life, and daily customs" (Brown & Lee, 2015, p. 157). The way I speak, the gestures I use, all portray the Mennonite, Canadian culture I grew up and socialized in. I was taught to dress modestly, to eat whatever was put on my plate and to honour those in authority. If you would observe me on a regular workday, you would most likely see those things played out in my exchanges with people and my environment to one extent or another. The understanding of the connection between language and culture truly opened my eyes to notice my own interactions as well as the interactions I witness between others.

Bringing culture into the study of a language delves into a whole other realm. The question of how to teach, not only a language but also a culture, is massive. It is one thing to teach the type of culture that includes history, geography or the arts but it is a much greater challenge to teach gestures, body language or even the use of space. This type of culture is deeply rooted in the values of a society and therefore, much harder to pass on. Though teaching culture is a real struggle for English teachers it is one that is debatably fading.

The push for diversity is being emphasized over and over by the world around us. Different people groups are being called on to preserve their uniqueness. Canadian Prime Minister, Justin Trudeau only a few days ago on September 7, notably said during a panel discussion, how “the world is moving toward more diversity, not less” ("Trudeau: The world is moving towards more diversity not less | Watch News videos Online", 2018). Trudeau took the opportunity to encourage diversity and that diversity creates a stronger, desired environment. With these thrusts being underlined and celebrated, the need for instruction of an English culture along with the language appears not to be as essential. There can be no doubt of the distinct culture that accompanies English native speakers, yet the necessity of passing on that culture to others of different cultures is dwindling dramatically.

The desire for the English language continues to increase but no longer as a way to impart the values of English countries but now as a “tool for international communication in transportation, commerce, banking, tourism, entertainment, technology, diplomacy, research, publishing, and information sharing on the Internet” (Brown & Lee, 2015, p. 163). The change in function of the English language has evolved over time. We as English teachers must recognize both the desire for the English language as well as the desire for diversity within that knowledge.

Languaculture is extremely influential and must be channeled carefully in order to preserve both language and culture, no matter how they mix. It is this lesson which I want to keep in mind as I move forward in my teaching adventure.

Bibliography

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (Fourth ed.). White Plains, NY: Pearson Education. 

Trudeau: The world is moving towards more diversity, not less | Watch News Videos Online. (2018, September 7). Retrieved September 13, 2018, from https://globalnews.ca/video/4433686/trudeau-the-world-is-moving-towards-more-diversity-not-less 

For more resources look these up:

http://www.languaculture.org/

https://ucdlc.ucdavis.edu/sites/llc.ucdavis.edu/files/attachments/linguaculture_by_carl_blyth.pdf

https://pm.gc.ca/eng/news/2015/11/26/diversity-canadas-strength

http://www.cultivatingculture.com/2013/04/05/the-importance-of-cultural-heritage/

Speech Activity - Speech Bingo

Level: Intermediate and up

Task Type: Sharing Information

Time: 20 minutes

Materials: bingo card with names of your students

Part 1: Have your students split into pairs and have a discussion. Ask them to tell each other 2-5 facts about themselves. For example, Paul says how he loves history or Katrina says she has been to Haiti.

Part 2: Following the discussion distribute the bingo cards with your student’s names on them. To fill in a square, each student must speak with the partner of the name they wish to fill (not with the person directly). To fill in Paul’s square, the student must speak with Paul’s partner who will in turn tell them what they learned about them (Paul loves history. Write down “history” in Paul’s square).

Students should be moving about and interacting with each other. The winner is the first one to fill an entire row of the bingo card.

Example Bingo Card:

Paul	Katrina	Myka
LaRae	Landon	Matthew
Robyn	Brooke	Texas

Bibliography

Barton, M. (n.d.). Reported Speech Bingo – Speaking Activity (ESL/EFL). Retrieved September 10, 2018, from https://www.englishcurrent.com/speaking/reported-speech-bingo-speaking-esl/