New Year: Old Dilemmas for Assessing Listening and Speaking Skills for English Language Learners

As we welcome the new year, we can anticipate some familiar pleasures and puzzles.
For English language teachers, establishing reasonable standards for oral communication remains a complicated, difficult challenge. Students must be able to clearly communicate their ideas with adequate pronunciation, but we must allow for a rich variety of accents too. Some ESL teachers also find themselves placed in the role of both gatekeeper - upholding standards of admission to university courses - and coach. Some tension between these roles occurs when evaluating a student's oral skills for mandatory courses.
English teachers, especially ESL and ESOL working with adult English language learners, can build on the experience of international organizations working with refugees and immigrants.
Check out this practical chart with ten categories for listening comprehension and speaking skills developed by the United States Office of Refugee Resettlement and revised by the Spring Institute for Intercultural Learning. Where did I find it? As so often, I went to the Center for Applied Linguistics website.
What are reasonable standards for listening comprehension and speaking skills for adult English language learners? That’s a difficult question, and context matters. This chart, however, seems quite sensible.
SPL stands for Student Performance Level here. The descriptors for listening comprehension and oral communication are intended to establish a standard that government agencies, educational institutions, and non-profits can all use to share evaluations. Despite the bureaucratic title, the chart itself contains excellent descriptions that English teachers and testers can use for adult English language learners.
After having been in several long faculty discussions over standards for oral skills, I appreciate the explicit standards combined with some flexibility.
This chart, developed for adult refugees, resembles other charts, yet includes more details and an explicit acknowledgment of economics. I like that awareness even if this factor can sometimes be misused to justify low standards in adult education programs. (After all, illiterate peasants move to the United States, Canada, England, and Australia in hopes of improving their economic and social status.)
Our job as educators is to provide our students with the language skills to live fuller, more satisfying lives – in English – wherever they choose to live and work.
Student Performance Level (SPL) Descriptors for Listening Comprehension and Oral Communication
SPL General Language Ability
Listening Comprehension Oral
Communication

0
No ability whatsoever
No ability whatsoever
No ability whatsoever

1
Functions minimally, if at all, in English. Can handle only very routine entry-level jobs that do not require oral communication, and in which all tasks can be easily demonstrated. A native speaker used to dealing with limited English speakers can rarely communicate with a person at this level except through gestures.
Understands only a few isolated words, and extremely simple learned phrases.
Vocabulary limited to a few isolated words. No control of grammar.

2
Functions in a very limited way in situations related to immediate needs. Can handle only routine entry-level jobs that do not require oral communication, and in which all tasks can be easily demonstrated. A native English speaker used to dealing with limited English speakers will have great difficulty communicating with a person at this level.
Understands a limited number of very simple learned phrases, spoken slowly with frequent repetitions.
Expresses a limited number of immediate survival needs using very simple learned phrases.

3 Functions with some difficulty in situations related to immediate needs. Can han¬dle routine entry-level jobs that involve only the most basic oral communication, and in which all tasks can be demonstrated. A native English speaker used to dealing with limited English speakers will have great difficulty communicating with a person at this level.
Understands simple learned phrases, spoken slowly with frequent repetitions.
Expresses immediate survival needs using simple learned phrases.

4 Can satisfy basic survival needs and a few very routine social demands. Can handle entry-level jobs that involve some simple oral communication, but in which tasks can be easily demonstrated. A native English speaker used to dealing with limited English speakers will have difficulty communicating with a person at this level.
Understands simple learned phrases easily, and some simple new phrases containing familiar vocabulary, spoken slowly with frequent repetitions.
Expresses basic survival needs including asking and responding to related questions, using both learned and a limited number of new phrases. Participates in basic conversations in a few very routine social situations. Speaks with hesitation and frequent pauses. Some control of basic grammar.
5 Can satisfy basic survival needs and some limited social demands. Can handle jobs and job training that involve following simple oral instructions but in which most tasks can also be demonstrated. A native English speaker used to dealing with limited English speakers will have some difficulty communicating with a person at this level.
Understands learned phrases easily and short new phrases containing familiar vocabulary spoken slowly with repetition. Has limited ability to understand on the telephone.
Functions independently in most face-to-face basic survival situations but needs some help. Asks and responds to direct questions on familiar and some unfamiliar subjects. Still relies on learned phrases but also uses new phrases (i.e., speaks with some creativity) but with hesitation and pauses. Communicates on the phone to express a limited number of survival needs, but with some difficulty. Participates in basic conversations in a limited number of social situations. Can occasionally clarify general meaning.
6
Can satisfy most survival needs and limited social demands. Can handle jobs and job training that involve following simple oral and written instructions and diagrams. A native English speaker not used to dealing with limited English speak¬ers will be able to communicate with a person at this level on familiar topics, but with difficulty and some effort.
Understands conversations containing some unfamiliar vocabulary on many every¬day subjects, with a need for repetition, rewording or slower speech. Has some ability to understand without face-to-face contact (e.g. on the telephone, TV).
Functions independently in most survival situations, but needs some help. Relies less on learned phrases; speaks with creativity, but with hesitation. Communicates on the phone on familiar subjects but with some difficulty. Participates with some confidence in social situations when addressed directly. Can sometimes clarify general meaning by rewording. Control of basic grammar evident, but inconsistent; may attempt to use more difficult grammar but with almost no control.
7
Can satisfy survival needs and routine work and social demands. Can handle work that involves following oral and simple written instructions in familiar and some unfamiliar situations. A native English speaker not used to dealing with limited English speakers can generally communicate with a person at this level on familiar topics.
Understands conversations on most everyday subjects at normal speed when addressed directly; may need repetition, rewording, or slower speech. Understands routine work-related conversations. Increasing ability to understand without face-to-face contact (telephone, TV, radio). Has difficulty following conversation between native speakers.
Functions independently in survival and many social and work situations, but may need help occasion¬ally. Communicates on the phone on familiar subjects. Expands on basic ideas in conversation, but still speaks with hesitation while searching for appropriate vocabulary and grammar. Clarifies general meaning easily, and can sometimes convey exact meaning. Controls basic grammar, but not more difficult grammar.
8 Can participate effectively in social and familiar work situations. A native English speaker not used to dealing with limited English speakers can communicate with a person at this level on almost all topics.
Understands general conversation and conversation on technical subjects in own field. Understands without face-to-face contact (telephone, TV, radio); may have difficulty following rapid or colloquial speech. Understands most conversations between native speakers; may miss details if speech is very rapid or colloquial or if subject is unfamiliar. Participates effectively in practical and social conversation and in technical discussions in own field. Speaks fluently in both familiar and unfamiliar situations; can handle problem situations. Conveys and explains exact meaning of complex ideas. Good control of grammar.

9 Can participate fluently and accurately in practical, social, and work situations. A native English speaker not used to dealing with limited English speakers can communicate easily with a person at this level.
Understands almost all speech in any context. Occasionally confused by highly colloquial or regional speech.
Approximates a native speaker’s fluency and ability to convey own ideas precisely, even in unfamiliar situations. Speaks without effort. Excellent control of grammar with no apparent patterns of weakness.
10
Ability equal to that of a native speaker of the same socioeconomic level.
Equal to that of a native speaker of the same socioeconomic level. Equal to that of a native speaker of the same socioeconomic level.

Original chart from http://www.cal.org/caela/esl_resources/slspls.html
These standards, of course, remain more relevant for adult educators and workplace programs than more academic programs. English teachers should, however, create classroom activities where students can engage in extended conversations in English on a wide variety of topics. The higher levels of this chart (SPL 9-10) articulate an excellent standard for all English language learners, including academic English and Business English students.

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Do Words Fascinate You? Check out A Way With Words Public Radio Program

A Way With Words: Another Resource for English Teachers and Word Mavens

Do you have a way with words? Are you a lover of word trivia and origins? Are you an English teacher? If so, consider listening to the celebrated public radio show!

Forget forcing students to memorize boring vocabulary lists. Get your English students engaged in the story of English words, their origins, and multiple uses.

A Way with Words, another outstanding public radio show, is co-hosted by Martha Barnette and Grant Barrett (who writes an annual buzzwords of the year survey for the New York Times.) The hour long program examines the English language as the hosts answer listeners' questions about intriguing aspects of the English language, including grammar, vocabulary, idioms, slang, dialects, speaking, and writing. The friendly format also demonstrates excellent discussion skills. Web visitors can also listen to episodes online, down MP3s, and subscribe to podcasts for free.

While the show is better for English teachers and writers than most English language learners or adult ESL students, listeners will gain a greater appreciation for and knowledge of our strange, fascinating language.

Features:
• Free downloads
• Thematic episodes accompanied by a reading text
• Discussion points
• All past episodes are archived chronologically for easy browsing
• Free subscriptions

Site URL: http://www.waywordradio.org/

Check it out!

Word mavens might also be interested in New York Times column on buzzwords:
http://ideas.blogs.nytimes.com/2008/12/22/whats-your-buzzword-of-2008/#comment-2671
As you might suspect, I recommended "lifequake" as a buzzword for 2008 because so many lives suffered sudden changes, like in earthquakes.


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Consumer Product Reviews: Get Your ESL Students Talking About their Consumer Choices

Let ESL students give consumer product reviews in the New Year!

Do you let your students write and deliver product reviews? Consumer reviews help ESL students develop research skills, use critical thinking, and share their consumer choices.

The giving and receiving of gifts has become a central feature of Christmas, Hanukkah, winter solstice and New Year celebrations. We live – for worse or for better – in a consumer age. English language learners, around the world, share in this winter shopping spree. Product reviews allow them to talk about their gift selections and holiday gifts.

Many ESL students, especially young, hip, and wealthy teenagers and college students have also bought into - literally - the odd belief that "you are what you have". Therefore, these English language learners and experienced consumers often love to share their "insights" about consumer products. Product reviews speak to their lifestyles, passions, and curiosity.

As an ESL teacher, I use consumer product reviews to teach the difference between fact and opinion and identify critical thinking skills. The assignment lends itself to reviewing a few key concepts like “details matter” and “numbers add precision” while introducing hedging language. Of course, engaging student interests also leads to better classroom discussions and more use of authentic language.

You can also design a very simple presentation form so everyone can provide peer feedback. Result? The students receive written feedback on their product reviews from you (the teacher) and their classmates. Again, teenagers being teenagers, they love to read about themselves and the feedback. If possible, I also suggest videotaping the student reviews and posting them on a class website for both self and peer reviews.

Teaching high school students possess many challenges, beginning with capturing and holding their interest. Personally, I have found teaching slightly older undergraduate students far more satisfying - and far easier. But I have also had considerable success in short term IEP summer programs with that tough audience. Product reviews have always been a hit!

Here is both my short assignment sheet and a product review worksheet for ESL students.
----------------------------------------------------------------------------------------------------------
YOUR TURN: GIVING A PRODUCT REVIEW

You have probably bought thousands of items as a consumer. You have looked at and considered thousands more. You can’t buy everything; you have to pick and choose the products that fit you and your lifestyle.
Choose a single product and prepare to give a brief product review.

Your product review should include:
• a description of the product
• the way the product is used
• the cost of the product
• a comparison with other, similar products
• a recommendation to buy or not buy the product
• a reason for your recommendation
• a rating on a scale of 1-5
-----------------------------------------------------------------------------------------
PRODUCT REVIEW WORKSHEET

PRODUCT:
PURPOSE:
AUDIENCE:
USE:
COST:
COMPETITORS:
RECOMMENDATION:
REASON:

RATING:
_____________________________________________________________

As an old American cereal commercial used to say, “try it – you’ll like it!”

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Some Favorite ESL Textbooks

What ESL textbooks do you recommend? What are some of your favorite books to help English language learners develop their skills?

Two email requests in 40 hours require a decent response. Here's a quick, concise list of some ESL titles that I've enjoyed. It's by no means comprehensive, and just a starting list heavily influenced by the books in my eyesight.

The Creative Classroom: Teaching Language Outside the Box, by Hall Houston, contains dozens of bite-sized exercises to spark authentic language and creative discourse, This slim book, published by Lynx, should especially appeal to ESL students with a background or interest in engineering, science, and the arts.

Academic ESL/intensive English programs
Cambridge Vocabulary in Use series - An excellent supplemental text, especially for the more academically inclined. The self-contained two page format allows students, teachers, and tutors to pick and choose materials.

Cambridge Grammar in Use series - This series is the only grammar series that I've ever felt comfortable using in the classroom. Again, the accessible, clear format with self-contained lessons allows both self-study and effective use as a supplemental text.

English for Professionals series has become the gold standard for vocational students. The English for Health Sciences and English for Science and Engineering and English for Business all fill vital gaps. The rich collection of concise exercises, emphasizing and re-enforcing each other, make this a logical choice for workforce training programs.

Adult Education:
Side by Side - This classic series, now in its 3rd edition, particularly appeals to English language learners with limited literacy in their own best language. Given the appalling educational policies in some nearby poor countries, this textbook series has become extraordinarily popular in California and Texas.
Day by Day - Simple, clear communicative textbook for workplace instruction. Low intermediate- intermediate.
Oxford Picture Dictionary and workbook - excellent for beginning and intermediate English language learners.

Writing

Writing Academic English, by Alice Oshima and Ann Hogue, provides practical techniques for students planning to attend community college or university. I think the latest version is the fourth. I've used it in several programs with considerable success.

In Focus: Strategies for Academic Writers by Myra Ann Shulman, however, is my current choice for intermediate ESL students.
The clear, detailed exercises allow students to learn academic writing by actually writing short, focused pieces.

Finally, for advanced ESL students and international graduate students, I strongly recommend Academic Writing for Graduate Students, 2d ed.: Essential Tasks and Skills (Michigan Series in English for Academic & Professional Purposes) by John M. Swales and Christine A. Beer Feak. I teach two courses using this textbook at USC, and students make clear, significant progress by completing bite-sized writing exercises and analyzing short journal readings. The teacher's guide, called Commentary for, also deserves to be on your list.

Speaking Skills:
Giving Academic Presentations, by Susan Reinhart, stands heads and shoulders above the other ESL textbooks for public presentations. Students learn how to give clear, systematic oral presentations including problem-solution and process descriptions.

Communicating in Business by Simon Sweeney -Yet another outstanding Cambridge title, this Business English textbook includes helpful materials on negotiating and socializing as well as presenting.

Last, but not least, I naturally recommend Compelling Conversations: Questions and Quotations on Timeless Topics, by Toni Aberson and Eric Roth, as a supplemental text for advanced ESL classes, conversation clubs, and tutors.

Other special interest ESL books of quality.
Film is Content: A Study Guide for the Advanced ESL Classroom by Julia A. Williamson and Jill C. Vincent- This underappreciated University of Michigan textbook deserves a much wider audience. Although slightly dated, students learn critical thinking skills, academic vocabulary, and modern film.

Again, this list is just a starting list. What ESL books have your found effective in your teaching? Why?

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Another Five Star Review for Compelling Conversations on Amazon

Allow me to brag for a moment. Another five-star review for Compelling Conversations: Questions and Quotations on Timeless Topics showed up on Amazon. Consider me pleased!

Here's the entire Amazon review:

5.0 out of 5 stars A wholesome learning resource!, December 4, 2008
By Erika Villafane "Erika" (Miami, Florida USA) - See all my reviews
When compelling conversations got into my hands I couldn't help but to think: I wish I had this book when I was learning English!

As English as a second language speaker, I can really tell the difference that compelling conversations has with other ESL text books: topics richness that takes learning at a higher level.

Not only you will feel motivated to improve your language skills, but you will have a rich-provoking theme about life to discuss and share with your tutor or classmates. That in turn makes you grow personally and you certainly will remember the discussed matter here when need it to apply into a situation out of the classroom. You will appreciate American culture as well as other's point of view.

The book is very well structured into four sections totaling 45 chapters. Each one of them is organized into conversations starters followed by vocabulary, proverbs and the indispensable quotations. One that really caught my attention was the Arab proverb "he who has health has hope and he who has hope has everything"

I recommend it to anyone who wants to learn while enjoying the process.

Erika Villafane
------------------------------
This makes 14 positive Amazon
reviews - all four and five stars - that various ESL teachers, writers, English language learners, and other fine folks have written. Not bad for a self-published book!

Three other bits of positive news about Compelling Conversations. A private language school in Chile made a large order, another community college in California adopted the conversation book as the course textbook, and Compelling Conversations has been added to an adult education center in Rwanda for advanced English class. Whether due to changes in the TOEFL test that require test-takers to actually speak, a strong word-of-mouth campaign, or just the belief that conversations should go beneath the surface, sales of Compelling Conversations have gone up. These successes may seem small, but they all make me smile!

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