Add Informational Interviews to Your ESL Classroom

Almost everyone agrees that adult ESL teachers should help their English students develop their job skills and practice mock job interviews in our English classes.

During these difficult economic times, however, I would suggest that ESL and even EFL instructors working with college and university students also should focus on practical employment skills. Videotaping practice interviews – and longer is better – remains an invaluable tool.

Yet ESL teachers can also help ESL/EFL students conduct research for possible jobs with information interviews. A common practice in the United States, informational interviews allow job seekers to meet working professionals in their field, collect detailed information on working lives, and expand their network of valuable contacts. Sometimes it also leads to job leads, internships, and even jobs.

More About Informational Interviews on the Web

Vanderbilt University, an elite private university in Tennessee, has compiled an impressive list of 60 informational interviews from a wide variety of disciplines and professions. (Peabody is a leading school of Education within Vanderbilt University). These provide illuminating examples of real-life informational interviews. Note: some speakers have a strong southern accent.
http://streams.peabody.vanderbilt.edu/hod1210/sort_field.htm

Here’s a solid collection of typical informational interview questions from About.com, a fairly reliable New York Times-owned website. Questions are divided into Occupational and Functional categories.
http://jobsearch.about.com/od/infointerviews/a/infointervquest.htm

Here’s a basic video, perhaps targeted for adult education and community college students, that reviews the fundamentals of conducting an informational interview.
http://education-portal.com/videos/Conducting_an_Informational_Interview_Video.html

Naturally, many students hope to find job leads from their informational interviews. ESL students can always use more practice job interviews. This chapter of potential job interview questions and quotations comes from Compelling Conversations that I have used with community college, adult education, and university students.
http://www.compellingconversations.com/pdf/practicing_job_interview.pdf

From my perspective, holding both long mock job interviews and hearing trip reports of information interviews are practical, effective uses of precious classroom time.

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What Do Your ESL Students Believe? Find Out!

Why Bring ‘This I Believe’ Essays and Podcasts Into Your English Classroom?

What are your core beliefs? More importantly, what are the core beliefs of your English students? How do you know? Do you like listening to quality radio essays to improve listening skills and critical thinking skills? Are you looking for a friendly way to gently nudge your EFL students into reflecting on their experiences and expressing their ideas?

If so, you might want to consider adding This I Believe radio essays to your curriculum. This I Believe, originally a radio program hosted by legendary journalist Edward R. Murrow in the 1950s, has been resurrected by National Public Radio as a weekly feature.

While the 1950s version sought out short personal essays by leading intellectuals, artists, and prominent personalities, the 21st century version is far more democratic. Anybody can submit an essay – and thousands and thousands of individuals around the world – have.

English teachers and global travelers might appreciate the sample podcast This I Believe: Inviting the World to Dinner by travel writer and Parisian resident Jim Haynes. Students might also appreciate the open spirit and generosity, but if not, they can choose from over 200 other radio essays. In short, The This I Believe website includes a tremendous amount of free resources for teachers and students. Teachers can sign up for the free mailing list and download an exceptional discussion guide. Amazon also sells several collections of This I Believe essays from both the modern version (with audio) and the original collections from over 50 years ago.

Why don’t you try it in your English class? Here is a simple reproducible homework worksheet that allows English students to find, summarize, and share their own favorite podcasts. I usually have students “introduce” their choice in both small groups and before the entire class. After students have listened to several “this I believe” radio essays, they feel more comfortable writing their essay and presenting it before the class for a final project.

So far, my intermediate and advanced students have both enjoyed the assignment and produced original, reflective work. The flexible format also means that English teachers can modify it to meet student or course requirements. Writing instructors can ask for essays; speech instructors can require a speech. Yet students get an often rare chance to hear intelligent voices reveal their personal philosophies in an engaging manner. Further, our students get to speak their minds and share their insights in our strange, wonderful language. I believe that makes a compelling English class too!

As Mr. Murrow would say, “good night and good luck.”
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This I Believe Homework Worksheet

Links: This I Believe
http://www.npr.org/templates/story/story.php?storyId=4538138


Please select one radio segment, based on a personal essay, and read by writers. Find a story that resonates with you. Listen carefully. Take notes. Fill out the worksheet below. You will be asked to share your selection with classmates in both a small group and the entire class.

Student:
This I Believe Title:
Author/Reader:
Length:

Who is the author?


What’s the main idea?


Why did you choose this podcast?


Did you hear any new words or phrases?
1.
2.
3.


Who do you imagine is the audience for this podcast? Why?




What is your reaction? Why?



-------------------------------------------------------------------------------------

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Starting, and Building, a Compelling Conversation

How do start and build a satisfying conversation?
There are a million ways, but here's a simple slogan.
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You can create compelling conversations by asking simple, yet deep, questions like:

What brings you here? How did you hear about this class (party/event/movie)? What do you like to do online? Where were you born? How many miles do you think that is from here? Where are you in your family's birth order? What makes you smile? What have you been reading recently? Can you recommend any movies to see or rent? What's the most beautiful place you've seen? What qualities do you look for in new products? What do you look for in jobs? Which issues are important to you? How did you decide to live here?

Who chose your name? Why? What music inspires you? Where are you coming from? Where are you going? Where do you feel most comfortable? Why? How do you release stress? What do you appreciate about living here? What did you learn at your last job? What do you do to stay healthy? What TV shows would you recommend to a visitor to your country? Why? Have your habits changed in the last year? What changes have you seen in __? How would your friends describe you? What would you add?

So who do you want to talk to today? Who will you meet? What will discover about your new conversation partner?

“Colors fade, temples crumble, empires fall, but wise words endure.”
- Edward Thorndike (1874-1949), American psychologist

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Sound Comparisons: What is the correct way to say this in English?

How do you say that again? Which is correct? What is a sound comparison?

English teachers and linguists might also find website www.soundcomparisions.com worth a visit. Focusing on the many different dialects of English across the world, it implicitly challenges the notion of a “correct” or “accurate” pronunciation of English. The sound files come from England, Wales, Scotland, Ireland, North Amerca, South Africa, Australia, New Zealand, Nigeria, India, and Singapore. Some accents, for this American listener, require significant effort to understand. All dialects, however, successfully function within their local areas.

Of course, context matters. If international students plan to study at an American university, it behooves them to listen to North American dialects – and make sure that their pronunciation is clear and comprehensible to American listeners. If they hope to attend a Scottish university, students might want to try out that accent as the target sound. Being audience focused, after all, is part of effective communication and good manners.

That is also why I very seldom "correct" international friends on their pronunciation if I can understand the word. If asked, I will gladly observe the standard "American" pronunciation and repeat what I heard. Yet focusing, perhaps even obsessing, on "correct" pronunciation can often block English language learners from communicating ideas and being themselves in English. Let's keep the focus on comprehensibility and ideas - and remember the wide, wonderful world of English accents!

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Welcome To Compelling Conversations for ESL/EFL Teachers

Welcome to Compelling Conversations!
Volume 1: Issue 1

This issue has been long overdue, and for our first 2009 issue, we would like to personally thank you for subscribing to our newsletter for English teachers. We appreciate your visit to our website and, for this reason, we have good news:

A discount coupon for our book! If you've haven't had the opportunity to get a copy of our book, we have lowered the price for our subscribers: you can get $5 off the regular price for Compelling Conversations: Questions and Quotations on Timeless Topics (for ESL learners and teachers)! Click here to get your copy for $15 (instead of $20).

Or just download our free Compelling Conversations chapters on Change and on Job Interviews.

Don't forget to check out our special thank you offer again at the end of this newsletter.

In This Issue Articles of Interest The Compelling Conversations Blog recently had a post on World Englishes, which linked to a review on a book by the same name. In this newsletter you will find an intro to Eric Roth's review (to the right), and for the sake of providing different perspectives on the subject matter, here are a few articles that have caught our attention. What is Offshore English? UsingEnglish.com provides a short article on how native English speakers are not always considered the best choice for foreign businesses. Perhaps the debate for International English should focus on the listening audience. Standard Englishes & World Englishes This is an extensive article on English as a global language for business, which was written by Jeanette Gilsdorf, a Professor in the Department of Information Systems at the College of Business Administration at California State University – Long Beach. The radio program This I Believe was also reviewed on the Compelling Conversations Blog. We offer an assignment/worksheet on the post, and you will find an intro and direct link on the right.

World Englishes Review by Eric Roth Do the English in England speak the same English as the Americans, the Jamaicans, the South Africans, the Australians, the Irish, and the Indians? Do they even speak the same English as they did 100 years ago before radio, television, and the internet? Should there be a global standard for all English speakers? Linguist Andy Kirkpatrick raises these and many other provocative questions in his exceptionally documented book “World Englishes: Implications for International Communication and English Language Teaching” published by Cambridge University Press. Read more » This I Believe Tuesday, March 24, 2009 What are your core beliefs? More importantly, what are your students’ core beliefs? How can you help English language learners improve their listening skills while exploring their own personal philosophy? Do you use radio podcasts in your English classrooms or ask students to write personal essays? If so, you might want to visit www.ThisIBelieve.org for excellent, fascinating authentic listening materials. Read more »

Speaking of radio programs, do you like podcasts? VOA News makes Special English podcasts; check out Baseball Terms: This Is a Whole New Ballgame! Are you (or will you be) teaching an ESL class? Here are a few articles that relate to our trademark phrase "Ask more. Know more. Share more." on conversations in the ESL classroom, along with other articles about teaching abroad: How useful are comprehension questions? This is a useful article by Mario Rinvolucri, which provides example questions and things you can do to check your students for understanding (before asking them directly). Memoirs of a Teacher This article gives the perspective of an ESL teacher who followed in his mother's footsteps after an experience in Korea. He debated about going, but the experience proved fruitful. Improving Teacher-Student Interaction This report on an action research project provides insights on how to effectively get your students to participate in class. Having active students isn't just about asking compelling questions, but rather how they are asked! Teaching English in Vietnam This article goes over the requirements, available positions, what living there means, and the general expectations you should keep in mind on what it takes to teach ESL in Vietnam. Vietnam Embraces English Classes - and Looks for Communicative English Teachers Thursday, April 2nd, 2009 My recent trip to Vietnam to meet English teachers and lead a professional development seminar at the American-Pacific University, Vietnam lead to many wonderful moments and a few surprising conversations. Teaching English in developing countries always poses challenges, and Vietnam falls into that category. Let me share a few selective details to provide a brief introduction to the education atmosphere for English teachers who prefer a communicative approach to grammar drill and kill tasks. Consider the gap between a traditional teacher-centered education philosophy and modern student-centered approaches for teaching English. Read more » By the way, the Compelling Conversations Blog will be getting a make-over! Yes, we'll soon be incorporating more digital media, changing our theme, and we'll be making it easier for you to get a copy of our class worksheets. We want to move beyond mere text and incorporate more pictures and sound to create a livelier, more 21st century look. Again, as a newsletter subscriber, you qualify for a $5 discount on our downloadable ESL ebook that makes teaching conversation in English class a simple joy. Why not buy your copy today? Click here for your copy of Compelling Conversations: Questions and Quotations on Timeless Topics (for ESL learners and teachers) for $15 (instead of $20)!

This is a monthly newsletter from CompellingConversations.com.




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More Practical Tips to Help English Students Ace the Job Interview

During these difficult economic times, English teachers should take every possible opportunity to focus on job interview skills. As blog readers know, I'm a big fan of both videotaping practice interviews and having ESL/EFL students conduct research for possible jobs with information interviews.

Here is an excellent, concise list of simple practical steps for English language learners to take when preparing for a job interview - and a few post-interview suggestions worth noting. The fine article comes from the Q Blog for English language learners. It's a fine resource. Check it out.

Official Q Blog: How to Succeed in an Interview

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What Does the English Teacher Do While ESL Students Converse?

What do you do while students are having conversations or talking in pairs? Do you have a “formula” for taking notes? Do you focus more on fluency or accuracy in conversation activities?

Many English teachers, especially novice ESL instructors, talk more than ideal - and allow their English students to talk too little. Ironically, many ESL instructors make this “good mistake” because they are so dedicated. What, after all, are English teachers supposed to do while students exchange ideas and practice their speaking skills?

Listen. Take notes. Politely, and indirectly, correct by modeling better speech. Sometimes, for brief periods, join in the student conversations. Listen. Ask questions. Take notes. Repeat.

When I taught an advanced ESL conversation class to immigrants and international students from many different countries at Santa Monica Community College, I developed a little routine for the popular two-hour class.

First, I introduced conversation topics with a quotation or proverb and briefly introduce the day’s topic. Then I distribute worksheets (which became chapters in Compelling Conversations) with 30 or so questions, 10 or 12 key vocabulary words, and a few selected quotations or proverbs. Then students would be paired up to interview each other and share experiences for 20-30 minutes.

What did I do? I simply circled around the room, briefly joining in conversations, taking notes, and indirectly correcting students by modeling a better way to ask or respond to questions. I also jotted down key comments and “good mistakes” - both grammar and pronunciation - that I would later share with the entire class. Further, I focused on the content of student comments so fluency and meaning was more important than accuracy. Ideas and perceptions mattered more than perfect grammar.

These notes, however, helped me guide the classroom discussion because it closely echoed their previous conversations. It also lead to dynamic discussions because several perspectives were acknowledged and considered. Discussions were usually for another 20-30 minutes.

Taking notes also gave me a chance to emphasize certain sound groups or related word forms. While the students were talking to each other, I was playing reporter and taking notes. This group activity would often take another 10-15 minutes. Class ended with everyone asking a question on that same topic so they could continue the discussions outside of the classroom.

Here is a reproducible worksheet that captures that process of monitoring conversations and leading discussions. Although designed to be used with Compelling Conversations: Questions and Quotations on Timeless Topics, it can be used for any ESL classroom discussing almost any topic.

—————————————————–
Compelling Conversation Classroom Worksheet for Teachers

Topic:
Pages:
Date:
# of participants:
# of groups:
Class:


Opening Quote:

Opening comments to class:

Starting time for conversations:

Conversation content:
- What did you hear the students say? Summarize.






Follow-up class discussion questions:




Review Vocabulary:


Pronunciation tips:



Grammar issues:



Other comments/observations:



———————————————————

Is this a lesson plan? Sort of, but it's completely responsive to your students' comments, questions, and conversations. You take the "good mistakes" from that day's actual events. Whether you consider this a worksheet or lessonplan, this document has helped me teach and lead many satisfying ESL classes.

As an old American cereal commercial used to say, "try it - you'll like it."


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Slumdog Millionaire, The Wrestler Show Danger of Crowds, Need for Real Conversations

Have you seen Slumdog Millionaire yet? What about the Wrestler? Both of these outstanding films offer many poignant scenes, powerful performances, and excellent dialogue. Both movies should collect at least a few Oscars tonight.
Yet one often overlooked feature of both films remains their depiction of the allure and danger of crowds. A mob scene, fueled by religious hatred, leads to a brutal massacre in Slumdog Millionaire that haunts the main character. Unfortunately, as the recent televised terrorist attacks in Mumbai show, religious intolerance remains a huge problem both within India and between India and Pakistan.
Likewise, The Wrestler shows the pleasures for a star pe- whether as a wrestler or stripper - of a crowd's attention and brief affection. Yet the film also discloses both the fragility of the crowd's affection - and ugly underside that can emerge. Wresting crowds scream for righteous violence, pushing performers to both abuse their rivals and themselves to appease the calls for literal blood. How far have we really come since ancient Roman gladiators?
Further, both award-winning films show how individuals need to connect and overcome isolation. Authentic, private conversations offer a chance for characters to find solace, friendship, and love.
The Wrestler gives glimpses into the possibilities for a broken father-daughter relationship with seaside walks and talks. Yet it also painfully portrays the gap between vague intentions and actual commitment when a father fails to ask questions, listen to, and pay attention to his daughter.
In the film, the wrestler knows almost nothing about his daughter - and can only relate on a superficial role to role manner. Without giving away too much of the plot, the main character's inability to really talk to and care about females leads to dangerous dependence on worshiping crowds. He could relate to groups of people - and his profession encouraged relating based on stereotypes. This failure to engage with individuals instead of abstract types causes many painful mistakes - and helps push the Wrestler over the edge.
I recognize that creating space for authentic classroom conversations, especially in a second, third, or fourth language is difficult. Private English tutors often form a closer, more natural bond while teaching English than many adult education English teachers working with large classes. That's probably inevitable since numbers do matter. After all, tutors can tailor their private English lessons to their clients and allow natural conversations to evolve.
Yet caring, thoughtful English teachers can also carve out some space for students to express their thoughts and share their experience in both classroom discussions and private conversations. Conversation practice, however, makes English class far more student-centered and gives students a chance to learn by doing. In fact, I consider teaching conversation skills to be an essential skill for everyone - parents, children, immigrants, workers, wrestlers, policeman, and family members. Conversation allows us to learn about others, explore our own lives, and overcome loneliness. Just asking questions, listening to responses, and exchanging a few reflective words can deepen and improve relationships - inside a classroom and outside in the world.
Authentic conversations as the healthy counter to mindless violence of crazed crowds can be clearly seen in both Slumdog Millionaire and The Wrestler. Perhaps that message will reach some of the estimated 1 billion people watching the Oscar show later tonight on television and at parties. I hope so.
As Thomas Mann wrote, "Silence isolates... Conversation is civilization itself."

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Finding Interview Tips, Insights on YouTube for English Language Learners

How can English teachers encourage adult and university students to expand their language skills and improve their employment opportunities in a difficult economic climate?

Personally, I've slightly modified my oral skills course this semester to provide greater emphasis on interviewing skills. Students interviewed each other for 10-15 minute videotaped mock job interviews for their first assignment.

The use of videotaping students in class has gained far more acceptance in the last few years, partly due to the technological advances. OTAN, the adult education website established by the California Department of Education, even created an entire section devoted to using videotapes and videocameras in the adult ESL classes.

Another factor has been the increasing popularity of YouTube videoclips by students seeking practical information. I've combined those two trends by requiring students to find and review YouTube clips on vital employment skills and speaking skills. Students found and reviewed videoclips, and emailed them in as homework. Afterwards, I combined all the student evaluations into a single email that I sent to the entire class with a few editorial comments and minor editing.

Here is the homework sheet for that assignment. As with the reviews, "use or lose."
----------------------------------------------------------------------------------

Getting Job Interview Advice from YouTube!

Student Name:
Class:
Teacher:
School:
Date:

Please find an YouTube videoclip that helps people successfully interview for jobs – in English - that you would like to share with your classmates. Watch the video, take notes, and review it for your classmates.

Video title:
Web address:
Length:
Creator:

Please describe the video.



What interview tips did the video provide?


Where do you think the video was produced? Why?


How practical did you find the advice? Why?


What was the strongest part? Why?


What was the weakest part? Why?


Who do think is the target audience for this video?


Why did you choose this video?


How would you rate this video 1-5 stars? Why?



------------------------------------------------------------------------------------

This simple worksheet combines research, critical thinking, and language skills. As English teachers, we can use simple technology to help English language learners develop their language skills, especially when they are motivated to learn and search out new sources. Instead of dismissing YouTube searching as a waste of time, let's turn their interests into productive learning opportunities and share insights. After all, employment interviews often serve as a real-world language tests for our ESL students.

Let's make sure we give them the tools to pass those crucial tests.

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Going Beyond the Romantic Hype: Relationship Questionships for Adults

Do you match? How do you know? Where does kissing come from?

Are you romantically involved? Do you match your partner? How do you know? Who will you choose to share your life with? Are you considering marriage? Are you already married? Use these questions as a springboard to reflect on your options, choices, and desires on this Valentine’s Day.

Here is chapter #33 from Compelling Conversations that many friends have told me is better for native speakers than English language learners or ESL classrooms. Perhaps they are right. On the other hand, I’ve had great conversations in my adult ESL and college ESL classes using this chapter too.

As both a happily married man of 14 years and the child of divorced parents, these questions seem like smart questions to ask - even for romantics on Valentine’s Day. Perhaps especially on Valentine’s Day when the official propaganda of “love will conquer all” seems so pervasive. So whether English teachers ask themselves, their partner, or their students these questions, I’d like to share this list on my blog tonight.

I’m also including a short videoclip from Discovery News that I found quite interesting on the origins of kissing and how that satisfying activity is believed to have spread around the globe. Enjoy!

The Skinny on Smooching from Discovery News

1. Why do (did) you want to get married?
2. Do (did) you have a checklist of qualities for a potential spouse?
3. What are the three main qualifications on your checklist? Partner?
Provider? Lover? Friend?
4. When did you fall in love? Did one person fall first? Who?
5. How did you know your lover was the one? How did your thinking
evolve?
6. Did you ever have moments of doubt? How did your thinking evolve?
7. Do you think people should live together before they get married?
Why? Can you share some examples?
8. Are sex, love and marriage linked in your mind, or is each separate?
How are they different?
9. What are some endearing qualities of your companion?
10. Do you like your partner’s friends? Do you respect them? Why?
11. What advice have your parents and close friends given you? Your
extended family? How important is their opinion in your decision? Why?
12. Do you think you are marrying only an individual or are you also
marrying your spouse’s family? How would you describe your
potential in-laws?
13. What does your partner do that annoys you?
14. Do you expect to be the pilot, co-pilot, or passenger in the
marriage? Why?
15. What, if anything, would definitely cause you to divorce? Why?

Q U E S T I O N S A N D Q U OTAT I O N S O N T I M E L E S S TO P I C S • 1 0 5
V O C A B U L A R Y
Review these words and expressions. Circle the words that you know.
potential ……………………………………………………………………………………….
neat freak ……………………………………………………………………………………..
spouse …………………………………………………………………………………………..
nupital ………………………………………………………………………………………….
conflicts ………………………………………………………………………………………..
checklist ………………………………………………………………………………………..
resolve ………………………………………………………………………………………….
pre-nuptial ……………………………………………………………………………………
compatible ……………………………………………………………………………………
pack rat ………………………………………………………………………………………..
justify ……………………………………………………………………………………………
evolve …………………………………………………………………………………………..

P R O V E R B S
What do these proverbs mean? Can you share some other proverbs?
The needle is always accompanied by the thread.—Korean
Strange is the affinity that binds two in marriage.—Japanese
Whoever marries only for beauty will live in misery.—Russian

T H E C O N V E R S A T I O N C O N T I N U E S …
1. Thinking about personal preferences, do you like to stay up late or
get up early? Do you have compatible sleeping habits?
2. Do you have similar media habits? What about tastes in TV shows
and movies?
3. Where do you prefer to live? Country? City? Farm? Apartment?
House?
4. Are you a pack rat? Are you a neat freak? Are your styles
compatible?
5. Will you still love your partner when he or she is 64? Will your
partner love you with wrinkles?
6. Do you know an older couple that might be a model for a good
partnership? Who are they?
7. What activities do you enjoy in your leisure time? Will your spouse
join you?
8. Do you and your lover share spending philosophies? Do you shop
together?
9. Do you expect to live with older generations? Who? Why? Where?
When?
10. What is your approach to settling conflicts? How often do you have
conflicts?
11. Do you want children? How many?
N O T E S & Q U E S T I O N S
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 0 6 • w w w. c o m p e l l i n g c o n v e r s a t i o n s . c o m

12. Do you believe in birth control? Why?
13. How do you think your baby would look like? Why?
14. What kind of parent do you expect your spouse to become? Why?
15. Would you want your sons to be like the man you’re marrying?
Would you want your daughters to be like the woman you’re
marrying?
16. Do you expect to follow family or religious traditions? Which ones?
Why?
17. If disagreements arise about children, how do you expect to
resolve them?
18. Do you think all money should be shared or should each spouse
have separate bank accounts? Why? How do you expect to
manage household expenses?
19. What were the best gifts that you’ve given or received in the
relationship?
20. What passions do you share? What unites you as a couple?
21. Do you have a favorite photograph of you as a couple? Can you
describe it?
22. Where do you want to travel together? What do you want to see
together?
23. What are you looking forward to doing together as a married
couple?
24. How do you expect your life to change once you are married?
What are some advantages of being married?
25. Do you have any tips or suggestions on how to create and preserve
a happy marriage?

Q U O T A T I O N S
Which two quotations come closest to your attitudes?
1. “By all means marry; if you get a good wife, you’ll become happy;
if you get a bad one, you’ll become a philosopher.”
—Socrates (470-339 BC), Greek philosopher
2. “Man’s best possession is a sympathetic wife.”
—Euripides (480-406 BC), playwright
3. “I’m so gullible. I’m so damn gullible. And I am so sick of being
gullible.”
—Lana Turner (1921-1995), Hollywood star married seven times
4. “Love is the ideal thing, marriage a real thing; a confusion of the
real with the ideal never goes unpunished.”
—Goethe (1749-1832), German poet, novelist, and scientist
5. “Marriage is a great institution, but I’m not ready for an
institution.”
—Mae West (1892-1980), American actress
7. “Love means never having to say you’re sorry.”
—Ali McGraw in Love Story (1970)

“Love is the ideal thing, marriage a real
thing; a confusion of the real with the ideal
never goes unpunished.”
Goethe (1749-1832),
German poet, novelist, and scientist

Q U E S T I O N S A N D Q U OTAT I O N S O N T I M E L E S S TO P I C S • 1 0 7

8. “Marriage: A word that should be pronounced ‘mirage.’”
—Herbert Spencer (1820-1903), English philosopher
9. “No matter who you get married to, you wake up married to
somebody else.”
—Marlon Brando in Guys and Dolls (1955)
10. “Second marriage: the triumph of hope over experience.”
—Dr. Samuel Johnson (1709-1784), English writer
11. “Marriage is a very good thing, but I think it’s a mistake to make a
habit of it.”
—W. Somerset Maugham (1874-1965), English novelist
12. “A happy marriage is a long conversation that always seems too
short.”
—Andre Maurois (1885-1967), French author
13. “A successful marriage is not a gift; it is an achievement.”
—Ann Landers (1918-2002), American advice columnist
★
O N Y O U R O W N
With your class partner, list three celebrity marriages that have ended in divorce. For each couple who divorced, list two reasons you think their marriage did not last.
Then, list three marriages of well known people that have lasted
more than 20 years. For each couple, list two reasons why you
think their marriage lasted. Share with the class.
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1 0 8 • w w w. c o m p e l l i n g c o n v e r s a t i o n s . c o m





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More Ideas for Using Videoclips in English Lessons

Are you looking for more excellent videoclips for your English classes or private lessons?

As blog readers know, I'm a huge fan of encouraging students to find their own materials to summarize for homework on particular topics. For instance, students in my high intermediate oral skills found and reviewed videos offering advice on job interviews. Students emailed me their recommended clips with a short descriptive paragraph and a few sentences evaluating the video. Then I edited their writing, combined their reviews into a single document, and emailed the entire class the videoclips.

"Use or lose" was my comment. "Viewing these videoclips is an opportunity, not an obligation. Enjoy!" Almost every student chose to watch the videos and our 10-15 minute mock job interviews were quite strong. Allowing students to select their own materials lead to more authentic, student centered learning both in and out of the classroom.

Yet sometimes both students and teachers lack time. It's a real pleasure to have someone systematically collect and sort through potential video materials for class.
Hall Houston, the author of The Creative Classroom: Teaching Languages Outside the Box, recently posted about Jamie Keddie's excellent website TEFLclips.com on his blog:

Hall writes, "This website ( http://www.teflclips.com/ ) contains over 30 clever lesson plans for using video clips in the TEFL classroom. The lessons are well-written and contain teacher's notes and handouts. I am looking forward to using some of these lessons in my classes this year (2009)." As so often, I share Hall's tastes and concerns for creating a dynamic, creative classroom where students learn English and critical thinking skills.

By the way, Hall recently wrote a long, very positive review of Compelling Conversations: Questions and Quotations on Timeless Topics for English Teaching Professional. (Here's a shout out to Hall. Thanks for the review and tip on videoclips!)

We live in a wonderful time to teach English. The technology allows us to gently cajole students to become autotelic, or self-directed, in their studies. Teaching with videoclips, both as homework and in class, adds visual information and builds rapport with our 21st century English students.

Use it or lose it. You choose. Will video work in your class?

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English Teaching Professional Reviews, Recommends Compelling Conversations!

Consider my global soul satisfied this morning!

English Teaching Professional, a glossy magazine for ESL teachers and language school directors, gave a glowing review and strong recommendation to Compelling Conversations: Questions and Quotations on Timeless Topics. "In sum, Compelling Conversations is a recommended resource for teachers who want to make their conversation classes more learner-centered," wrote reviewer Hall Houston. "It should be especially appealing to those who who to escape the confines of the Presentation-Practice-Production approach and do without a formal grammatical or functional syllabus. It reflects the authors' considerable professional experience, and would be a notable addition to any English teacher's bookshelf." The review also features a large copy of the book cover. Wow!

Houston also writes, "In my own teaching, I have found questions and quotations to be highly effective in promoting student discussion." The review continues. "Questions are useful in that they require a response from the listener. Asking them also helps students master the tricky rules of the interrogative."

"Quotations are brilliant flashes of wit expressed in the shortest space possible, often just a sentence or two," observes Houston. "The authors have compiled a formidable collection of quotations by famous people from Napoleon and Aristotle to Tom Cruise and Sylvester Stallone. Some will have the students roaring with laughter 'My movies were the kind they show in prisons and airplanes because nobody can leave.' - Burt Reynolds), while others require careful introspection ('Love is not just looking at each other; it's looking in the same direction.' - Antoine de Saint Exupery)."

The reviewer goes on. "The authors also add some wise proverbs here and there. My two favourites were 'Recite "patience" three times and it will spare you a murder' and 'When money talks, truth keeps silent', which are from Korea and Russia."

My co-author Toni Aberson appreciated that Houston, an English teacher and writer in Luzhu, Taiwan wrote the review in a British magazine about a book self-published in the United States. This international element adds a special delight to a long, three column review. "I just love it!", exclaimed Aberson. We certainly live in a wonderful time to be English teachers.

While I my copy of English Teaching Professional two days ago, the January 2009 issue has been out for at least a week. The review appears on p.44 in Issue 60. Subscribers can access the full review at www.ETProfessional.com .

This positive book review might help explain the recent surge of class set orders. It also helps explain the sudden collection of emails and calls from Vietnam, Russia, Italy, and Canada in the last week about Compelling Conversations and possible collaborations. The appreciation of fellow ESL professionals gives me additional confidence, joy, and popularity. Sweet!

Today, the sun is shining and life is good.


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Cultivate Student Curiosity in ESL Classes - and Homework Assignments

Cultivate Student Curiosity in ESL Classes

“Curiosity is the best teacher,” goes the ancient proverb. Push your English language students to develop their own interests and passions. ESL students- adult, high school, or college - will remember the language they want and need to know to deepen their life experiences in English

Ironically, our job remains helping students become autotelic – or self-directed. Encouraging students to find and create their own vocabulary logs is just one useful, too seldom used technique in English language classrooms.

My standard homework assignment for English students remains having students find, summarize, and present newspaper articles on a topic (elections, housing, job interviews). The worksheet asks them to list core citation information, summarize the main idea, identify the best supporting evidence, etc. The worksheet also includes finding five new vocabulary words or phrases and writing new sentences. When the students complete their homework, they get together in groups of four and "present" their articles. I circulate around the room checking homework and having small chats. Students, meanwhile, build their own vocabulary logs from their own readings and discussions – and deepen their own interests.

Once students master the format, they choose both the subject and articles. In my high-intermediate writing course for international students, these homework readings provide the foundation for their research papers and final project. Students soon move beyond the worksheets and simply provide concise article summaries and evaluations.

Bottomline: We must find ways to gently cajole students to take responsibility for their own education – and become more self-directed.





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Do You Tutor ESL Students? Set Clear Expectations - Especially in Speaking Skills!

Time is money, and money is precious these days. Tutoring English students, especially professional adults, requires setting clear, practical expectations.

Are you tutoring English students on speaking skills? How do you effectively teach speaking skills to a private English language learner? What will you actually do for 60-120 minutes together? How will you make the conversation lessons meaningful enough that your client feels satisfied and wants to retain you for future lessons?

Speaking English means being able to actually holding clear, comfortable conversations. Yet holding a conversation in English remains a challenging task for many ESL and EFL students. (Personally, I blame an old-fashioned, grammar-obsessed curriculum coordinators and educational bureaucrats for creating the common situation where students can recite obscure grammar rules, but can’t discuss their weekend plans or talk about the movies.)

Yet here we are. University students and business professionals want to develop their speaking skills, but crowded English classes provide little opportunity for authentic conversations. Therefore, many English students hire English tutors to help them develop their conversation and speaking skills.

Teaching conversation skills sounds easy, but creating compelling conversation lessons can be a challenge. What does the student want to learn? What will you really teach? How will progress be measured? While sometimes younger students just want to talk and be heard, I have traditionally worked older, more serious students. Individualization remains the key.

I strongly suggest you establish clear expectations about both content and business matters. Some tutors even present a written contract outlining their rates, the location and times of meetings, and payment policies. One of my university colleagues makes students sign a form allowing her to videotape the entire tutoring session for her research. Another demands prepayment for packages of 10 sessions at a time. I’ve never been that formal, but I have also never been burned the way some tutors have been. In fact, I’ve had only very positive experiences with conversation clients.

Why? Perhaps luck; perhaps because I carefully screen potential clients. I only work with professionals, graduate students, and/or friends and spouses of friends with a solid foundation in English. Be explicit about what you want and don’t want to teach a client. Be prepared to provide options for potential clients that you reject.
I also set very clear expectations. This process eliminates potential confusion and establishes clear benchmarks. We will review X number of articles and discuss Y number of topics during the next month or semester. We will cover a significant amount of ground in a comfortable, relaxed manner.

For students who want to improve their conversation, I strongly suggest that you select the topic and materials in advance. You can use newspapers and/or magazines to find appropriate articles to begin the conversation. I used to assign the articles a week ahead and give English students my conversation worksheets.
Partly as a result of these tutoring lessons over a few years, I wrote Compelling Conversations: Questions and Quotations on Timeless Topics. The conversation book includes 45 chapters with over 1400 questions, 500 quotations, and 450 targeted vocabulary words. The combination of poignant questions, vocabulary lists, proverbs, and witty quotations makes your job much easier. Each chapter is self-contained.

If you have a weaker student looking to improve their speaking skills, then I would advise using a picture dictionary. There are several fine choices. You might use the Oxford Picture Dictionary to open conversations, and I would be tempted to ask the client to bring in photographs and ads each week. Confession: I almost always referred weaker students to other English tutors who enjoyed working with lower level ESL students.

Naturally, you will need patience tutoring ESL clients on speaking skills. Be prepared to repeat words, listen very carefully, and remind students to pronounce word endings. Many students will want to work on their pronunciation. Recording your tutoring lessons can be quite helpful for students.

You can also ask/assign them listening activities on the web. I like Voice of America’s Special English programs for intermediate and advanced students. You will have to direct lower levels to websites to practice their listening and speaking skills with drills. They will love the work; you might go mad repeating vowel sounds and noting stress words.

Finally, the key to tutoring ESL students - or anyone else - remains respecting the student, meeting their needs, and providing a solid structure for your lessons. I have found that using a set text, developing a known routine, and combining conversation, vocabulary and some writing skills makes for a successful and satisfying experience.

As William Shakespeare noted four centuries ago, “All’s well that ends well”. Therefore, you should also have the grace to know when to end your lessons. Some clients will want to keep working with you. Yet you remain the tutor. Therefore, set a clear goal for your package of lessons, and conclude when the students have reached that goal. As the Hollywood cliché goes, “leave them wanting more.”

What are your plans and goals for tutoring English students this year?

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Classroom Experience Trumps Paper Credentials - But Only in the Classroom!

Experience trumps pieces of paper – but only in the classroom!

Let me explain. Many educational institutions, especially in some places, remain paper-driven. Let me give a sad example. I currently teach English at an elite private university and write articles for numerous publications, but I couldn't get a teaching position in a California public school teaching English because I lack the right MA.

Expertise and experience, for many educational institutions, remain of limited use. Former President Clinton could not teach government, history, or social studies in California public schools. Academy Award winning actors can not teach theater in the schools. World class musicians can't teach music. It's utterly absurd.

As a result of this obsession with paper credentials and undervaluing of experience, experts and experienced teachers work with more upper-income students and elite institutions. The considerable gap between public schools and private schools becomes even larger. The public school system continually turns away experienced, quality teachers because of their very narrow notions of what qualifies one to teach students. Sometimes creative, talented teachers decide to teach English abroad to practice their craft, see more of our fascinating world, and share their love of English.

It's also self defeating for public school systems. Students and parents are voting with their feet, and leaving the system. The charter school movement is a direct response to this bureaucratic paradigm. Flexibility and commonsense would encourage professions to teach in schools and make mid-career shifts. I personally know three professionals - a banker and two lawyers - that would also love to teach high school for a few years as a change. Yet rigid regulations and narrow definitions of what makes someone qualified to teach in a California public school classroom prohibit this possibility. Again, students, parents, and potential teachers lose. Who wins by this obsession with paper credentials?

"We learn to walk by stumbling", goes the Bulgarian proverb. Teachers, and students, learn by doing and making good mistakes. Larry M. Lynch, a prolific author, recently examined this problem in “Are Some Credentials Overrated?” on his BetterEFLteacher blog. He nailed the problem with reading 500 books to become a recognized expert instead of just throwing yourself in and gaining experience.

The best teachers are often autotelic (self-directed), and share their passion for learning and model love of knowledge. Adding a PhD after your name doesn't magically transform a student into a dynamic, quality English teacher. Nor does proving one’spatience with boring bureaucratic procedures and reciting the latest educational jargon.

As Ms.Lucy, another English teacher and coordinator, notes, "you either have it - or you don't."





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How Many American Adults Can't Read this Blog? Literally Can't Read This Blog!

How Many American Adults Can’t Read this Blog?

How many American adults can’t read a simple newspaper article, understand warning labels, or write an effective complaint letter? Take a guess. Five million adults? Ten million adults? Twelve million adults?

According to a new federal study, an estimated 35 million American adults remain functionally illiterate in 2009.

Greg Toppo told part of the depressing story yesterday in an excellent, concise USA TODAY frontpage article. Title? Literacy Study: 1 in 7 U.S. adults are unable to read this story. “A long-awaited federal study finds that an estimated 32 million adults in the USA — about one in seven — are saddled with such low literacy skills that it would be tough for them to read anything more challenging than a children's picture book.”

Is the situation improving? NO! “From 1992 to 2003, it shows, the USA added about 23 million adults to its population; in that period, an estimated 3.6 million more joined the ranks of adults with low literacy skills.” A U.S. Education Department expert explains. “"They really cannot read … paragraphs (or) sentences that are connected,"

USA TODAY deserves credit for bringing more attention than usual to this avoidable tragedy. President John F. Kennedy famously noted that “a child miseducated is a child lost.” Those "lost children" have become adults!

So how can we explain these shocking (yet very familiar to experts) findings? How is this possible? Why is this awful situation tolerated? Please don’t tell me that there is a lack of money because the federal government just gave away – without conditions or even pretense of accountability - $350 BILLION dollars to wealthy banks and mega international corporations.

The American public education system is failing on multiple levels. Adult education remains the stepchild of public education. Underfunded, often overlooked, and seldom appreciated, adult education plays a vital role in teaching essential life skills – including reading and writing – to thousands. Thousands of adult educators work long hours in stressful jobs, often part-time without fulltime benefits, to help high school dropouts prepare for a GED and new immigrants learn English. Yet the gap between the objective educational needs and funding to provide a real first world education to these struggling Americans remains huge.

Will President Obama address this widespread, documented crisis in public education? Perhaps.
Consider me, as so often, a sceptic.

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Surprise Bulk Orders of Compelling Conversations From Amazon

"Next to money, English is the leading international language."
Evan Esar, American humorist

A new semester means more last minute orders of class sets of textbooks, including ESL books. I'm now seeing this situation as both an ESL instructor and a small publisher.

During the last week, several schools and English teachers have purchased class sets of Compelling Conversations: Questions and Quotations on Timeless. Naturally, that development pleases me for many reasons. English teachers using the book in Chile, Rwanda, Hungary, Russia, Canada, and Italy feeds my global soul.

Yet I’ve also been surprised at how many institutions have placed their orders on Amazon where they pay the full price of $24.50 . While ordering on Amazon puts more money in my book, it seems what I call a “good mistake” in my classes. Why?

Because schools, churches, and bookstores can place their orders with Booksurge directly, receive a 40% discount, and save money. Each book will cost $14.70 instead of $24.50. If the adult school or English language school sells the books to student, the institution can even make a nice profit. Schools that provide free ESL textbooks to their students should appreciate the savings because they can also provide more materials to English language learners.
• Bottomline: If you choose to buy Compelling Conversations for your oral skills class, conversation club, or advanced ESL class, save your school and yourself some money. Order your class set from Booksurge, the book’s publisher for wholesale orders.. Call customer service the BookSurge wholesale ordering hotline at 866-308-6235 and select option #6.

Of course, textbook prices do not matter equally to all. Some elite private schools, school administrators, and wealthy English language learners might even prefer to pay full price. Perhaps ordering class sets of hard to find quality ESL books directly on Amazon better fits their needs. Amazon also works better for individual English tutors and teachers.

Yet adult schools, public programs, churches, and smaller language schools ordering 10 or more copies should be - especially in these difficult economic times – more cost conscious. As the old proverb goes, a penny saved is a penny earned.

Thank you to everyone who has already brought Compelling Conversations into their classroom, and thank you to everyone considering Compelling Conversations . I hope that deepening the connections between individuals through smarter, better conversations will help create a better, more humane, and peaceful world.

"Conversation means being able to disagree and still continue the conversation."
Dwight McDonald (1906-1982), American editor

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How Rich Do You Feel Today? How Rich Are You - on a Global Scale?

How rich are you?

How rich are you on a strictly material level? Where do you stand from a global scale? For Americans and English teachers feeling rather blue about our declining home values, vanishing retirement accounts, and questionable job security, this chart provides some useful perspective.

http://www.globalrichlist.com/

Of course, commonsense and a growing body of psychological and sociological research has documented the very, very loose correlation between material wealth and happiness – once the basic necessities of life are met. Satisfying personal relationships, long conversations with relatives and friends, and meaningful work remain vital essential for a truly rich life.

Let’s make sure we find ways to create healthier, saner, and more satisfying lives and English classrooms in 2009 than 2008.


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