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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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.
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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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California Immigrants Are Learning English - and Want to Speak English Better!

Do American immigrants want to learn English? Are the children of Spanish-speaking adult immigrants learning English? What are the recent trends in California and Los Angeles?

A recently released Census Bureau report, based on the 2007 Census information, shows that – shock, shock – immigrants overwhelmingly want to improve their English skills. It also shows that a slight majority (51%) of immigrants in Los Angeles claim that they can speak English fluently – an increase from just a few years ago. The study also notes that 88% of immigrant children claim to speak English – and want to learn more.

Yesterday’s Los Angeles Times editorial “Speak English? Yes, more immigrants do “ provides a solid introduction to the heated debate over language and immigration in California. The editorial also argues that immigration reform should include a provision to keep families united so the American children of illegal immigrant parents are not separated from their parents. Finally, the editorial concludes that both the United States and the English language continue to evolve and Americans should embrace change.

The fine editorial, however, could and should have called for both expanding and improving the quality of public education programs so immigrants – including adult immigrants - can learn English quicker. A better Census report also would have included the legal status of immigrants and gone beyond self-reported data by immigrants with evolving language skills.

The editorial’s strong, humane conclusion is worth repeating verbatim:
“American culture grows and adapts as new immigrants redefine it over the generations, and the same can be said of the English language. We should embrace that evolution, not hold it at bay with false and alarmist arguments about the threat to American values.”
Los Angeles Times, September 24, 2008 editorial

Doesn’t that sound sane and civilized?

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How do you teach the difference between "make" and "do" in your English classes?

Make vs. Do

What do you do? What do you make?

These simple words cause lots of confusion for English language learners. I’ve spent time helping a very wide range of ESL classes – from advanced adult education and community college students to intermediate English students in summer courses and regular university courses – struggle with idioms with “make” and “do.”

Here is a quick, imprecise guide that helps clarify the issue.

Look at some common expressions with “do”.
• Do the dishes.
• Do some chores.
• Do your work.
• Do exercises.
• Do your best.
• Do it over.
• Do the report.

Do is used to describe an activity that you have to do, often over and over again. For instance, we “do the dishes” and “do the laundry” many times. Do also contains an element of duty and responsibility.

Now, take a look at some expressions with “make”.
• Please make time.
• You make dinner.
• You make drawings.
• You make decisions.
• You make plans.
• Your make reservations.
• You make money.
• You make friends.

Make is used to describe a creative activity or something you choose to do. You choose, for instance, to make plans, make friends, and make decisions. You have choices.

Why do we say “make dinner” if we have to do it over and over? Perhaps because cooking is seen more as a creative activity than a chore. But cleaning the table, and cleaning the dishes are just chores so we say “do the table” and “do the dishes.” That’s also why Americans say “make money” instead of “do money.” Making money is seen as both creative and a choice. Idioms are cultural. Sometimes Americans will use the verb “make” in a way that might seem strange, but “make a decision” to “do your best” and learn practical workplace expressions.

Finally, I encourage students to work together in small groups and create their own list of idioms with make and do. When I’m lucky and have time, I like to ask students to come to the white board and write their collection of idioms on the board. Homework, of course, is asking them to choose 5-10 idioms and write complete sentences.

So how do you teach the difference between do and make to your English students?



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Workplace Conversation tip: Tone, Volumen, and Context Matter!

Style matters – especially when we talk with our co-workers, consumers, patients, and supervisors. English language learners, recent immigrants, and far too many other people who work in English sometimes seem to forget this!

Consider the difference in how these requests sound.

Shut off the TV!
Please turn off the TV?
Could you turn off the TV?
Would you please turn off the TV?

Close the door!
Close the door; it’s noisy out there.
Shut the damn door!
Would you please close the door; it’s noisy out there.
Could you get the door?
Can you close the door?

Sometimes, especially in an emergency, it is appropriate to warn other people with a short command.

Call the police!
Help!
Shut the door!

We recognize it is an emergency because of the way the request is made. It’s an order.

I. When would it be appropriate to give a warning on your job? Please give 3 examples.
1.
2.
3.

But, usually, we also make our requests that are not emergencies. We can – and should- give suggestions in a kinder, gentler way.

We can use many words to make requests and suggestions:
May Can Could Would Should Might

II. Please write a request that you might give or hear at work with these words.
1. Can ______________________________________________?
2. May ______________________________________________?
3. Could _____________________________________________?
4. Would_____________________________________________?
5. Should_____________________________________________?
6. Might _____________________________________________?

Adding the word “please” makes your requests and suggestions sound nicer too!

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So What Does Current Research Show About Teaching English in American Public Schools?

Do English language learners, or English as a Second language students, learn better in sheltered programs? Should students receive some instruction in their native language – and if so, for how long in American public schools? What does current research show about teaching English to children who speak another language at home? What language programs seem to work best? Which seem to produce the weakest results?

Teaching Language Learners: What the Research Does – and Does Not – Say , a 19- page article published in American Educator attempts to summarize current studies, detail the differences between studies, and introduce a more nuanced language to a very passionate debate. Claude Goldenberg, the author, writes in a clear, accessible style – and explains various bureaucratic jargon as he goes reviews the material. This article, written for American public education teachers in a union publication, deserves a large readership from English teachers, ESL teachers, ELL administrators, bilingual advocates, and journalists writing about language politics.

The article made numerous important points, including:

- the rapid growth of English Language Learners (ELL) students in public schools;

- a solid majority of ELL students are actually born in the United States (Why????);

- smaller class sizes matter;

- some intensive instruction in the primary language, for an unknown duration, helps improve target language abilities in writing;

- a huge debate continues over best practices over duration and purpose of primary language instruction;

- teaching English language learners from countries with low literacy than teaching students who bring strong academic skills in their native language (shock, shock!)

- written skills of ELLs remain far below national standards, especially in high school;

- oral skills often lack written skills in ESL/ELL students;

- students have difficulty moving from intermediate oral skills to achieving actual fluency;

- standard tests seldom test oral skills, leading to speaking skills being somewhat neglected in ESL/ELL classrooms.

Personally, I found the first two pages a bit annoying with its predictable complaints implying the impossibility of a second grader, particularly an ELL second grader, learning everything that is expected by state mandates. Yet when Goldenberg moved beyond the predictable “union” frame “our impossible job” and actually starting summarizing two major meta-studies of ELL practices, he provided a balanced, informative, and level-headed article filled with illuminating details.

As an adult educator, I also thought the article made a powerful argument for a huge expansion and deepening of adult education programs if a solid majority of ELL students are actually born in the United States. Why should millions of children born and raised in the United States be unable to speak English? If you believe that speaking English helps students live in the United States and language and culture are related, then this article provides a litany of troubling details about the state of ELL instruction and public education programs in general.

I strongly urge ELL and ESL instructors to read the long, ambitious, and satisfying article. It may become a seminal work in MA programs for ESL teachers, especially for people working in American public schools. http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf

This sometimes ugly debate over language policy will probably heat up as McCain and Obama attempt to make distinctions in their immigration and education policies. Perhaps this article will help clarify the complicated issues that go beyond bumpersticker solutions.

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Volume Matters

Speaking too loud can be annoying and push people away. Speaking too softly, however, can be an even larger obstacle to simple communication and a satisfying conversation.

During classroom discussions in English class, some students to will boldly speak their mind. Other students tend to hold back, offer only the safest comments, and other share their wit. One overlooked, essential quality to speech in class, however, is volume. Students must speak loud enough that their fellow students can hear them - whether seated in the front or back row.
One can, however, sympathize with the timid English students who speak softer than ideal in a large classroom.

Being inaudible, however, in personal conversations remains a far more serious problem - especially for English as a Second Language (ESL) students.

Student conferences, especially with shy students worried about their grade or academic performance, can often be a bit awkward for both the professor and student. ESL (English as a Second Language) students, sometimes insecure about their pronunciation or vocabulary, can feel particularly anxious. ESL and other English teachers have to find ways to reduce student anxiety, provide a safe place for English students to speak, provide feedback on student work, and uphold academic standards. (Adult education, by the way, would be greatly improved if ESL teachers had more opportunities for student conferences.)

In general, I find student conferences very productive and satisfying because you get a chance to really work with a college student on their writings and assignments. I often feel that I learn as much as I teach in these 20-30 minute student conferences.

Sometimes, however, I have awkward conferences. If the student has plagiarized, then this can’t be avoided. Those moments, which I dread, can not be avoided. So it goes.

Yet sometimes, as occurred last semester, an ESL (English as a Second Language) student is so shy, so timid, and so unsure that they speak so softly that I can’t even hear. Sometimes I lean forward and ask them to please speak a bit louder. If a student continues in the same low volume, I might apologize for my poor hearing and again request they speak up. What does one do on the third request?

“Please speak a bit louder so I can hear you.”

Was this too direct? I wanted to say, “If I can’t hear you, you will be misunderstood. I want to understand you. Speak up!!”

Patience, this time, paid off. The student raised her voice to an audible level, and replied, “okay.”

“Good to hear you,” I replied. We proceeded to have a productive end of semester conference.

English and ESL teachers at all levels, from elementary school and high school to adult school and university, need to emphasize the importance of student speech being comprehensible. That includes speaking loud enough that conversation partners, classmates, and instructors can hear.

Bottomline: students must speak up in conversations, conferences, and class discussions. Volume matters.


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Do you ask questions on your attendance sheet in ESL class?

What makes you smile? Can you recommend a good movie? What's your favorite song? How do you prepare for a test? How do you relax? Do you have a favorite English word?

Can you turn a bureaucratic requirement into a communication tool to express personal ideas and build classroom community? Absolutely.

Taking attendance remains a vital part of our teaching duties. Some schools even require student signatures to prevent fraud and inflated student numbers or covering for weak students. When faced with this situation years ago, I started adding simple questions to the attendance sheets. What's your favorite month? How will you revise your paper? What's your favorite sports team? What are you grateful for?

Students appreciate the opportunity to express their ideas and perceptions, and learn more about their classmates. The questions also help build a better classroom atmosphere and provide ice-breakers for students to talk with each other during break. Finally, this extra line turns a boring procedure into an educational tool that works for administrators, teachers, and students.

I consider that a win-win-win situation. What's not to like? As an old American TV commercial used to say, "try it - you'll like it."

Visit my website www.compellingconversations.com for free conversation materials, teaching tips for ESL/EFL classrooms, and information on an innovative conversation book for advanced ESL classes.

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Paraphrasing matters in conversation too!

Paraphrasing remains a critical skill in academic classrooms and in the larger world.

The ability to re-phrase and re-state, usually called paraphrasing, allows students to confirm information, accurately convey information, and avoid plagiarism problems in writing papers. Paraphrasing, usually quite emphasized in ESL and EFL writing classes, deserves some attention in conversation class too.

Students should learn to confirm information by asking clarification questions. Some useful phrases for a listener to ask include:

Are you saying…?

Do you mean?

What are you getting at?

If I understand you correctly, you are saying …

Did I get that right?

Speakers can also check to see if their group members understand their directions.

Can you understand me?
Do you follow?
Is that clear?
Should I repeat the directions?
Do you want me to repeat that?

Asking advanced students to repeat directions, in different words, can be an effective group activity. Student A tells a story, and Student B retells it to Student C. It also helps build vocabulary.

Another technique that I’ve found useful is asking students to paraphrase proverbs and quotations. This exercise, done in groups of two, is often followed by asking if students agree or disagree with the proverb or quotation. Of course, students have to give a reason and/or an example. ESL tutors and lucky teachers with small classes can further elaborate this technique to match student interests.

If students can accurately paraphrase a reading, a radio segment, or a verbal statement, they can actively participate in common conversations and classroom discussions. Many English teachers underestimate the importance of this skill, ansd assume students understand more than they might. Verbal paraphrasing activities allow both students and teachers to assess a listening comprehension in a natural, authentic manner.

Verbal paraphrasing, therefore, deserves more attention in speaking activities - especially in high intermediate and advanced levels!

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Fan Writes "Teachers and Tutors Should Know About Compelling Conversations."

Sometimes you just have to smile and feel good about your achievements!

Praise, especially from an experienced colleague living thousands of miles away, on a difficult project feels satisfying. In the last week, I’ve received three emails from Joan V., an ESL teacher and tutor, praising Compelling Conversations: Questions and Quotations on Timeless Topics – the book that I co-authored and self-published. Naturally, a smile crosses my face.

Imagine my surprise when a complete stranger emails me that "Teachers and tutors should know about Compelling Conversations... It's a marvelous book!"

Her experiences mirror my own experiences with the material, and validate the book’s premise: engaging students in sophisticated conversation helps build their vocabulary, leads to memorable conversations, and deepens relationships.

Here, in her own words, are excerpts from Joan’s strong recommendation.
-------------------------------------------------------------------------------------------------------

I am an English tutor working with Japanese adults in Jackson, Michigan. I was a public school and ESL teacher for many years, retired, and now my retirement job is tutoring. A few weeks ago I purchased the PDF of your book and then this week I bought the hard copy which just arrived from you this morning. I want to tell you what a marvelous book this is!

I’ve always used questions as a conversation stimulus, and now I have this whole organized around topics book to use with my students! As you probably know, Many Japanese arrive in this country with a fair understanding of English grammar and quite a lot of vocabulary, but are initially unable to engage in conversation. This book is the perfect answer to this situation!

Thank you so much for putting this together!

Teachers and tutors should know about Compelling Conversations... I was a classroom ESL teacher for many years, went to conferences with book displays shopping for books, and was usually disappointed by the books I saw. There were a lot of boring books out there!

The book needs to on display at ESL conferences if they are still being held. ESL teachers and tutors working with intermediate and advanced level students would choose this book over almost anything else if they knew about it. Also many community colleges have ESL programs using traditional materials focused on grammar and repetition rather than real meaningful conversation which your book provides.

I happened on your book accidentally on the internet and looking at the sample lessons, I quickly knew that this book would work for my students.

I wanted to add one more thought regarding Compelling Conversations. It is saving me a lot of time! I have been tutoring Japanese adults (businessmen and their wives) for nine years after retiring from almost 30 years of teaching in public schools. I've spent so much time gathering materials from various sources--textbooks, my own materials, bilingual dictionaries, etc.

Now I'm finding that printing out a chapter of your book provides plenty of conversational focus for at least two hours or more of tutoring time. Even more important, our conversations are at a deeper level. For example, in chapter two there are some questions about childhood. A couple of weeks ago a student ordering on fluency was able to tell me about his childhood dreams and that now he is living that dream! I was thrilled!
Thanks.

Joan

----------------------------------------------------------------------------------
Wow!

Thank you, Joan! You made my week!

Check out sample Compelling Conversations lessons for yourself at:

http://www.compellingconversations.com/pdf/cc_sampler_esl.pdf

http://www.compellingconversations.com

Hopefully, you will have the same satisfying experiences that Joan and other satisfied teachers and tutors have had with Compelling Conversations. Enjoy!

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Word Lovers and World Lovers Should Visit FreeRice.Com

As the price of rice, corn, and other basic food staples increased daily and food riots return to the headlines, we might want to reflect on ways to help the world’s poorest poor. One way that English teachers, dedicated students, and idealists can make a small contribution is by visiting www.FreeRice.com .

This outstanding educational site asks a wide range of vocabulary questions that often appear on standardized exams. Are you studying for the TOEFL, TOEIC, SAT, LSAT, or GRE? Are you trying to expand your English language vocabulary? Do you know relatives, friends, or co-workers in poor countries? Are you an English student, an ESL teacher, a language school administrator, or a global citizen? FreeRice provides practical assistance to adult education students, ESL teachers, immigrants, test takers, and refugees. FreeRice is a powerful vocabulary resource with 50 levels of vocabulary questions, and its addictive too!

Whether you are a word lover or a world lover, this site should appeal to you. For each correct answer, the site sponsors donate 20 grains of rice to the United Nations Food Program. Check Free Rice out, test your vocabulary skills, and make a small – yet significant – contribution today. Thanks!

“The satiated man and the hungry man do not see the same thing when they look upon a loaf of bread.”

Rumi (1207-1273), Persian poet

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Please speak a bit louder so I can hear you

Student conferences, especially with shy students worried about their grade or academic performance, can often be a bit awkward for both the professor and student. ESL students, sometimes insecure about their pronunciation or vocabulary, can feel particularly anxious. ESL teachers have to find ways to reduce student anxiety, provide a safe place for students to speak, provide feedback on student work, and uphold standards.

In general, I love student conferences because you get a chance to really work with a student on their writings and assignments. I often feel that I learn as much as I teach in these 20-30 minute conferences.

Sometimes, however, I have awkward conferences. If the student has plagiarized, then this can’t be avoided. Those moments, which I dread, can not be avoided. So it goes.

Yet sometimes, as occurred last semester, an ESL student is so shy, so timid, and so unsure that they speak so softly that I can’t even hear. Sometimes I lean forward and ask them to please speak a bit louder. If a student continues in the same low volume, I might apologize for my poor hearing and again request they speak up. What does one do on the third request?

“Please speak a bit louder so I can hear you.”

Was this too direct? I wanted to say, “If I can’t hear you, you will be misunderstood. I want to understand you. Speak up!!”

Patience, this time, paid off. The student raised her voice to an audible level, and replied, “okay.”

“Good to hear you,” I replied. We proceeded to have a productive end of semester conference.

Bottomline: students must speak up in conversations, conferences, and class discussions. Volume matters.

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Investing in quality ESL classes improves daily life

A good society helps its citizens flourish and visitors feel welcome.

A good society also invests in education, including teaching immigrants enough English that they can use their considerable intelligence, creativity, and skills in the workplace.

Unfortunately, low standards in public education have eroded support for government sponsored education programs. Worse, the few underfunded English as a Second Language programs usually provide the most basic English skills. Students learn to listen and read at about 4^th grade level, and speak like a child with a very limited vocabulary.

From my perspective as an English instructor and former adult ESL teacher, the current adult ESL standards too often only teach immigrants passive skills like listening and some minimum reading. English language programs, whether designed for vocational skills or general language, must include speaking and writing. If people can’t hold a conversation in English, their job prospects remain rather limited!

A frontpage article in today’s Los Angeles Times points out the obvious problem. America, or at least Los Angeles and California, have become dangerously dependent on foreign trained labor for many professions from nursing to engineering. Lack of Skilled Workers Will Lead to a Fiscal Crisis noted the headline that spoke for itself. The acute shortage has lead, as so often, to a lower of standards and more workplace problems.

When will the employers and voters decide to invest in real, serious, quality English languages for immigrants? And why are immigrants trained in English programs abroad so much stronger, better, and more effective than the adult ESL programs here? After all, immigrants have many more opportunities to speak English and learn outside of the classroom than students in Korea, Taiwan, Mexico, Argentina, or France.

Again, the case for dramatically expanding and raising the standards of our English as a Second Language programs seems clear.

Unfortunately, reason and government policy do not always co-exist in the United States! What about in your country?

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Excellent ESL Teaching resources at TESOL convention

Time flies. Or, as the Romans used to say, "tempus fugit."

Five days after the TESOl convention in New York City ended, I'm finally having a chance to sort through the numerous books, doublecheck website leads, and evaluate materials that I picked up. Sometimes "the eyes are too hungry", and I went a bit overboard in collecting ESL materials and resources for advanced English language learners. Of course, English teachers love books, new curriculum materials, and free ESL materials. I also have the excuse of working as a consultant for a workplace ESL program so I went hunting for some particular products for healthcare workers.

Here is a short list of promising materials:

VSOE ideas from TESOL convention

American Speech Sounds program for Healthcare workers. Also www.eslrules.com has powerful training materials for focused workshops for non-native English speakers working in hospital, clinics, and across the medical field.

- software and textbook designed for foreign doctors and nurses

- great reviews from professional journals (medical, language)

2. Effective Practices in Workplace Language Training (TESOL)
3. Getting Ahead in the US (Living Language) – videotape/textbook series
4. New Citizenship DVD for future naturalization tests. This free DVD, perfect for adult educators, confirms that the new citizenship test will only require a "high beginning" level of ESL to qualify for American citizenship. Personally, I consider this an absurdly low standard that implies new American citizens can speak worse English than at least a half a billion English speakers outside of the United States, the United Kingdom, Canada, and Australia.
   Of course, low standards have many fans in the world of adult education and with many immigrant groups. More on this topic later.
5. The Center for Applied Linguistics www.cal.org continues to offer wider and deeper variety of resources for ESL teachers, especially for adult education.
6. I had several fascinating conversations about various English competency tests and their possible use in the workplace. The TOEIC test, on its merits, seems the strongest by far. Unfortunately, this test - used by millions in the workplace worldwide - has become almost forbidden due to lawsuits claiming discrimination in the United States. What does this mean? Millions of applicants and employees in Japan, Korea, Taiwan, France, Germany, and other non-English speaking countries have taken this test of English skills. Why? Because English has become a global language and competency in English has become an essential workplace skill.
   
7. But not in the United States! So-called labor and civil rights activists have promoted the concept that requiring English proficiency, as tested by the TOEIC, is discrimination unless the ad explicitly states "English skills required." This strange situation means that American workers can, and so often do , speak at a lower level than educated workers in Asia and Europe. What's wrong with this picture!!!
8. Software programs continue to become stronger day by day, minute by minute. English language learners, international ESL students, and adult ESL educators have more choices than ever. I will spend a solid chunk of time researching these language programs during my summer break. So far, however, it's clear that www.openbookenglish.com and www.spokenskills.com offer great values for administrators, teachers, and students. ESL teachers will also find www.lessonwriter.com a wonderful, innovative, and time-saving site.

More later, but I must return to a large pile of research reports that need grading!

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Raise the roof for adult English Language classrooms!

What do English language learners need to succeed at work, in college, and in life? That's a tough questions with few easy answers.

How many adult immigrants want to improve English language skills? How many adult immigrants need to improve their English? Do current adult education programs provide the language skills so students can enter and survive in community college classrooms? How can we improve the quality of English language classes in adult education programs?

OTAN opens new forum on the transition from adult education to community college.

The forum includes an outstanding collection of recent research studies looking at the numerous obstacles, program needs, and best teaching practices to help adult education – including ESL – student enter and succeed in mainstream college classes. Take a look!

Some of the clear conclusions include:

1. - ESL students can and sometimes do succeed despite many obstacles.
2. - A huge gap remains between students needs and current adult education programs
3. - Only a small percentage of adults who would benefit from English language courses attend free adult education courses in California
4. - ESL students face exceptional barriers and require additional resources
5. - adult education needs far more resources to meet its missions
6. - English classes need to teach broader, deeper language skills
7. - English teachers need far more support
8. - Current funding formulas fail to adequate fund English language programs
9. - adult schools should offer a wider range of courses at far more times
10. - adult education needs to provide more fulltime teaching positions
11. - funding shortages limit the ability of educators to meet student needs
12. - Students need to write and speak better to realize their goals
13. - English remains the passport to the American dream for immigrants

“California’s Commitment to Adult English Learners: Caught Between Funding and Need”, an excellent study written by Arturo Gonzalez for the Public Policy Institute of California (2007) also details these problems with considerable tact. Focusing on the outdated and inadequate funding structure, the report documents the conflict between large classes – needed for attendance – and quality language instruction. It also notes the tension between providing minimum educational services for California immigrants and the fiscal costs of exceeding their allotted caps for enrollment. The report warns that “Without a change in the funding formula, the conflict between funding and mission may result in a long-term decline in the quality of instruction and diminish the pace of immigrant integration.”

That’s very polite language for a tragic bottomline: our current adult ESL programs provide too little help to too few students for too short a time. The standards are too low, and the standardized tests only measure passive skills like listening and reading under the rubric of “life skills.” Far too many adult ESL programs currently fail to meet the student needs to master enough language to enter and succeed community college, earn enough money, or realize their American dreams. If current funding formulas don’t change, the huge gap between the official ambitions of adult education programs and the actual classroom realities will grow far worse.

Immigration, especially illegal immigration, remains a very hot and heated political issue – in California and across the United States. Yet helping immigrants, both documented and undocumented, learn English should bring everyone together. Immigrants want to join the national family and need to learn English. The current naturalization law mandates that immigrants “read, write, and speak English” before becoming citizens.

Let’s help adult immigrants take that huge step by expanding and deepening English language classes. English language learners win, English language teachers win, program administrators win, and California residents win when everybody shares a common language.

Let’s raise the roof on English language programs – in California and around the United States!