Showing posts with label ESL teaching tips. Show all posts
Showing posts with label ESL teaching tips. Show all posts

Sunday, February 14, 2010

What Qualities Do Adult English Language Learners Want in a Teacher?

What makes a great English teacher? Children and Adults apparently disagree.

Marisa Constantinides, a prominent EFL teacher and blogger, wrote a fascinating article that explores this issue in a fascinating post. Here it is.

http://marisaconstantinides.edublogs.org/2010/02/14/what-kind-of-teacher-are-you-are-you-in-your-students-hall-of-fame/comment-page-1/

While I have no experience teaching young child, the survey confirms my perceptions about the educational desires of adult students. Many adult students work and struggle in boring, stressful positions so they seek more creativity and passion in their English classes – and English teachers. Further, given the time pressures, instructors who both efficiently manage their classes and display patience are appreciated.

I would be curious, however, to know if there is a difference between various types of adult learners. For instance, many Business English classes in an EFL context include many middle-class professionals while many more working class adults attend ESL classes in English speaking classes. I also wonder if different ages of adults would provide different responses. Would younger working adults look for the same qualities as seniors taking an English class? Would creativity and passion still top the list of desired characteristics for English teachers?

The bottomline remains the same: our English students invest considerable time, energy, and often money into their studies. It behooves us to create compelling English lessons, exude energy, and patiently, clearly their "good mistakes".

“I cannot teach anybody anything, I can only make them think.”
Socrates (BC 469-BC 399) Greek philosopher of Athens



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Wednesday, February 10, 2010

The Dogma of Dogme | Kalinago English

What makes a compelling classroom conversation, anyway?

This excellent overview of the Dogme teaching style, by ELT and Business English expert Karenne Joy Sylvester provides a solid primer. It also provides an intellectual "defense" of simple, authentic, and meaningful conversations in our ESL and EFL classrooms. If you are taking a methods class, you will especially appreciate this article. Check it out!





The Dogma of Dogme | Kalinago English

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Friday, September 18, 2009

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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Monday, October 27, 2008

How Democratic is Your English Classroom? How Democratic Do You Want it To Be?

Who gets to speak in class? Whose ideas count? Who chooses the assignments? How do students receive feedback? Do students have a chance to conference with their instructors? Can YouTube be a valuable source for homework assignment? Do you want your students to become self-directed - or autotelic - in their studies?

Here’s a quick checklist that ESL teachers that I created for a recent LA CATESOL regional conference workshop called “Techniques for a More Democratic Classroom."

My core assumption remains that giving students more opportunities to literally speak, write, and share their insights leads to a more engaging, dynamic, and valuable classroom experience. I will write more on this topic in a few days, but here are some questions to consider.

1. Who do you currently teach? How would you describe the students?
2. What are some of their personal interests?
3. How can student interests be better incorporated into the curriculum?
4. Which assignments do students currently choose? Which seems most successful? Why?
5. What are some benefits of greater student participation?
6. What are some risks of greater student participation?
7. Do you want to increase the number of choices students make?
8. What critical language skills can be taught by tapping into their interests?
9. How can you tweak current material to better individualize instruction?
10. What internet resources can you use to augment the current curriculum?
11. Which exercises or activities do you find most successful in your classroom?
12. What decisions do you keep as your prerogative as the instructor?
13. Will your students become self-directed learners?
14. How can you encourage that possibility?
15. How can you create a more democratic classroom?
16. What are some obstacles to a more democratic classroom?
17. How does technology encourage a more democratic classroom?

“Education is a kind of continuing dialogue and a dialogue assumes, in the nature of the case, different points of view.” Robert Hutchins (1899-1977), former President of University of Chicago and educational philosopher

Do you agree? Disagree? Why? Feel free to let me know.
I’ll post an article in a few days outlining some of my thoughts and sharing some materials.

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Tuesday, August 19, 2008

Watching the Olympics and Starting Conversations

How often do a billion people share a smile, a sigh, or a televised event?

Have you been watching the Olympics? What has surprised you the most? Why? Who has inspired you? How?

The Olympics reminds us of heroism, sacrifice, excellence, and beauty. It can also spark many conversations.

Although I have not had the pleasure of teaching a conversation class recently, talking about sports always sparked many enjoyable exchanges - even among non-sports fans. This lesson, an except from Compelling Conversations: Questions and Quotations on Timeless Topics for Advanced ESL students, remains a favorite.

Feel free to use it in your English classes. Let the conversations begin!

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PLAYING AND WATCHING SPORTS

“The game is my wife. It demands loyalty and responsibility.”

Michael Jordan (1963- ) NBA superstar

Chatting: Talking about sports can be a great ice-breaker. Just do it!

1. Did you play any sports as a child? Which ones? Which was your favorite?

2. Do you play any sports now? Which ones? Which is your favorite? Why?

3. Do girls and women play sports in your native country? If so, which ones?

4. What is the most popular sport in your native country?

5. What equipment or uniform is needed for this sport?

6. How is the game scored? How is a tie decided? What is considered a high score?

7. How long is a game? Are there referees? How do fans usually behave?

8. Which athlete is best known in your homeland? Which sport does he or she play? What do people admire about this athlete?

9. Does your native country participate in the Olympics? In which sports are your countrymen most competitive?

10. What are some team sports? Which do you play?

11. What are some individual sports that you know? Which do you play?

12. Do you prefer to play team sports or individual sports? Why?

13. Which is your favorite sport to watch? Do watch any annual televised sporting event? Have you ever gone to a sporting event? How did the fans behave?

14. Are you a fan of any special team? What do you like about them?

15. What is their nickname e.g. Chicago Bulls, New England Patriots?

16. What does their nickname hope to convey about the team?

17. Does your favorite team have a main rival? Why? Is there a team mascot?

18. Which American athletes are well known in your native land? Which ones?

19. What are some of the ways that athletes train for competition?

20. What do you think is the difference between a game and a sport? Is chess a sport? Is weight lifting a sport? Is golf a sport? Is politics a sport?

21. Who is your favorite athlete? Why do you especially admire this athlete?

22. Do you buy a certain brand of shoes or clothes because of an athlete’s endorsement? If so, which brand? Which athlete?

23. Can you name some sports that involve animals?

24. Is there any sport that you don’t play now, but that you’d like to learn?

25. Do you think any sport rules should be changed? Why?

26. If you could, would you outlaw any sports? Why?

27. Are there any sports which are legal in your homeland, but illegal in the United States? Why? Do you think these sports should be legal?

28. What are the differences between the way athletes are treated in your native country and the way athletes are treated in the U.S.? Which ways do you think are preferable?

29. Are there any disadvantages to playing sports? Examples?

30. What are some advantages to playing sports? How do you feel while playing?

31. If you could play against any athlete in any sport, what sport would you choose?

32. If you could go back in time and attend any sporting event, which would you pick? Why?

33. What makes a great athlete? Who do you think is the greatest athlete of our time? Why?


Vocabulary: Do you know all these words? Can you add 4 more words to this list?

athlete score mascot equipment competition referee nickname rival

endorse endorsement fan brand

Idioms: Try to guess the meanings of these idioms with your partner.
She’s a team player. She knows the game plan.

The biology test was a slamdunk.
The price you’re asking is in the ballpark.
When I caught Bob’s finger in the car door, he was a good sport about it.
You dropped the ball.

Quotations: Which quotations do you like? Can you add one more?

1. “Sports do not build character. They reveal it.”

Heywood Hale Broun (1888-1939), American sports journalist

1. “If you don’t try to win, you might as well hold the Olympics in somebody’s backyard.” Jesse Owns (1913-1980), American with 4 Gold Olympic medals

1. “Sports is the toy department of human life.”

Howard Cosell (1918-1995), sportscaster

1. “Sports is like a war without the killing.” Ted Turner (1938- ), founder of CNN

1. “It ain’t over till it’s over.” Yogi Berra (1925- ), American baseball coach

1. “Whoever wants to know the heart and mind of America had better learn baseball.” Jacques Barzun (1907- ), American historian

1. “The less effort, the faster and more powerful you will be.”

Bruce Lee (1940-1973), film star

1. “Golf is a good walk spoiled.” Mark Twain (1835-1910), humorist

1. “Aggressive fighting for the right is the noblest sport in the world.”
Theodore Roosevelt (1859-1919), U.S. President, sportsman

1. “…no boy from a rich family ever made the big leagues.”

Joe Dimaggio (1914- ), American baseball player

1. “Friendships born on the field of athletic strife are the real gold of competition. Awards become corroded, friends gather no dust.”

Jesse Owns (1913-1980), 4 time Gold medalist in 1936 Olympic Games

1. “Good teams become great ones when the members trust each other enough to surrender the ‘me’ for the ‘we.’” Phil Jackson (1945- ), L.A. Lakers’ coach

1. “How can you think and hit at the same time?”

Yogi Berra (1925-), baseball player and coach

14. “There is no “I” in team, but there is in win.”

Michael Jordan (1963- ) NBA superstar

EXTENSION: Find a picture of an athlete, professional or amateur, playing your favorite sport. Cut it out, bring it to class, and describe the picture and its context.

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Saturday, August 16, 2008

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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Sunday, July 6, 2008

Adding Classic Quotations Adds Depth, Diversity to ESL Classrooms

Why do you recommend using classic quotations in ESL classrooms?

“If a nation expects to be ignorant and free…it expects what never was and never will be.”
Thomas Jefferson (1743-1826),
U.S. President and principal author of the Declaration of Independence


Classic quotations, like proverbs, brings in many insights from religious leaders and philosophers that go back even more than 2,000 years such as Buddha, Confucius, Aristotle, and the Biblical prophets in a compelling, succinct manner. These quotations remind us that some conversations have spanned centuries and cultures.

Further, you can pair two, three, and more quotations to present a wide range of ideas, beliefs, and perspectives. Some quotations might make you laugh, some might make you sigh, and a few might even annoy you. Yet bringing “the wisdom of the ages” into your English language classroom elevates the discussion. It can also encourage students to feel safer in presenting their idea.

This technique helps students both join the conversation, and add their own ideas. Our classrooms should be a lively place where students can explore ideas and experience free speech.

Including classic quotations also helps preserve the insights and comments of well-known and significant cultural figures. This technique helps both teachers and students escape the too-common delusion that the world began when we were born and provides a larger perspective. Sometimes knowing the speaker and historical era invites another way of looking at our modern lives.

Finally, a stunning number of both adult education and college students need to be introduced to significant artists, writers, leaders, and philosophers from the past. Academic literacy requires some degree of cultural and historical awareness. I always include the dates and identify the occupation of various figures to both introduce and gently cajole students into seeking out more information on significant cultural and historical figures.

Is adding dates really necessary? Yes, given the actual state of common knowledge among ESL students. Something is profoundly wrong with American education when a majority of American high school seniors in public schools can not name the war that occurred when Abraham Lincoln was president. I believe including quotations, in context, provides a small counter to this shocking level of historic amnesia.

I remain confident that our ESL students, especially adult immigrants seeking naturalization as U.S. citizens, will develop a solid grasp of our nation’s history. Throwing in a few quotations from historical figures can only help.

Liberty can not be preserved without a general knowledge among the people.”
John Adams (1735-1826)
U.S. President and contributor to the Declaration of Independence

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Tuesday, June 3, 2008

Creating Top Ten Tip Lists for Advanced ESL Classes

Americans love to create top ten lists. Naturally, many English teachers use this format in their classrooms to express ideas and create discussions.

Sometimes, however, students will simply create a list and avoid providing clear reasons. In order to emphasize the need to share information and exchange insights, I often ask for a "top ten tips" to doing something. This twist also invites a wider range of topics from the practical to more philosophical.

You can ask students for their top ten tips for:

choosing a school?

saving money?

staying healthy and happy?

making and keeping friends?

avoiding boredom and finding satisfaction?

getting good grades?

learning English?

traveling to a new city/country?


Break students into groups of 3-4. Give them 20 minutes to come up their top ten tips on a given topic. Ask them to provide at least one reason and/or example for each answer.

Pass out different colors of chalk for each group. Have students write their answers on the board.

The instructor goes through the list, asking questions - both soft and hard, and engages student groups. Finally, after the instructor lead discussion, the entire class votes on the top ten tips.

This flexible, communicative activity can be constantly used to create engaging, lively classroom conversations. Students enjoy sharing information, telling stories, and helping each other make sense of an often strange land where people speak a strange language. By giving students a chance to offer advice, you also get to learn as you teach!

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