Hello, ESPers worldwide!
Sometimes, you get lucky! Or maybe I should say, sometimes things come together in just the right way. In this TESOL Blog post, I am going to focus on how such things came together to produce a successful teleconferencing activity.
I was teaching what I would call a Business English class for high-level learners. The class participants were Japanese professionals of different ages. One student was the head administrator of a university hospital. Another student had completed her undergraduate degree at UC San Diego. (That was 7 years earlier.) One of the students was the brand manager in an international (and non-Japanese) company, etc. All of the students worked for different organizations in the Tokyo area. They were all highly motivated.
Living in a foreign country can be difficult if one doesn’t understand many of the cultural concepts that “locals” sometimes use on a daily basis. When I came to the United States a few years ago, I realized how little I knew about the American culture. I appreciated people who were willing to help me and contribute to my “cultural education.”
Accordingly, I am curious sometimes if our students are aware of the meanings, let alone the history, of the cultural concepts that they encounter during classroom activities or in readings.
I’d like to share an idea that integrates a cultural component into writing. As examples, I used the concepts of the American culture (although some of them have become international), but this is not to say that this activity cannot be adjusted to local cultures in other teaching contexts. Continue reading
The Game: Word Ditto explores multiple meaning words. Multiple meaning words are just that: They have two or more meanings.
There are two main types of multiple meaning words:
- Those that sound alike (ex. bark as in the bark of a tree and the bark of a dog)
- Those that sound differently (ex. windy as in a windy day and a windy road)
Within these two main groups of multiple meaning words, there can be differences in:
- Capitalization (ex. You may see flowers in May.)
- Punctuation (ex. He prepared a résumé to find a job to resume working.)
- Parts of speech (ex. I like to fish (verb). The fish (noun) swam in the sea.)
- Tenses (ex. My aunt read the books that you like to read.)
- Degrees – literal or figurative (ex. My apartment is below yours. The corporal ranks below the general.)
As ESL instructors, we often learn at least as much from our students as they do from us. But that truism was borne out in an unexpected way recently in my beginners’ evening ESL class as we wrestled, in time-honored fashion, with the simple past.
My students had gamely participated in a number of tried-and-true communicative activities designed to help them practice one of the trickiest skills: forming questions in the simple past. Avid futbol fans, they had interviewed each other about the 2014 World Cup results using prompts that I had helped them generate: Did Brazil lose? Did Germany win? Did Argentina beat the Netherlands? What was the score? Continue reading
Posted in TESOL Blog
Tagged as adult ESL, adult language learners, alexandra lowe, ESL grammar, evergreen, Posing Questions in the Simple Past, question word order, teaching grammar, teaching simple past, teaching tenses, using auxiliary verbs in simple past
In my last blog, I talked about the inequities of the learning environment for English learners. This discussion included class size, grouping, the number of schools serviced by the ESL teacher, and the size and location of teaching space. In this blog, I would like to talk about the inequitable funding and programs for ELs.
Background on federal policies affecting English learners
An important Supreme Court decision, declaring that ELs have the right to the same education as their English-speaking classmates, is the Lau vs. Nichols decision. Continue reading
Last month, I had a great opportunity to be part of TESOL’s 2014 Advocacy & Policy Summit, held on 22–24 June. This is the largest such event yet, with nearly 70 TESOL educators representing 25 affiliates from across the United States (and a few from outside the United States) coming together to learn more about national policy issues affecting the field, and to advocate for the needs and interests of English learners and TESOL educators. This was my first time participating in the TESOL Advocacy & Policy Summit, and I was very excited to be part of this important event to learn, share, and shape the future of education together with other advocates.
Hello, ESPers worldwide!
One of the things that I value most about being involved in TESOL is the opportunity to connect with ESPers around the world. Accordingly, I have been asking myself the following questions:
- In what contexts do we meet other ESPers?
- What do we learn from each other?
Let’s start with the first question. Where do we meet other ESPers? In my own case, three places come to mind:
- Publications (including websites)
I had the great honour and pleasure to represent TESOL and speak at the “International Conference on Language – Enhancing Language Ability and Education for the 21st Century”* held on 5–6 June 2014 in Suzhou, Jiangsu Province, China. The Government of China invited 400 government officials, policy-makers, researchers, educators and development partners, and UN agencies from China and around the world to discuss and reflect on challenges and new approaches for effective language education and planning.
The conference focused on the enhancement of language ability and language education for human civilization and social progress. Three themes were addressed:
- language ability and sustainable social development,
- innovation in language education, and
- international exchange and cooperation.
In my last blog, I shared a modeling activity that writing teachers can do to help students analyze each other’s writing and make more out of peer review activities. Today, I would like to describe a modeling activity that uses ineffective comments—ineffective feedback—as a pedagogical tool to teach students how to provide effective comments on their peers’ drafts. Continue reading