Archive for November, 2011

Monday, November 28, 2011

The Joys of YouTube

By Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

After many years of teaching without access to the internet, I am overjoyed to finally be able to take advantage of some of the great teaching resources on the great ole World Wide Web, particularly those on YouTube. Because of my late start with this resource, I understand that I am behind the curve, so forgive me if some of my enthusiasm seems a bit out of date. There is just so much great stuff out there, if you look hard enough! In addition, the clips are generally bite-sized, so they are perfect for a bit of English practice.

I teach young learners, and I can personally vouch for the sedative quality that video clips seem to have. Nothing quiets my students down faster than the promise of a video activity. The key is to make the video more than just the video. There always has to be a purpose, even if the kids are too busy watching the clip to notice.

Kramer and the Past Tense
I was having a hard time coming up with fun activities for my students to practice the simple past tense. They need so much review to help them remember the irregular forms, but that repetition can get boring fast. So, I showed them a clip from Seinfeld available on YouTube. In it, Jerry is going out for the day and Kramer is in his apartment. The next 1 ½ minutes shows Kramer doing crazy things like riding a bike, putting out a fire, starting a fight, and hosting a party. You get the idea. At the end of the day, Kramer is asleep on the sofa when Jerry comes home and gets irritated because Kramer had not used a coaster.

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Tuesday, November 15, 2011

Language as a Reflection of Cultural Shifts, Part 1

By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author

A culture doesn’t remain stagnant. No matter how much a people may try to keep it from changing, their culture will inevitably change as time goes by. Even the ancient Egyptians, who passionately believed in the concept of ma’at, that the universe should remain stagnant and that their ways of doing things should never change, couldn’t stop that natural evolution from happening. Witness changes in their architecture, in their religion, and yes, in their language over the three millennia that their civilization lasted.

Being that cultural shifts are inevitable, we can see how English is reflecting some of these shifts. We don’t even need to be objective witnesses at a distance to recognize when these cultural shifts affect the language; we can be right in the midst of all the action. In fact, in just my lifetime I’ve noticed some rather interesting changes which seem to have become acceptable now, even though some of them weren’t acceptable when I was much younger. I’m not here to judge what’s going on, just to report on it, but this is the kind of thing that you as ELT professionals may choose to mention in order to teach language in the most accurate way possible.

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Wednesday, November 9, 2011

Teaching Students What Not to Say

By David Barker
Author and Publisher of Materials for Japanese Learners of English
Japan

When I worked in Singapore, I lived in an apartment block where most of the other inhabitants were Chinese Singaporeans. I regularly met other people from the block in the elevators and in the food courts, and they were always very friendly and chatty. Unsurprisingly, the first question people normally asked me was, “Where are you from?” I found this quite normal and inoffensive, but I have to admit that I was more than a bit thrown by the inevitable second question the first few times I was asked: “How much rent do you pay?” Just to be clear, I am not saying that one or two people asked me this—almost everyone did! The reason that people asked this was apparently that most ex-pats lived in much more expensive places, and the Singaporeans were fascinated to know whether we were paying the same rent as them or whether we were paying more. Unfortunately, of course, “How much rent do you pay?” is not a question that people would normally ask someone they had just met in my country, so being asked it made me reluctant to develop the conversation with that person any further.

Of course, this was Singapore, so the problem was not one of language; it was more a question of cultural differences. When a language barrier is added, the problem becomes even more acute, and learners of English can often unwittingly create a bad first impression by asking or saying something inappropriate, or something that causes them to be perceived as being dull. In other words, the problem for a language learner might not how they are saying something, but rather the fact that they are saying it at all.

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Tuesday, November 1, 2011

All Students are not the Same

By Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

After about a million years teaching adults, I have gone over to the dark side. In September, I started a new job as the English as an Additional Language Immersion instructor at a private British school in Belgium. This means that now I spend my days with students who are 11 to 16 years old. What’s the big deal? Teaching English is teaching English is teaching English, right? At least I had thought so, since so many of the evening adjunct instructors in my college in the USA had been public school teachers by day. I was about to find out how wrong I had been.

Thirteen is not the New Thirty!

Teaching children is not the same as teaching adults. For starters, kids cry all the time. Just last week, a boy cried because I gave him a (much deserved) 20 minute detention. Another boy cried because I took away his cell phone in the class. And another boy cried because he got in a dispute with another student and he felt I wasn’t listening to his side of the story.

At first, I took each incident of bawling seriously. After all, if an adult cried in my class (on the rare time it happened in my 16 years of teaching) it was a big deal. But, kids, especially pre-teens (are they called “tweens” now?) and teenagers are hormone-filled, emotional messes much of the time, and after a bit of sobbing, everything returns to normal remarkably quickly.

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