Archive for June, 2012

Thursday, June 28, 2012

Are You an Effective Teacher?

By Tamara Jones
EAL Instructor, British School of Brussels

I just love attending teaching conferences. I love getting together with former colleagues, bumping into the “superstars” of our profession in the hallways, sharing ideas with enthusiastic and knowledgeable teachers, checking out the publishers’ latest offerings, and, best of all, attending informative and motivating sessions. This year, I attended the TESOL 2012 Convention in Philadelphia. One of the best sessions I attended was a plenary led by the former TESOL president, Christine Coombe, called “Teacher Effectiveness in ELT.” (Dr. Coombe is an expert in this area. In fact, she even co-edited the book, “Evaluating Teacher Effectiveness in EF/SL Contexts” in 2007 with Peter Davidson, Mashael Al-Hamly and Salah Troudi.) Now, I am always looking for ways to be a better teacher. Aren’t we all?

In her plenary, Dr. Coombe suggested that many of the things that we would expect to impact teacher effectiveness actually don’t. Things like the age of the teacher or the reasons why we became teachers don’t have any impact whatsoever on whether a teacher is effective or not.

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Sunday, June 17, 2012

Tabloid Fever: Rousing Students’ Zeal for Emotion Vocabulary

By Ela Newman
Instructor in Developmental Writing and in ESL
University of Texas at Brownsville

College Life– I’ll put that one in pile A.  Recycling– Pile B.  Male-Female Communication– That one should probably also go there in pile A.  Fast Food– I’ll add that to pile B, at least for now. Celebrity Gossip– Definitely pile C.

ESL Lessons and Newspaper/ Magazine Articles: Piles A, B, and C

Like many of you, I suspect, I have developed an ESL teacher’s eye for newspaper and magazine articles.  Even when I read one out of personal interest or idle curiosity, I speculate by reflex about how I might use some of it in an ESL lesson.  I tear out and stockpile articles, or pages from articles, that strike me as worthy reading material.  In pile A go the current, student-relevant, and interestingly controversial pieces.  Pile B contains pieces on significant but comparatively stale topics, pieces I usually consider “emergency reading material.”  The pieces that end up in pile C are worth less or worthless; I can’t always decide.  We’re talking gutter press, basically.  The pages in pile C present scandalous or shocking news and they are loaded with hyperbole.  Ordinarily, I’d use pile C items only to illustrate variety in media language.

But that changed recently…

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Tuesday, June 12, 2012

Explain THIS, Part 2

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


Welcome back! In Part 1 we took a look at some lexical problems. I asked you to correct them and then, most importantly, think about how you would explain these corrections to your students in a clear, simple fashion. So here are my changes and explanations. Let’s see how similar our work is.

1.   (at a park)

A:  See Look at that bird! She’s feeding her chicks.

B: Where? I don’t look at see her.

Explanation: We use look at when we pay visual attention to something and we’re not focusing on any movement or action, but rather just the object of our attention. This is a voluntary action. We use see simply to mean what the eyes do when the eyelids open. This is an involuntary action. Person A wants Person B to pay visual attention to the bird; that’s why she should say “Look at that bird!” Person B uses see because his eyes simply can’t find that image.

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Wednesday, June 6, 2012

Don’t Speak, Just Panic!

By Tamara Jones
EAL Instructor, British School of Brussels

Une Table Pour Deux

We were literally dodging raindrops as we darted into a bistro on a street corner in Paris. (One of the big advantages to living in Belgium is the ability to nip off to places like Paris for the weekend.) We were starving and all I could think about was one of those huge Parisian salads. We waited by the door for a few minutes as the waiter raced around with steaming plates. When he had a moment, he looked at us inquiringly. “Pour deux.” I said, holding up 2 fingers, just in case.

The Path from French Learner to Unconfident Speaker

One of the other advantages to living in Belgium is being immersed, at least to a limited extent, in a foreign language. For our first 3 years here, I diligently took French classroom-based lessons and shelled out for private lessons. I am the first to admit that I was never the kind of student we all love to have in our classes. My homework was done, but not with any particular care, and I rarely went above and beyond. And we all know that a few hours of lessons a week does not a fluent speaker make. Sadly, for the past year, my job has eaten up a great deal of what used to be free time, and I haven’t cracked a French text in many months. As a result, I have forgotten a lot of the vocabulary I once knew, and my confidence in my speaking has plummeted.

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