To Read or Not To Read

By Tamara Jones

ESL Instructor, SHAPE Language Center, Belgium

jonestamara@hotmail.com

Getting students to read aloud is something I had often done as a teacher without giving it much critical thought. After all, if the students are reading, it means that I am not. And that means a reduction in teacher talk time -- something we all strive for, right? However, in the past year, I have had two personal experiences that have shaped the way I approach reading aloud in my own ESL classes.

I have no idea what I just read.

About a year ago, my former supervisor convened a study group with the goal of learning more about how students learn to read. The teachers who participated were given several academic articles to read, and we met after reading each one and discussed it. One article was particularly dense and difficult to understand, even for educated native speakers. The study group was focused on one specific paragraph. In order to get a clearer grasp of the information, the group leader asked me to read it aloud. As I did, I noticed something fascinating happening. I was concentrating so hard on correctly pronouncing the words and getting the phrase groups right, that I had no idea what I had read when I was done.

If this can happen to a person reading in her own language, what happens when students read in a language that is not their first? As a result of this experience, I tried to avoid having students read aloud at all. I read everything, from the course syllabus on the first day of class, to the instructions for each activity, to the reading passages that I didn’t have them read silently. I wanted to make sure that they never read something aloud with no idea of what they were reading. However, I was often left with a tired voice and the nagging feeling that I was cheating my students of valuable practice.

Read after me.

It wasn’t until I joined my French class that I experienced the joys (or at least the benefits) of reading aloud for myself. When she gives us a text to read, my teacher, Sandy, reads it aloud or plays a recording of it first. That gives us a chance to note the pronunciation of key words, mark down the liaisons, and figure out what the text was actually about. Then, she assigns pieces of the dialogue or text for each of us to read aloud. We each read our bit and then listen as the other students read theirs. We recycle the same text over and over until every student has had a chance to read. Sandy interrupts our reading to correct our pronunciation as necessary. As a student, I feel quite comfortable with this activity. I feel well prepared for the phonological aspect of the task, and I already understand what I am reading, so I don’t feel stressed out in the slightest when I am asked to read aloud.

The consequence of this experience has been a limited return to reading aloud in my own classes. When we come across a dialogue or text in our course materials, I read it first and then the students take turns reading one or two sentences each. Sometimes I call on students randomly, and sometimes we go around the room. It gives me a chance to hear students’ pronunciation and address any issues they have, and it appears to increase their confidence as well.

“Is Reading Aloud Allowed?”

However, this evolution of my teaching practice had all been more or less subconscious until I read an article in the latest edition of English Teaching Professional by Jeremy Harmer called, "Is Reading Aloud Allowed?" In it, he debates the pros and cons of reading aloud and ultimately argues that there are many benefits to incorporating this activity into the ESL lesson plan. He makes the case for reading aloud as a diagnostic instrument (back to having students read bits of my syllabus on the first day, then) and as a tool for helping students to make connections between words and phrases and the sounds associated with them.

In addition, he also contends that reading is an actual real-life skill. As a PhD student, I use reading aloud when I have to read a dense academic text. I read it aloud to myself a couple of times and rely on the pausing to help me decipher the message of the text. In my experience, this is also a useful strategy for students who face the difficult academic texts from standardized tests. Being able to chunk the texts into manageable bits can help students to more quickly and easily understand what it is they are reading.

I am convinced that reading aloud has an important place in our classrooms. When done carefully, it can be a powerful tool and can help students hone reading and pronunciation skills they otherwise might not be able to. However, Harmer insists that the text that students read aloud has to be carefully chosen, they need to understand what it is they are reading, and they need time to listen and/or rehearse before being asked to do it in front of the class.

Harner, J. (2009) "Is Reading Aloud Allowed?" English Teaching Professional, 65.

Can Good Listeners Help Speakers?

By Ela Newman
Instructor in Developmental Writing and in ESL
University of Texas at Brownsville
newjgea@aol.com

Recently, I spent some time traveling on long-distance trains and buses in the company of various fellow travellers. Though these people were of all sorts of ages and lifestyles, most had one thing in common- being well equipped with “time-killers.” Colorful magazines, books, crossword puzzles, and, of course, cell phones and iPods were employed effectively by these travelers to kill time. While I was killing time thinking about how these folks were killing time, it occurred to me, as it has to others, that the best way to make traveling time pass is simply to talk a while with some “seat-neighbor.”

But what keeps such conversations going? After all, discussion of the weather, the upholstery, and one’s favorite brand of mustard can only last so long.

Engaged listening supports speakers' oral skills

Apparently, the key to successful, interactive oral communication in a native tongue lies in the creation and maintenance of a bridge between the speaker and the audience. No matter how eloquent, knowledgeable, enthusiastic, and fluent the speaker is, a true dialogue will not last very long if the listener does not genuinely participate. Engaged listening, forming one half of that bridge, is an ingredient essential to meaningful communication.

Are bridges like this possible or beneficial in the ESL/EFL classroom?

In my experience, the manner in which an audience reacts to a speaker helps or hinders the speaker in the ESL/EFL setting. Maintaining emotional support for the speaker, for instance, seems to foster improvement in student-speakers’ oral skills.

Perhaps it would be worthwhile to incorporate more activities which focus specifically on the characteristics of good listeners and the benefits of engaged listeners to speakers.

Potential Activity: Good Listeners vs. Bad Listeners

Students work in two groups: in the first, students identify characteristics of good listeners; in the second, students identify characteristics of bad listeners. One student in each group notes down the ideas discussed.

The “good listener group” may make notes like “ keeps eye contact,” “asks questions,” “gives feedback,” “paraphrases what the speaker has said,” or “lets the speaker finish his or her sentences.”

The “bad listener group” may note ideas like “ interrupts the speaker,” “changes the subject,” “does not comment on what has been said,” “is impatient,” or “is busy doing something else.”

Once the lists of ideas have been prepared, the groups, in turn, present brief, imaginary conversations which demonstrate the characteristics students in each group have discussed. While watching these conversation-sketches, students of the other group attempt to recognize and name the characteristics being demonstrated.

This activity could encourage student input and allow students to experiment in formulating manners of interactive listening. Students can discover ways in which listening skills can influence speaking skills.

Do you think an activity like this would work? Any thoughts on how it might be improved?

The Battle of the Selves

By Tamara Jones
ESL Instructor, SHAPE Language Center, Belgium
jonestamara@hotmail.com

My L1 Self

Most people who know me would tell you that I am not a shy person. In fact, I tend to be chatty and outgoing. Some might even call me loud. When I joined Weight Watchers in 2006, I didn't hide quietly at the back of the room; I spoke out in the meetings, asking questions and sharing my personal triumphs and challenges. Even when I attended different meetings out of town (something had to get me through Christmas time in the hot-dish capital of the world – South Dakota), I usually struck up conversations with the people sitting next to me and spoke out in the meeting when I had something to add. In English, I would definitely fall into the category of sociable live wire.

My L2 Self

Fast forward to 2009. I have been living in Belgium for almost a year now. Faced with chocolate, cheese, and the best french fries on earth, I have kept up regular attendance at the local Weight Watchers meetings. They are conducted entirely in French, and I enjoy the challenge. What I find most interesting, though, is the complete personality change that I undergo when I enter the meeting hall. I become shy and quiet. I usually find a place at the back, and I don’t make eye contact with anyone.

Sometimes, the leader, Jacqueline, tries to include me by prompting me to share a meal idea or weight loss strategy. At these moments, I tend to sweat, panic, and stammer through a convoluted response. I get agitated for a number of reasons: I might not be entirely sure I understand the question, I don’t want the other members to judge me by my grammar mistakes, and I don’t want them to think that I am just one of those people who can’t be bothered to learn their language.

Speaking out in my Belgian Weight Watchers meetings is a horror equivalent to oral surgery; sometimes it’s necessary, but I’d really rather not.

The Importance of Accuracy

I have spent years telling my students to not worry about what people think and to just get their ideas out there. However, this is certainly not advice I, myself, can easily follow. One on one, I am fine. When I was younger, I managed to learn Russian fluently just by trial and error. But, when speaking publicly in another language, I feel very vulnerable. I want to make the right grammatical choices because I want to be both understood and accurate. I want people to think about my ideas and not my verb tense errors.

A Solution?

I know many of my students feel the same way, but there is no magic solution that I am aware of. (If you know of one, post a response to this blog immediately!) Many of the things we have already talked about in this blog help: drilling, error correction, scripting. Having students give speeches in class is another way of preparing them for the unsympathetic ears of the native speaking audience. I am also a huge fan of the “dull” grammar book work that eventually leads to automaticity. My French teacher does all of this, and yet, I still go beet red and start to sweat when Jacqueline turns my way.

In the end, maybe only time will transform me from an L2 introvert to an L2 extrovert. However, my experience has certainly made me more sympathetic to my students’ reticence. I won’t flippantly tell my classes to “just get out there and speak English” again!

Breaking the Silence: Activities Aimed at Encouraging Students' Oral Participation

By Ela Newman
Instructor in Developmental Writing and in ESL
University of Texas at Brownsville
newjgea@aol.com

A group discussion begins. The clock ticks and tocks but there is not a second of silence. In fact, all the participants are so active that the teacher is forced to set a limit on how much each student can contribute to the conversation. When asked to summarize the group's deliberations, the students compete for the role of speaker. Even when the class is over, while packing their books (and checking their latest text messages), the students continue the discussion.

Am I dreaming? Probably. But some approximation of this scenario is possible, at least some of the time.

We know that an ordinary oral task can evolve into a dynamic conversation if students work in an environment where obstacles hampering participation--such as shyness, feelings of inadequacy, or worry about embarrassment--are overcome by peer support, a non-punitive learning environment, and even motivation.

But what about the actual activities we use? Do certain oral tasks naturally evoke an animated response?

In my experience, students are more often orally active when:

1. They know that the success of a group activity requires a contribution from every student.

Example activity: Groups are assigned to share, compare, and then present information about each member's study habits.

2. They are asked to contribute knowledge or expertise acquired outside the ESL classroom.

Example activity: Groups are assigned to describe the steps involved in ordering a CD, DVD, book, article of clothing, etc. from an online store.

3. They are surprised or shocked by a piece of news, preferably fake news.

Example activity: Before class begins, two students are told a piece of "strange" news and are asked to report that they have heard about the news when the teacher mentions it during a class discussion. Even doubting students and shy students have been known to bring themselves into the conversation once the two ‘plants’ have spoken up.

The news might be that there is a new law against driving while listening to metal rock and roll (passed because of research into brainwave conflicts associated with doing the two activities at once) or that scientists have discovered a genetic defect in collies which is causing an increasing number of them to become rabid spontaneously. (Sorry Lassie!) The list of possible fake news items is endless, but the best seem to be those which are surprising yet also somehow believable.

4. They can use vocabulary items which are familiar and key to the task.

Example activity: Groups are assigned to consider a few job applications--which contain a variety of formal, characteristic vocabulary items--in order to decide whom to hire as a language tutor.

5. They have limited time to complete the task.

Example activity: Students play a high-speed version of the well-known game "Twenty Questions”--a version called “Twenty Seconds.” Knowing that everyone must think and speak quickly in the game, and that mistakes will inevitably be made by a number of the participants, students ordinarily feel less inhibited than usual when playing this question- answer game.

Once a supportive and cooperative learning environment is established, we can turn our minds to activities. It is my experience that the choices of oral tasks often determine whether or not students genuinely engage in discussions.

Do you use any special tasks to foster animated discussions in your ESL classroom?

Striving for Fluency: Crafty Tricks, Inevitable Pitfalls, and Productive Approach

By Ela Newman
Instructor in Developmental Writing and in ESL
University of Texas at Brownsville
newjgea@aol.com

As a beginning language learner, I remember knowing many classmates who seemed able to talk indefinitely in English without pausing. If they paused, it was not because they had to, but to extend some measure of courtesy to other students. After all, it was only fair to let everyone contribute to our conversations.

But how many of us did, in fact, speak up regularly, without embarrassment, with pure abandon, pushed by the heavy thought that we would never be fluent unless we practiced? Not too many. We were shy by nature and rather inhibited by what we thought were flawless performances of our fluent classmates. But, still determined to speak up, many of us developed crafty tricks in order to sound more fluent and more skilled. How many of these do you recognize?

• Learn a word which sounds quite sophisticated and “plug it in” whenever possible (I had a friend whose sentences always included the word appreciate. He seemed to be grateful for lots of things.)


• Learn a few longer phrases, even sentences, and make them fit whatever topic is being discussed


• Use abbreviations, clipped forms, and contractions ('Cause was quite popular at the time)


• Instead of boring the listener with an unending chain of “umm” and “ahh,” use phrases such as “Now, let’s see,” or “How can I put it into words?”

A Pile of Pitfalls

While the last trick on the list seemed to work quite well, the others turned out to be nothing but pitfalls, making us more nervous and, in fact, less fluent. Finding ways to make the “big” word or “the perfect sentence” fit the context of the conversation was not just exhausting, but certainly unnatural. Intertwining piles of abbreviations and contractions with long pauses didn’t seem to serve any communicative purpose, except for irritating the listener, perhaps. “It’s … ‘cause…umm… they’ve… ahh... well, ...no.... they'd... umm...” would test any listener’s patience.

Most of those tricks did not work well. The idea of creating those, however, testified to our serious, maybe obsessive, interest in becoming truly fluent. We wanted to reduce our number of pauses and repetitions, create undisturbed runs of words, and use connected speech naturally.

The Real Secret of Becoming Fluent

Interestingly, what did help many of us reach higher levels of fluency was exposure to tasks focused on accuracy. Because of our concern with the quality of language we produced and, consequently, with the effectiveness of our communication skills, some emphasis on accuracy allowed us to develop greater fluency. Knowing that we were using appropriate structures and words, we were much more willing to speak up, explore, and experiment with the language.

And so, in our case, accuracy seems to have been not just any component of fluency, but its foundation. Focusing on communication skills is crucial in language learning; being able to use language appropriately is also a part of meaningful and successful communication for both native and non-native speakers.

I'll end by encouraging you to read an article by Fangyuan Yuan and Rod Ellis “The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production.”

Their findings suggest that a balance between fluency and accuracy can be achieved when students are given time, even brief moments, to conceptualize, plan, articulate, and monitor their oral performance. What I found particularly interesting about this study was the exercise the authors used to research the effects of planning on fluency and accuracy in learners’ oral performance. I think that the task, which involved participants in narrating a story, would work very well as an activity promoting both fluency and accuracy in many EFL/ESL classrooms.

Do you know of any useful strategies for teaching fluency and accuracy in tandem?