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

If we step outside our ESL classrooms for a moment and think about the mode of language that we use most often in “real” life, we might say “speaking” by reflex, or we might pause and name one of the other three modes (listening, reading, and writing) after a second thought.

Research built up since the 1930s or so indicates that listening is actually number one.  Something like 45% of human language use amounts to listening.  Speaking comes in second at about 30% (Feyten 1991).  Keeping our ears pricked up appears to be key to daily human communication.

So how can we respect and use this in the classroom?  One typical classroom task that requires intensive, concentrated listening is dictation.  Here students listen not only for the gist, but rather for the entirety of the message, every word and sound. Read more »

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

In my previous piece for “Teacher Talk,” I focused on English grammar and usage in the spoken language as reflections of cultural shifts.  What I’d like to focus on now has to do with a cultural as well as an educational shift over the past several years. I’m talking about certain aspects of punctuation with people not taking care anymore to punctuate according to tradition. This trend may also be happening because of the sloppy way people write when they send e-mails and text messages. Let’s look at some items that seem to be casualties of the ever-increasing loss or downgrading of language arts programs at least in American schools and the influence of electronic toys used for written communication.

First off, there’s the hyphen. Punctuation marks were created to aid readers, to make phrasing clearer and more easily recognizable for readers. Here’s a case in point. If I write here Man Eating Crocodile, which picture below reflects what I’ve written?

Read more »

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start with this resource, I understand that I am behind the curve, so forgive me if some of my enthusiasm seems a bit out of date.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. Read more »

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. Read more »

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. Read more »

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. Read more »

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

There were spooky rubber spiders strewn across the walls, and eerie paper witches on little wooden broomsticks hanging from ceiling.  It was a pre-Halloween workshop for our English tutors and a scene fitting to the topic of discussion that evening, namely, An English Tutor’s Worst Nightmare: What It Would Be and How We Could Banish It.

The workshop began, and after only the slightest of promptings, the several tutors had pieced together a quite sad and scary picture.  The image centered on a tutee, and a sorry one indeed.  This student was fifteen minutes late to the tutoring appointment, distinctly rude when making the acquaintance of the tutor, sharply offensive in body odor, completely lacking in written work and other materials, and, during the tutoring session, generally unresponsive to the tutor’s advice as well as hyper-critical of the respective teacher’s instruction.

With this horrifying specter before us, we proceeded to the workshop’s corrective phase (or perhaps better the exorcistic phase) and began to brainstorm ideas on how to cope with such a situation effectively and professionally.  Composed of some bright heads, the group quickly generated a good little list of measures… Read more »

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

In my last piece for Teacher Talk (“The -S Genitive: A World of Complexity”), I outlined most of the complexities in meaning behind the use of that English grammatical form. I did so to help ELT professionals become more aware of why that form of the genitive is used in certain circumstances and how to explain any of those uses should the need arise if students raise questions. Now I’d like to focus on the of-genitive and on some other forms of the genitive as well.

Let’s begin by talking a little about each use of the of-genitive so we’ll have good explanations and examples for our students. Here are eight examples to show the varied uses for the of-genitive. Before you read further on after looking over the list, see if you can explain the meaning behind the use for of in each example. I hope you don’t find any head scratchers!

1. the glow of moonlight
2. the height of her fame
3. the children of the man I hired to paint my house
4. a pair of pants
5. the leaves of a tree
6. a bit of kindness
7. a quart of milk
8. the bulls of Pamplona Read more »

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

Most people are familiar with the motto “Just do it,” which was introduced by the Nike sports company in 1988. This slogan struck a chord with so many people because it is simple, but incredibly powerful. If followed, it could be a life-changing piece of advice.

There are many fields in which “Just do it” could be said to be an effective philosophy, and language learning is definitely one of them. However, I think that this motto can be made even more appropriate for language learners by changing it slightly, and that is what I want to discuss in this article.

There are basically three stages that successful language learners will go through:

1) Decide to do it.
2) Do it.
3) Keep doing it.

The first step on the road to eventual success is deciding to embark on the journey. All of us have limited time on this earth, and we constantly need to make decisions about how we are going to spend that time. These decisions have particular significance when they relate to an activity that requires us to invest a huge amount of time in the hope of reaching a desired goal at some point in the future. The decision to learn a foreign language is therefore not one that should be taken lightly. Partially learning a language (and then forgetting what you have learned) is a bit like partially building a house—you may learn some things through the experience, but there are probably lots of other ways in which that time could be better spent. Read more »

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

There was a full moon over us, a forested park before us, and an elfin presence all around us.  It was an ideal setting and a perfect atmosphere for watching a performance of Shakespeare’s “A Midsummer Night’s Dream.” The scene was in the medieval Bohemian town of Cesky Krumlov, and we, the audience, were waiting breathlessly in the castle park for the actors to appear beneath us and our revolving, open-air amphitheatre… and then they did appear, and they did play, but they did not speak.

We wondered, watched, and continued to listen, but not a word was spoken.

And then, soon enough, we realized who we were.  We were an audience of individuals, foreign tourists, who spoke some European language, Asian language, and other language as a first language, and many of us did not speak Czech, the language of Cesky Krumlov, and the players and the producers knew all that.

So, believe it or not, they performed a wordless version of Shakespeare’s play. Read more »