Archive for Tag: Tamara Jones

Wednesday, February 25, 2015

Confessions of a Conference Junkie

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

It’s almost that time of year again!  That special, exciting time of year when all ESL/EFL teachers’ minds turn to thoughts of … conferences!  Well, maybe it’s just me.  I have to confess, I just love attending teaching conferences, both big and small.  Lucky for me, the conference season is just around the corner.  TESOL is holding their annual conference in Toronto, Canada on the 25th to 28th of March, and, for those of us on the other side of the pond, the IATEFL Conference is scheduled for April 11th to 14th in Manchester, UK.  There are also heaps of local offerings, as well, over the next few months; this means that almost everyone will have the opportunity to access professional development in the near future.

I know what you are thinking.  Conferences can be expensive to attend, especially the big, international ones, what with transportation, accommodation and the conference fees.  Many programs are facing budget cuts and there may not be money to fund all those who want to attend.  I can relate.  In fact, in the past 14 years, since I first attended a TESOL conference in St Louis,

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Tuesday, February 3, 2015

Lights! Camera! Action!

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

Okay, so maybe I have been accused of being a bit of a drama queen from time to time (ha ha!), but I also think using skits in my ESL classes can be a great way to encourage students to practice target language and have a little fun.

Backstage

Incorporating short skits into our lessons plans can check a number of pedagogical boxes. First, they give students more practice using target language. After all, our students aren’t studying grammar just so they can know English grammar rules; they actually want to be able to use the grammar they have learned. Keith Folse makes an excellent point In “The Art of Teaching Speaking” when he says, “When people – including our learners – refer to “second language ability,” their primary goal seems to be speaking. … Almost all of my ESL/EFL students dream of the day when they can finally say, ‘I speak English well.’” (Folse, 2006, page 3-4) The only way our students can become proficient English speakers is with a lot of practice.

The kind of practice our students benefit from is targeted in that is prompts a specific target structure or target vocabulary that the students have already learned. Also, a good practice speaking activity allows time for students to plan their speech.

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Thursday, January 22, 2015

The Adjective Clause Lesson that was Really Great

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

Being able to adeptly use adjective clauses in speaking and writing is useful for upper level English learners. According to Folse, “adjective clauses – whether ‘full’ or ‘reduced’ – are very common in English” (Folse, 2009, page 193), so students need to be able to understand them when they see them or hear them. Moreover, advanced ESL and EFL students often struggle to bring complexity to their speaking and writing, and adjective clauses can be a great way to do this.

However, students often make these common mistakes when using adjective clauses (Folse, 2009).

  • They may use the wrong relative pronoun. (The teacher which is from Canada is my grammar teacher.)
  • They may leave out the relative pronoun entirely.  (The teacher is from Canada is my grammar teacher.)
  • They may include an object pronoun after the verb (The teacher who I like her is from Canada.).
  • And they may forget they need to omit both the relative pronoun and the verb be in a reduction (The grammar book that written by Azar is great.).

Fortunately, there are some easy and fun ways to help students avoid these common adjective clause errors!

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Tuesday, November 25, 2014

Can you Hear me Now?

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

“Throat Shoat”?

Recently, I decided to give Bikram yoga a try. A colleague credited the hot version of yoga for her youthful glow and svelte shape, and, one Groupon later, I found myself in a sweltering room twisting my body into pretzel-like shapes. I’m not a beginner to yoga, but doing it in a 104 degree room (that’s 40 degrees for the rest of the world) made me nervous. Plus, a great many of the positions the rest of the class seemed so adept at twisting themselves into were new to me. I was really out of my element.

As we were holding the poses, the teacher was walking around the room and checking our form. She was calling out instructions, but because of the fan and the fact that her back was occasionally to me as she adjusted people’s bodies, I had a really hard time

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Monday, November 10, 2014

My Teacher is (Check one) __ Poor / __ Good / __ Excellent

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

Although it’s been years since I’ve had to steel myself to read student evaluations (teenagers evaluate on a daily basis with grateful smiles or withering stares) a recent report on NPR, Student Course Evaluations Get An ‘F’, has had my email in-box bursting with reactions from university professor friends. According to a couple of studies, those student evaluations that many higher education establishments rely on for rating their teachers aren’t as dependable as university administrators would like to believe.

Well, We Already Knew THAT, but Why?

Okay, we all know that you can’t make all of the students happy all of the time. But, what are the real failings of student evaluations? Philip Stark at the University of California, Berkeley discusses three  main reasons why they aren’t to be trusted:

(1) low response rates (Less than half registered students usually complete the evaluation.),

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Tuesday, October 21, 2014

Singing the Way to Paraphrasing Success

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

ARGH! Summarizing!

Students rarely find anything more difficult to do. There are just so many steps and potential pitfalls. First students have to understand the primary text. Then, they have to identify the key points. Finally, in order to avoid copying, they have to use synonyms to restate the main points and shift those words around to form grammatical constructions that differ from the original. Any one of these steps is difficult on its own. Doing them all together is enough to make even the coolest secondary school student break into a sweat.

Right now, some of my students at the British School of Brussels are studying for the IGCSE E2L exam, which they will take next year. One of the sections of the test is a summarizing component in which the students must read and summarize an academic passage. The students struggle with this part of the exam more than the other readings and writings they have to do. Having the vocabulary to understand and restate the key ideas from the passage is a huge challenge for them. But, more than anything, they have trouble transforming the structure of the original sentences.

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Thursday, October 9, 2014

A Howling Good Cause and Effect Lesson

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

Did you know that wolves can actually change rivers?

I didn’t, until I came across a great “Sustainable Man” video clip that one of my friends had posted on Facebook. According to the video, wolves were reintroduced to Yellowstone National Park in 1995 after having been absent for some 70 years. Since there had been no wolves to control the population of deer, it had pretty much exploded and the deer had eaten a great deal of the vegetation in the park. When the wolves were reintroduced, they killed some of the deer and pushed many of the others out of valleys and gorges.

Predictably, with some of the deer gone, the vegetation grew back in those areas, which attracted animals such as beavers, whose dams create habitats for other animals. Also, the wolves hunted the coyotes. When their numbers diminished, the species that they feed on also returned. As a result, the eagles, hawks and bears had more food and returned in greater numbers, too.

But, the most amazing result of the wolves’ return to Yellowstone National Park has been (and this is where the narrator gets really excited) that the trees have regrown along the banks of the rivers and

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Wednesday, July 16, 2014

The Significance of Synonyms

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

Not “fat” but “round”

Usually, when I get my hair cut here in Belgium, I just make my next appointment while I am at the salon. Face to face conversations that involve dates and times in French are just so much easier for me. However, I neglected to do this a few weeks ago, so I had to call my hairdresser to make an appointment. When the phone rang, one of the other hairdressers answered it. I explained that I wanted my hair to be washed, cut and dried. I know the name of my hairdresser, but when she asked me who usually washes and dries my hair, I didn’t know. I said the person was young and had short dark hair. Unfortunately, that describes several of the assistants at the salon, so the woman pressed for more information.

I panicked. The only truly defining feature that I could think of at the moment was that the girl who washes and dries my hair is a bit plump, while all the other girls are stick-thin. If I had been speaking in English, I would have said that the girl was a little bit “curvy.” I could have also said “heavy” or “curvaceous” or “big-boned” or “full-figured” or “voluptuous” or “heavy-set” or … well, you get the idea. My French vocabulary, though, is simply not that extensive. I wound up apologizing and saying that she was “fat.”

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Wednesday, June 11, 2014

The Art of “Yes, But …”

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

I am not an unusually argumentative person. but it is true that I disagree with people all the time. I disagreed with my husband this morning when we talked about what might be causing our stuffy noses. Right now, at work, we are renegotiating some of our duties and in order to express my opinions, I have to disagree with co-workers and even my boss. I even disagreed with my mother just last night on the phone about what she should pack for her trip to visit me. Now, I don’t go out of my way to be contrary, but expressing alternate opinions is a normal part of almost all relationships. Just think about it. Who was the last person you disagreed with? It probably wasn’t all that long ago, was it?

Most of these disagreements are no big deal. I mean, just because my husband and I disagree about whether we have colds or allergies, it doesn’t mean our marriage is on the rocks. In my culture, disagreeing with my parents about something like a packing list doesn’t mean I don’t respect or love them. I am just giving a different opinion. So, can we agree that our English interactions are peppered with (usually) minor disagreements?

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Tuesday, May 20, 2014

The Flat Bits in the Middle – Part 5: Fossilization

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

I love the visual that the word fossilization prompts, even though I hate the idea that students might be making the same mistakes in 10 years that they are making now. It’s almost as though these mistakes are frozen in time; the speaker keeps making them even though other aspects of his/her English have improved. According to Jack Richards, in his fantastic book, Moving Beyond the Plateau: From Intermediate to Advanced Levels in Language Learning, fossilization refers to “errors that appear to be entrenched and difficult to eradicate, despite the teacher’s [and I would argue the student’s] best efforts.” (Richards, 2008) He further points out that a great deal of the research regarding fossilization put a large part of the blame on the communicative classroom in which fluency is valued over accuracy. In other words, students are encouraged to make meaning when they speak and write rather than focusing on being grammatically correct.

Irregular Verbs or Respiration Vocabulary?

In fact, reading this made me feel a bit worried. In my teaching context, I deal with students whose goal is to get out of EAL and into their mainstream Secondary classes as soon as possible. They matriculate gradually, as their English develops, but clearly, for me and them, the focus is on academic vocabulary at the expense of grammatical accuracy. To my great shame, I have long argued that students in Year 8 Science need to be able to talk about the Respiratory System in order to pass their classes rather than waste time memorizing irregular past participles. I think I even wrote it in an earlier post in this very series! After all, no one ever failed a Science test because they wrote “breaked” instead or “broke.”

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