Surviving a meeting in a foreign language

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Last week I brought a student to tears. Well, actually, I just happened to be in the same room, and you know what women are like. Wait, wait, y’all supporters of the #MeToo movement (moi aussi/ me too) … women are more emotionally intelligent than men and they know that tears clear the soul. But my point is: My student was so nervous about attending a meeting in English the following week that her vulnerability spilled over in her tears.

One thing she must remember is that a charming and intelligent woman can go monosyllabic during a meeting in English.

Native speakers must remember they may not be seeing all of a person because they are afraid they look ridiculous when speaking English. “I’ve seen people lose a job because of this issue. It’s a real problem.”

So I told my intermediate student to make the effort to speak English clearly. That’s it.

PREPARATION

Secondly, she had to prepare. Practice in front of a mirror, look up words and their pronunciation that might come up during the meeting.

Thirdly, I told her to have a glass of wine 🍷, yes I did. Why? Because if that would help her loosen up and relax that would be a plus. Yoga and other relaxation techniques also help.

In other words, her main concern was not the content of the meeting, not even the language barrier, but the fact that SHE would have to speak in English.

People hate meetings that waste time. Use these tips to be a time saver, not a time stealer.
  1. Research the attendees. … 
  2. Determine clear objectives. … 
  3. Plan a suggested agenda. … 
  4. Consider any obstacles. … 
  5. Remove any roadblocks. … 
  6. Decide on desirable outcomes. … 
  7. Think about follow-up activities.
I’ll let you know later how the meeting did go.
Cheers,
Mo
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Motivating ESL Students

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Picture this:

It’s Monday morning.

First class at 7:30am.

Student A had an intense weekend, traveled, returned home late Sunday night and Monday morning he has to be ready for his class first thing in the morning. The teacher walks in and starts talking in English … the student who’s been speaking Portuguese all week hears the sounds but can’t make heads or tails of what’s being said past “how are you?”

Next, while correcting homework the teacher sees the student still having trouble expressing basic sentences – and can’t remember basic vocabulary he’s already seen before.

He can’t remember how to say in English:

Classe média (middle class)

Saudade (to be missing someone)

Poucas casas (a few houses)

Move on to the following student B – she is shown a 10 minute Ted Talk video on global population growth – and then says she’d fallen asleep half way through the clip.

Then student C waltz in. He has just had lunch and didn’t sleep very well last night… guess what happened?

So lessons to be learned:

1. Review, review, review! Grammar points and vocabulary.

2. Break video sessions into smaller chunks. Ask comprehension questions to help student remain focused.

3. Bring very strong black coffee in a thermos.

Cheers,

Mo

How much correction should language students receive?

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Correcting another human being is something that can’t be programmed into a computer or robot. It requires the sensitivity and sensibility of a teacher who, through experience, trial and error, will know when to correct his or her students.
When the student tries to speak in a language they’re learning, the teacher must make them aware that they will be making mistakes. Actually, they SHOULD be making mistakes.
You should be making mistakes – if you stay only in your comfort zone you’re not making progress. Don’t be afraid to speak.”
How much do you want people to correct you?
It depends on your level – depends on the kind of interaction you’re having. If the student needs their new language only for vacation purposes the demands will be QUITE different from the needs they have to make business presentations, attend meetings, negotiate on the phone. 5CFECD88-F493-41BE-BFE6-61D698CCB577
The teacher must point out mistakes that might impede their understanding. Some key mistakes should be pointed out immediately to make students aware of their importance.
Example:
Student: “ Yesterday night I seed a film in tv. It’s about a napkin.”
Ok, teachers, what would you do now?  Correct the verb tense, the preposition, right away? How about the mysterious show about napkins?
Again you have to consider the student at a pre-intermediate level. He knows the simple past tense and has already learned the past of the verb to see.
Teacher: “oh, so LAST night you…. (expecting student to self correct and remember and say “saw”). But was the film about paper napkins?”
Student: “No. when robbers take a person and ask money.”
Teacher: “Oh, it was about a KIDNAPPING. A person was TAKEN. Tell me more.” 
Other mistakes should be duly noted and at the end of the session presented as feedback and students encouraged to write them down. The next class it would be essential for the teacher the review those points again so that students are ready to move on. Two classes later repeat review. One month later present the mistakes and have students correct them.
When the student gains more confidence the teacher  will start correcting meanings and nuances – what better word / preposition to use / beyond just communication impediment.
The key is to reach a balance between accuracy and communication always being kind is way better than being right.
Cheers,
Mo
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Developing digital competence in ELT

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“As teachers, we are bombarded with the urge to use the latest, shiny technology,  we must keep our fingers on the pulse of technology.” Steve Taylor-Knowles

In other words, we must know how to use technology – not a choice anymore, but we need to know how to apply the necessary criteria to choose what to adopt or discard.

Teachers are a very complex sort of animal. On the one hand, we are open-minded and willing to learn. On the other hand, we’re afraid of change, including new technologies, feeling burdened by having to learn a new tool, which might result in more work, more time requirements,  more tasks and chores.

Our real challenge is to go digital.

laptop technology ipad tablet

Photo by Pixabay on Pexels.com

1. Digital course management

Teachers have to get familiar with different learning management systems (LSM).

We can build data on students. What’s been done? What scores? What new plans or strategies?

2. Course Content Delivery

Resources: digital content allows for more material than what would be possible in a physical context. Both teacher and students can and should use their mobile phones as great learning tools.

3. Digital Competence

Literacy – today (August 06, 2018), the Brazilian Newspaper O Estado de São Paulo published a poll informing that 3 out of 10 Brazilians are functionally illiterate. Now, how many teachers are  functionally  digitally illiterate today?

So… dear teachers, embrace technology and start learning.

box business celebrate celebration

Photo by rawpixel.com on Pexels.com

Cheers,

Mo

 

 

Can anyone learn a language online?

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Can anyone learn a foreign language online and free? Yes, you can!

“Wait a minute”, you might say … are you telling me I can learn any language online? For real? Yes, you can.

But …. of course, there had to be a BUT! The internet is full of free pages to learn a foreign language, but not all are reliable, either because they don’t offer a program structured to your level, or because the method presented doesn’t suit your learning personality. Moreover, online learning is not the ideal medium for everyone, let alone those who are not disciplined and organised.

As a teacher, of course I stand for classes with a teacher. That’s the best choice. But not always the feasible one.

How can you learn at home?

Firstly, find a way of motivating and organising yourself. Tell others what you’re doin; that should keep your accountable, at least initially. Secondly, set up a list of resources for your learning process.

1. Reading:

Google up easy reading texts in your target language. Read a paragraph of a news story. A fairy tale. A piece of the transcript of an interview of a politician, artist, footballer or any other you might fancy and find interesting. Check the pronunciation, the vocabulary.

2. Watching

YouTube has tons of videos in your target language, not necessarily about learning the language. But clips of news or documentaries are great starting points.

 

3. Listening 

Focus on listening to news and documentaries that have a clearer speech.  Podcasts are a great source of listening material that you can download and listen to anywhere, anytime.

 

4. Speaking

This requires some courage. Dare to speak. Skype provides a language exchange forum for you to connect with people around the world. 353E9122-4E78-498C-A9B5-720CF4C30F01

You see? As I told you before, free online language learning is posssible but no magical solution. You’ll have to apply yourself to it regularly, especially if your goal is to learn “fast”.

Cheers,

Mo

 

 

5 tips to learning/practicing a new language

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Many people complain that they’ve been stuck in the same language level for ages. What to do? Resign and move on?

How about losing weight without dieting and exercise? How about getting hydrated without having to drink any liquids? Or tv zapping using your brainwaves? No remote control necessary. Far fetched? The same goes to learning another language without taking time and effort into the calculation. So here are 5 fail-proof steps that will actually help you learn another language and move up to the next level.

WARNING – these steps may actually help you learn 🤪

  1. Expose yourself to the language – videos, listen to radio programs, leaf through magazines and newspapers in the target language, being in that country or not.
  2. Have language classes – get feedback – some learn by themselves but there is always room for improvement and a teacher or friend fluent in that language may be able to help you.
  3. Use Duolingo or Lingq apps  for practice
  4. Extensive reading – read a lot for fun and understanding. Yes books are still in. Don’t stop to look up every single word you don’t know. Choose a book that might have a vocabulary level a little higher than yours but not too difficult. Even the Bible. Choose a translation that is going to be easier for you.  Allow yourself to read every night/ morning for 15-20 minutes.
  5. a notebook – write down any key words meaningful to you.
Set yourself a goal: 5 words  a day,  for example – set a page per day – make flashcards – make the new vocabulary relevant and present to you – go over them  15 minutes every day – write the translation and the word in context – choose sentences or examples taken from what you heard, read or looked up on Linguee or any other source.
  There you go… ready for the next level.
Cheers,
Mo

Motivation – a mini-immersion concept

 

On April 27, 2018, I had the privilege to attend a mini-talk on Motivation presented by Vinicius Nobre (Vinnie).
Most of the attendees wanted to know about techniques to get their students or staff motivated. My agenda was way more selfish: “How can I get myself motivated?”Image result for motivation
Nobre started off giving us an overview of theories and highlighting the plurality of who we are is that what makes our life more interesting.
 Vinnie went on to say that there are no easy recipes on Motivation – subjectivity.
No ready-made solution.
Image result for motivation
The Motive – the reason why you do something
Rule 1 – you can bombard someone’s motivation and help someone’s motivation to blossom. But you CAN’T motivate others.  Motivation is not extrinsic. That concept is not supported by research.  It’s intrinsic. It’s the power that comes from within. The reward approach can backfire.
“I can be a tool for the person to discover motivation within him or her”.
  1. Locus of control  -how you relate to events in your life
INTERNAL X EXTERNAL
Internal locus of control – you’ve taken control of your life. How you perceive your role related to events. Develop your level of awareness / external locus of control – more likely to conform to social influences.
Take responsibility for your actions.
Image result for extrinsic intrinsic motivation
  1. Self-efficacy- Determining how you can perform – performance outcomes and vicarious experience
Students working with students of a higher or lower level can identify problem areas and learn . When you see someone doing something very well you can feel intimidated …  – high or low self efficacy – but if you believe you can do it… self-efficacy can be increased / raised,
When the teacher tells the student:
“Come on. That’s very easy.” 
Most often they’ll reply:
“Easy for you.” 
The student must believe he/she can do it.
People are looking for the source of the motivation when it is within you.
Demonstrate – there’s magic in showing how.
Develop a task for students to be feeling well – scaffolding – building student’s motivation – and subsequently you give the real task. Gradually building their feeling of competence.
Remind students that you believe that they can do it.
The body has a lot of power. Physically involved – writing something… – by physically connecting people they feel they can do more.
“As educators we HAVE to believe that people can do it.” 
When you see people performing well it can inspire us…
3. Learned helplessness – you need to help the students in their helplessness. Acknowledging the fact that students many times can’t see what you see.
Whip /stick and the carrot motivation
Image result for whip and carrot
People have different motivations.  How to discover the other person’s real motivation?  We base other people’s motivation based on our own. Wrong approach. They might be very different. You want students to love English… but their motivations would be really different…
Why will someone do something for free???? Intrinsic motivation. The most powerful reward is the one you assign to yourself.
The power of rewards
“SOMETIMES THE MOTIVATION IS IN THE ACTIVITY”
Great mistake – overcompensation – a sticker, a chocolate, a dictionary … we teachers have created the illusion that studying English is not fun, that students need extrinsic motivation.
We treat students as preschoolers.
Extrinsic motivators used in our classes: they work for a short period and a very simple task.
Funny games
Grades
Dictionary
Songs
Tests
Certificates
Threats
Engaging students in topics that they like.
The challenge is that you can’t create motivation, you have to help´students identify the different motivations that make them tick.Related image
Cheers,
Mo
#motivation
#ESL
#TEFL
#Teaching
#Tesol

Practice makes perfect, but …

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Since the late 1980s language drilling has been looked down upon as being bad. They’d say its mechanical, boring and irrelevant for the students. Students aren’t automatons to be repeating meaningless sentences or vocabulary.

And it’s true that too much of a thing (even if a good thing) can be its own death. But as the old saying goes “don’t throw the baby with the bathwater”. Language drills have their very good value: by repetition they can help students identify their questions and problem areas while leading them towards specific language goals and targets, therefore, drilling can help students focus.

In the not so distant past, language labs were the rage. All the “respectable” language schools had their laboratories with those sessions inserted in their lesson grid where students would be sent to a stuffy room (no air conditioning then) and they’d spend 40-50 minutes listening and repeating to an outdated audio recording, while a teacher dozed off (sorry, listened in and monitored the students).

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Language labs could resemble an industrial assembly line but production quality can vary widely

 With the ubiquitous presence of smartphones now students have a language school and lab in their hands but their needs are still the same, including the need to practice.

Spaced repetition – reviewing words over a sequence of days will work wonders on vocabulary retention, concentration, and patience.

Practice makes perfect,  but only if you practice in the right way.

“How you practice and what you do matters more than how long you practice”, Jeremy Harmer has said more than once. drilling

If you get your heart involved you will get better chances of learning.

Drilling should be genuinely communicative, psychologically authentic, focused, and follow a regular pattern.

Happy drills,

Cheers,

Mo

 

Why Teach Pronunciation ? (Or not?)

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Quite often teachers of English as a Foreign Language find themselves between a rock and a hard place concerning teaching pronunciation. If they’re native speakers they hesitate in constantly correcting their students fearing they’ll pass an overbearing image and many times thinking … “well… I can understand them … whatever”. If the teacher is a nonnative speaker of English they might feel insecure about their own pronunciation or even worse… they might not be aware of the proper pronunciation of specific sounds in English which are different from their mother tongue. 60984E2A-14DC-40E6-A3B4-002A9032AABF.jpeg

So… why bother teaching pronunciation?

Students want and need to speak clearly.

Their phonological awareness has an impact on all areas of their language learning besides speaking: reading, writing, vocabulary, etc

But what’s the right pronunciation? What’s a standard accent? British RP? Only 3% of Brits actually speak it. American Midwestern? What about Mississippi or Alabama? How about global English?

That’s why it’s important to know why your students are learning English.

The teacher must then focus on speech comprehension rather  on the student’s accent being good, bad or proper.

How to do it? Teaching pronunciation works best a little during every lesson instead of once a week or whatever frequency students have. C7047EE5-CB8D-4F9B-A70F-BE4A4AA74861.jpeg

“The teacher must”, as Richard Cauldwell  wrote, ‘focus on:

the greenhouse: isolated words.

the garden: mixing and growing words together, linking words.

The jungle: where everything is mixed”

The best way will be to integrate pronunciation with other skills and lots of repetition (practice).

In conclusion, our insecurity about the way we speak can be managed by raising our awareness and practicing to the student’s heart’s content.

Cheers,

Mo

N.B – Many thanks to Laura Patsko with her great YouTube videos on the subject of pronunciation – https://youtu.be/yyga6vIAroE

The role of the language teacher in the classroom

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The role of the teacher in the classroom must not be underestimated. So whether you’re still wet behind your ears or have grown prematurely grey due to the many years of teaching, here are some good reminders

  1. Be keen and approachable. Make sure your students know your name. You have an identity. Apologise when necessary.
  2. Avoid too much TTT (Teacher Talking Time). No matter your students’ level they want to be able to speak. A lot of a teacher’s talking time is just lost on the students. It feels very teacher-oriented when one is explaining a lot and spending a lot of time setting up activities, but students still don’t know what’s going on.
  3. Teach the students, not the plan. The teacher must be adaptable and flexible.
  4. Find a balance between allowing students to communicate freely and proper pronunciation correction.
  5. Avoid a deluge of photocopies. It’s very easy to get disorganised. From the very beginning encourage students to create their own book with the copies and a binder.
  6. Don’t expect perfection, and give encouragement. Sometimes the teacher is so eager on perfection that they won’t let students utter anything without it being perfect.
  7. Seek a balance between the grammar, vocab and pronunciation. 

 

The par excellence teaching approach philosophy today is “student-centered” which is all right and good, but then again, perhaps the classroom provides a space in which learners can basically get all the answers that they wouldn’t get if they were just out in the wild west of the real world, where nobody is there to lend a hand and it’s all just a question of survival. That’s where the teacher fits in.

This does require a particularly nimble teacher – one who is able to adapt on the spot and come up with feedback, drills, little practice exercises and questions that identify the specific problem the student has, how to remedy it and how to let the students practise it correctly. It also requires that the learners are able to go with the flow too. teacherprofiles-infographic11

Happy teaching,
Cheers,

Mo

Source: Thanks to the notes on teacher observation provided by Luke Thompson. Teacher Luke’s English Podcast https://teacherluke.co.uk/2018/02/16/512-my-experiences-of-not-learning-french-part-2-learning-language-in-a-classroom-vs-learning-on-your-own/