Improving your Business English

How many times have you felt that your language learning has stagnated or you’re not finding time or ways to stop from sliding back? Yes, language learning is not a precise science and if you love Math or Physics chances are you would hate learning something abstract with tonnes of rules and even more exceptions. But don’t lose heart. There is still hope. First stop considering language learning as one more academic subject. It’s a communication tool. Plain and simple. Here are seven steps to help you move forward in your language learning adventure. It’s no rocket science but it works. Try it.

1. Set specific goals – they can be as simple as learning how to use sentences in the past tense, or using the verb to be in the present (stop saying “you is“) to improving your pronunciation. But small goalposts will help you move ahead.

2. Create linguistic habits – my best time to be learning something is the morning, but you can choose any time you feel more comfortable with reading, listening, writing in your target language. You would like me to say that 15 mins would be enough but actually, until you settle down 5 to 10 minutes will have already passed… so set daily blocks of at least 30 minutes. The longer you practice the faster your progress will be.

3. Believe in yourself – yes, yes, it sounds like an old cliche but it’s true – if you try to learn something already thinking you can’t do it… what will your chances of success actually be?

4. Enjoy the learning experience – choose things you like to focus on… what’s the point in reading an article about something you hate or know nothing about? Do you like songs, for example? Focus on a song you like, try to get the meaning, the key words, pronunciation… of course, there are songs AND SONGS, if you get my gist, some songs are not suitable for language learning… that’ll depend on your common sense. Like movies? Ok, focus on a section to learn the vocabulary, pronunciation, practice telling the story (plot), rehash the dialog, even.

5. Use authentic material – read a book in the original language. Depending on your level you can buy bilingual books (those books with the text in English paralleled by a translation). In Brazil, the Folha publisher launched a whole series of literature classics in a bilingual format.

6. Join a positive learning community – one of the problems we have when learning a foreign language is finding opportunities to practice it. Today with the internet you can find virtual friends literally anywhere in the world – even language partners. Also every large city will have some places where you can practice your target language. For example, in São Paulo there is a weekly bible study class in English open to anyone interested in practicing the English language for one hour and a half and free (Unasp SP at 10:30 am – every Saturday)

7. Ask for feedback – we are always our worst critics – so it’s important to have someone who’ll provide some tips and even raise our awareness regarding some problem areas. I remember back in the 90’s I partnered up with a Canadian friend and asked him to correct me when he felt it was necessary. Most of the time he didn’t have to correct me, just the fact he hadn’t understood what I was saying would alert me to some mispronunciation or wrong vocabulary use.

Happy growth,

Cheers,

Mo

Is Homework Obsolete?

Very little is talked about  nowadays concerning homework in the Language Teaching environment. Some may say it is something of the past – perhaps gone the way of the Dodo or the dinosaurs? 8506595

Some might argue that homework was just a way to threaten students with, in case they misbehaved – “give’em more homework”. Or maybe it was just a manner to keep them busy instead of idle – the “devil makes work for idle hands”. (Me and my Puritan upbringing).

But while watching a video presentation by Penny Ur (Cambridge University Press – “My top 30 Teaching Tips” – https://www.youtube.com/watch?v=KQvFGyD3b78) I was led to remember how important homework can be for the learner as a tool to review, practice and clarify points seen or to be seen during the lesson. Not to mention it is a great source of feedback to the teacher.Related image

Ms Ur presented some key steps when dealing with homework:

  1. Don’t leave homework assignment to the end of the lesson, as if it was an afterthought. Tell students in advance what they’ll have to be doing afterwards.
  2. Define homework by apportioned time rather than quantity. Tell them to see what they can do in 20-30 minutes for example.
  3. Find ways to check homework without wasting half the lesson – that’s a tricky one. Today I spent 30 minutes (out of a 60-minute class) correcting the homework. Instead have students self-check; dictate the answers; check for problematic points; have pair correction; etc.

One key factor that we as teachers and students must always bear in mind is that Homework allows exposure to the language and consequently, it leads to practice and consolidation.

I remember the time I was learning how to play the piano and my teacher would assign me 4 or 5 easy songs to practice for the next lesson. The objective was to get me to practice daily and familiarize myself with the notes, the piano, the tempo, etc.

Yes, I know that some students will never do their homework, others will do it 30 minutes before class (and I’m talking about grownups), but as a teacher I know the value of a well-thought homework assignment and the benefits that it brings.

Cheers,

Mo

Nativism revisited

Last Saturday we invited a new friend for lunch at home. Ivonne arrived from Bolivia back in February where she had been an English teacher and aesthetics consultant (sic) and had a dream to move to Brazil, where she would have more opportunities.

When she arrived she soon started voluntarily teaching English to a group of senior citizens at an NGO. “The experience was interesting”, she said.”But people don’t value things offered for free”. The students’ attendance was terrible and when they did come they wanted to chitchat and not really “study English”.

I warned Ivonne that getting paying English students in Brazil would be difficult in her case because despite her 5 years of English studies with US missionaries in Bolivia, she still had a very thick Spanish accent, including the infamous “Jew” when she means to say “you“.

She said, “Ay, Moacir, I need a job fast”. I told her she could apply at language institutes and private schools to be a teacher of Spanish as soon as she had her transcripts registered in Brazil. But any teaching at a language academy would take time for training. In the meantime she is selling honey sachets door to door.

But what Ivonne said about language teachers startled me:

“Ay, Moacir, Jew speak like an American and jew’re tall and white” – (anyone is tall to her since her height is less than 150cm /4ft) – I won’t get a teaching job here.” “In Bolivia I always wanted to have only native teachers for me. That’s how jew learn. Jew ask them a question they know the answer. A Brazilian or Bolivian teacher won’t know how to respond”.

“The same thing goes to teaching Spanish,” she went on. “Los brasileños think that Spanish is easy but when they start to see the grammar and the verb tenses they go crazy.”

I tried to reason with her “Come on, Ivonne. I’m not a native speaker of English, but I’m an excellent teacher, as you know (to hell with self deprecation)”. She nodded in deep admiration. “And for over 25 years I’ve been teaching English to high executives and people who’ve travelled around the world and it has never been a disqualifying point. I’ve also taught in Canada, the US and Ireland and it’s never been a problem. Yes, it’s true a native speaker may know more phrasal verbs but that doesn’t mean he’ll be able to explain to you how to use them. He’ll pronounce a word his way which can be very different between US and British English, for example. More than once have I seen a native speaker not know how to pronounce a word or what it meant. And in addition to that, if the gringo doesn’t know the local language, he won’t understand why you find it so difficult to say girl, or world, whirlwind”. “Actually, many (not all) native teachers abroad have their own agenda and baggage: either they want to convert somebody, or see the world, or escape from their own world.” Believe you me, I’ve seen some native teachers (mostly from Oceania) that didn’t have a loose screw, they had lost that screw a long time ago. What makes a good teacher will be based on 3 very solid foundations:

1. Language knowledge (yes, you can’t teach English or French or Arabic if you don’t speak that language either), learning one’s own or adoptive language is an ongoing process; but that knowledge must be supported by

2. skills (natural and learned) – how many times have you attended a lecture or lesson by a renowned Professor who knows everything about, let’s say, quantum physics but he can’t teach it?

3. Finally, a good to great teacher will be empathetic. He will try to understand and seek for ways to best transmit his subject.”

Ivonne carefully considered all I’d told her, clapped her hands and cheerfully exclaimed:

Jew don’t need to be a native to teach English. Now I got it. I’ll start applying to be a teacher of Portuguese!”

Sigh.

Good luck, Ivonne,

Cheers,

Mo

Immersion Course – the Return

Today, one of my students, Isabella, returned after a 2-month-long trip to the US – one month she spent studying English at Kaplan International English School in Chicago and one month traveling across the US – a few days in Seattle, then on to San Francisco and ending her tour in Miami, Fl. “The best city by far was Chicago. It’s vibrant, culturally diverse with amazing restaurants, museums and great music”, she said. Image result for chicago skyline

Well, she had been very anxious about her arrival at the airport and customs and immigration. We practiced what she should say if questioned by the immigration officer, what might happen and she said it all went smoothly. The only drawback was that she arrived at O’Hare’s Terminal 5 and she had to go to Terminal 1 to catch the metro rail to downtown Chicago. The access information was a little difficult and it was a little bit of a hassle for her to get to the other terminal. From downtown she used an Uber driver to take her to her niece’s apartment at the University of Chicago on the South Side. Image result for chicago terminal 1 subway

She told me it was a bus commute of around 25 minutes from where she was staying with her niece to the language school downtown. She could observe the wide diversity of people and nationalities and after one week the regular passengers were already greeting her. And sometimes she would call an Uber Pool so she could meet other passengers and try to practice her English. Image result for bus downtown university of chicago

At the school she was assessed as an A2 student and placed in a classroom with some 15 students from the Arab Emirates, South Korea, China, and Colombia. Her first teacher was a nice man but who spoke way too fast and when she asked for some explanation about a point in the lesson he would not give her an answer. After one week she asked for another teacher – this time it was an Englishman (yes, I know, an Englishman in Chicago – great version for Sting’s song – An Englishman in New York) and he spoke more clearly and pausedly.  Her teacher referred her to listen to Ted Talks and watch episodes of “Friends”. Image result for kaplan school  chicago male teacher

The biggest issue”,  Isabella went on, “that I had with the school was the lack of a good language laboratory”.

Since she was familiar with the language lab concept from her years studying English in Brazil she had been expecting state-of-the-art facilities. She commented: “After 3 hours of classes I thought I would  spend at least 1 hour in a lab listening and recording my speech but it was very small and restricted.” Image result for kaplan school  chicago language lab

“Of course, nothing compares to the experience of being in another country surrounded by the language you’re learning, however, I found out that people were not very patient with me. Many people spoke too fast and when I tried to ask for something, for example, they’d say ‘do you speak Spanish?’ ”  

I asked Isabella if before leaving they’d reassessed her English level at school and she said it was raised to a B1, which she thought was much too soon.

Academically she didn’t have anything more than what she could have had in Brazil. This outcome strengthens my advice: use your time and money to study English in your own home country and then go to an English speaking country for practice, attend a course in photography, art, whatever, in your target language. The return will be much more satisfying.

Cheers,

Mo

Teaching in the 21st Century – part 2

This is the second and final part of my summary of the book – Psychology for Language Teachers (A Social Constructivist Approach) by Marion Williams and Robert L. Burden (Cambridge University Press)Image result for psychology for language teachers

“This book examines the field of educational psychology and considers various ways in which a deeper understanding of this discipline can help language teachers. Areas considered in the book include approaches to learning, motivation, the role of the individual, attribution, mediation, the teaching of thinking, the cognitive demands of tasks and the learning environment. The book does not assume previous knowledge of psychology.” (Source: https://www.amazon.com.br/Psychology-Language-Teachers-Constructivist-Approach/dp/0521498805)

One of the axioms presented by the authors is that learners LEARN BETTER if they feel in control of what they’re learning, based on the assumption that learning is closely linked to how people feel about themselves.

The idea is that Teachers must motivate Students and persuade them into learning – first of all, a teacher must learn to listen: Yes, it is absolutely conducive to communication but often forgotten and left in the background. The teacher walks in with their agenda for the day, week, semester and  earth and heaven shall pass away but nothing can change it. Sometimes, a change in voice intonation or a contextual misunderstanding could threaten the whole learning session. That shouldn’t be so especially in the language learning environment.

Starting from the premise that teachers are facilitators and mediators with what they do in the classroom will reflect their own beliefs and attitudes, consequently, teachers must show their own interest in the learning process, share their own foibles and mistakes when they were learning that language or the first language the learner speaks. Here we see a great advantage for nonnative teachers of English who can empathize with their learners. Or in the case of English native speakers who have passed through the experience of learning another language.

Image result for the art of teaching

At the end of the day, the teacher must bring forth independent thinkers and learners who after a period of time in class will be able to fly on their own.

Cheers,

Mo

Teaching in the 21st Century – Part 1

Quite often when we think about anything related to the 21st Century, including teaching, we think of the use of technology, gadgets and the internet. We feel we must have Smart boards, tablets, online classes, video sharing, social media, and the list goes on and on. But what every teacher must remember is that his main working material consists of brains inside living organisms labeled as learners, students or pupils.

I’ve just finished studying a book published back in 1997 but with ideas still relevant today for every language teaching professional: Psychology for the Language Teacher (CAMBRIDGE UNIVERSITY PRESS) by Marion Williams and Robert L. Burden.

Professional Development: Psychology for Language Teachers

Undoubtedly some advances and finds have taken place in psychology and the human science of teaching and pedagogy over the past 20 plus years, but some things never change and must be remembered, reviewed and implemented. Sooner or later we will stop referencing to “21st century” and just say ” Teaching”.

The book presented 10 key points on Language Teaching, this first part of my post will work on the first three items:

1. There’s a difference between learning and education.

Learning: the acquisition of knowledge or skills through experience, study, or by being taught.

these children experienced difficulties in learning”

Education: the process of receiving or giving systematic instruction, especially at a school or university.

“a new system of public education”

A quick look at these first definitions present a great distinction between both processes, which intersect in many areas … both involve receiving knowledge or instruction, but a key distinction is that learning involves the development of skills through experience.

Joi Ito beautifully summed it up: “Education is what people do to you. Learning is what you do for yourself

Here it is graphically represented:

Now that we have the distinction we can move to the second point.

2. Learners learn WHAT is meaningful to them.

I can try ad nauseam to inculcate in my students the state capitals of the US, the beautiful wording of the Declaration of Independence, the Scottish Calvinist values, etc… but they will not profit from that if they don’t see a purpose or meaning in that. I always ask my students at the beginning of their course about their goals, current activities, hobbies and dreams so that the lessons may be geared towards intrinsic motivation resulting in effective learning. I’m not saying that students
who live in the favelas in Rio should only be taught vocabulary about getting water from a well or snorting glue… (yes, yes, it’s just an example, don’t get up in arms about it) They must learn based on their reality and context but also from that point the teacher can and must build a path where learners will be introduced to a better way and a broader world.

3. Learners learn IN WAYS that are meaningful to them.

I love reading but if my student is interested in speaking “only” I must adapt the course so that any reading they do is impregnated with the spoken language – it can be an interview, a novel rich in dialogue, even part of a play … as long it’s language relevant and appropriate to their level. If they like movies, or sports, let them search and learn about what interests them. Here again Language is a tool not an end unto itself.

Writing is really important for learners to process and review their language acquisition but instead of asking them to write a 500-600 word essay (unless they’re preparing for an exam where such activity is required), why not have them write a business related email? Or even a text message including abbreviations, emojis and shortcuts?

Please, bear in mind that my students are adults who have already gone through their academic process and now need English or Spanish mostly for employment purposes and career advancement opportunities. Actual Fluency in English will be a plus for any CV or Résumé in a non-English speaking nation. The point is that it must be true not just wishful thinking; hence the person’s awareness that they are no longer “students”, but “learners”

Cheers. Happy learning.

Mo

Busting Two Myths about Learning Foreign Languages

Yesterday I was watching a YouTube video by Fingtam Languages (sorry dude, you rarely mention your real name)

Becoming Fluent book
Fingtam Languages on YouTube 

and he was talking about this book he’s been reading. Check his YouTube video channel and subscribe, he’s got tonnes of great information about language learning and linguistics (https://www.youtube.com/watch?v=oTefVVnFqyI&t=3s )Becoming Fluent book cover

Becoming Fluent: How Cognitive Science Can Help Adults Learn a Foreign Language (The MIT Press) by Richard Roberts (Author), Roger Kreuz (Author). 

I decided to check its kindle version and the first chapter presents some of the fallacies regarding language learning.

I learned English, Spanish and French mostly as an adult – over 18 – yes, as a kid I had been exposed to English classes at school but had been taught mostly in Portuguese – I’d learned the verb to be, some vocabulary and some grammar rules but nothing much. The little Spanish I heard was from my Galician uncle who spoke some curse words at times (and my mom would also say some Spanish expressions such as – “me cago en la madre (I shit on your mother) and other niceties she had probably learned from my uncle (don’t ask me why – some family secrets are better left unturned).  When I was 11 or 12 I came across a French grammar book my older sister or brother had used in primary school (up to the early 70s  in Brazil, French was taught as the default foreign language instead of English). Of course from that exposure to French as a pre-teen I learned – je me lève  and je m’assieds (thank God that book had illustrations)

French conjugation
French conjugation of the verb to sit 

I can comfortably say that I really learned English and Spanish proper in my 20s and French in my 40s. Yes, my spoken French level is lower than my reading but just because I’ve had to use it much less – though I know about the importance of exposing myself to the language I don’t read much in French or listen to podcasts in French – sometimes I read some news stories or watch some TV5. But last year we were in the Côte d’Azur and I could survive and felt comfortable expressing myself in the French I knew.

So it’s time to bust some myths: 

Myth 1 – adults cannot acquire a foreign language as easily as children 

Adults can and will learn, but differently from how children learn. First, ok… the child will acquire a better accent – thanks to their facial elasticity and also their lack of  fear/shame/anxiety of making mistakes in the other language. But… the adult has already gone through the process of learning their own language so they can use that experience in the new language learning process.  Ok, … as an adult you will have an accent, but hey, I’ve got news for you: everybody HAS ONE!. Also, unless you plan to be an undercover secret agent, why would you want to hide the fact that you’re from another country? Actually, that’s a bonus, at least you can speak  one more language.

Myth 2 – when learning a foreign language, try not to use your first language.

For years I subscribed to that school of thought that L1 would smother L2, therefore the former should be eliminated from the language class environment. Yes, it’s true that some students, if allowed to, will only use the L1 and talk to each other in that language. So the teacher must control its use in class but be mindful not to throw the baby away with the bath water.  Roberts and Kreuz say that the banning of L1 in the classroom “deprives adult  language learners of one of their most important accomplishments – fluency in their native language. Although it is true that one language is not merely a direct translation of another, many aspects of one language are directly transferable to a second language.” (1)

They add “… looking for places where concepts, categories, or patterns are transferable is of great benefit, and also points out another area where adult foreign language learners have an advantage over children. ” (1)

So if your’re trying to teach someone or learn yourself a new language, don’t lose heart. It can be done. Just adjust the methods and tools and be realistic on your goals.

Happy learning,

Cheers,

Mo

 

(1) Becoming Fluent: How Cognitive Science Can Help Adults Learn a Foreign Language (The MIT Press) by Richard Roberts (Author), Roger Kreuz (Author). The MIT Press, Cambridge, Mass./ London, England.