Since my current work is entirely one-on-one tutoring, I get to try crazy things because I only have to deal with one student. It’s pretty easy for me to judge the student’s receptiveness to whatever unusual approach in mind, especially once I know the student well. This is a lot harder to do in a class. As a bonus, I don’t have to worry about whether the administration feels something is inappropriate for the classroom. If I think it’s okay and my client thinks it’s okay, then anything goes!
I’ve been using Clear Speech with a couple of different clients from Japan. Chapter 5 includes a bit on “off-glide” sounds that often appear when there are vowel sounds at touching word boundaries, such as “my eye” or “she isn’t.” An example in the text was “go on,” which is pronounced something like /gowan/.
If you’re a fan of British comedies, as I’ve become since meeting my partner, you may have immediately thought of the same episode of “Father Ted” as I did. “Father Ted” is a well-known comedy about the misadventures of three bumbling Irish priests (including Father Ted), their crazed and put-upon housekeeper (Mrs. Doyle), and other oddball characters. In this episode, the housekeeper and Father Ted attempt to convince a reluctant guest to take a drink of sherry (a very bad idea for everyone concerned). You can clearly hear the /w/ sound in her repeated exhortations to “Go on, go on, go on!” and take a sip of sherry.
The introductory part was too hard to understand for one of my clients, and about 50% comprehensible for the other, but the “Go on!” bit made both of them laugh fairly hard. I’m pretty sure they’ll remember that glide for a while! Ah, I really love the freedom of being a private instructor sometimes.
(Remind me to tell you about our use of LOLcats for vocabulary later on.)
What kind of unconventional tactics have you used successfully? (Or, for that matter, unsuccessfully!)
I’ve had a request for a post on the topic of free, open mailing lists (MLs). Many teachers are not members of organizations such as TESOL, for one reason or another, and so don’t have access to the MLs and online discussion groups provided by these organizations. MLs can be extremely useful–you get new ideas, colleagues to help you when you have a question, and sympathy when you have problems, without the cost of going to a conference or joining an organization. Everyone should join at least one or two MLs! So, here are some that don’t require any kind of paid membership–all are free. (This list does NOT include everything! If you know of a particularly good mailing list that isn’t included, please leave a comment.)
DISCUSSION GROUPS Many MLs function as discussion groups that allow for all members the ML to ask questions, give their opinions, etc.
TESL-L is positively venerable, existing since 1991. It is no longer very active, but still has a large membership and can be a good resource.
LINGUIST is the main ML for Linguist List; topics include everything related to linguistics, mostly at an academic level. LINGUIST is a one-of-a-kind, highly reputable, somewhat formal ML. (If you browse the archives, you’ll see a lot of famous names.) Book reviews are a feature, and applied linguistics books are often included.
ONE-WAY MAILING LISTS One-way mailing lists are like newsletters: sent out for you to read, not as a forum for discussion. However, you can often respond or ask questions by e-mailing the author directly.
Tomorrow’s Professor, hosted at Stanford, sends out posts twice a week on a variety of general academic topics. Many posts relate specifically to American higher education, but others are relevant to any kind of educational or educational leadership situation. (They’ve recently added a Tomorrow’s Professor Blog where discussion can take place.)
World Wide Words is a newsletter-style ML about the history and usage of English. Not strictly relevant to teaching, but fun for language-lovers.
NOTE Mailing lists used to be more popular than they are now in these days of blogs and RSS, but not everyone is familiar with how they work. Here’s a little information to help you get started or improve your ML experience.
A basic principle of any form of teaching is that a teacher should avoid asking students to do anything she wouldn’t do herself. Dr. Sarah Nielsen, the head of my MATESOL program, always put this into practice by joining us during in-class reflective essays. Most models for extensive reading programs similarly encourage the facilitator of the ER session to sit down and read too. With that in mind, and being fairly well convinced of ER’s claims, I set out to find some graded readers for my current target language, Japanese. (See my previous post on tadoku, or extensive reading, in Japan.)
The bad news for me was that there appears to be only one series for Japanese learners, unlike the many that are available for English learners. The series is レベル別日本語多読ライブラリー (Reberu Betsu Nihongo Tadoku Raiburarii, which I’d kind of translate as Leveled Japanese Extensive Reading Library). The good news is that they’re fairly interesting, with a variety of illustrative styles for each little book, and they come with audio. They’re currently up to 3 sets (“volumes”) with several different levels in each set. Each level comprises a slipcase with several thin paperback books inside.
The cover price for the first level set, which is five short books, is 2300 JPY–about $21 USD at the current rate, including an audio CD with all of the stories. I bought it from Kinokuniya in San Jose, though, so the price was $32 plus tax. You can read about the books at the publisher’s website (some English; click around to get to samples) and at the website of the nonprofit group behind the series. (Unfortunately, the English version of the latter is temporarily disabled for Firefox users.) I’m so glad somebody’s working on rectifying this lack of Japanese-learning materials, and I definitely recommend the series.
A few weeks I sat down to read the first book. It’s a couple steps up from “see Jane run,” but not a lot. It’s very simple and (thank goodness) below my level. Even then, I learned a new verb and got some good review on kanji that are rarely put into beginners’ materials. Much to my surprise and amusement, when I got to the end, I suddenly thought “I’ve finished my first book in Japanese!”
Well, that thought is kind of silly–the writing is totally oversimplified and fairly inauthentic, the book is only a few pages long, and it’s easier than what I should be reading anyway. Right? I mean, it’s not even a real book. But, somehow, I still got that brief flash of accomplishment. That’s worth something! That feeling itself is one of the reasons why easy, fun reading can be such a powerful tool for language learners.
Later, I’ll write about my continuing attempts to use the series, and how it’s helping me with both my Japanese and my teaching. So far, I’d say the experiment is a success. However, I wonder what I’m going to do when I run out of books at my level, since there are so few texts available for anyone who’s not already at the high-intermediate level.
Many of you are also language learners, so how about it–do you try to practice what you preach? I know I have clients whose enthusiasm for self-study puts me to shame. I’m trying to be more like them!
My friend Tora, who does ESL tutoring and editing in the San Jose area, managed to remind me yesterday that I’d forgotten two more unsuccessful language-learning attempts in my history. One was Chinese again, with the Berlitz method in San Francisco. I literally don’t remember one word of anything I studied there, because Berlitz is essentially another combination of the direct method and the audiolingual method–it really doesn’t work well for anyone who’s not a strongly aural learner. Now it stuns me that the Berlitz method continues to be so lucrative, but at the time, I had no idea the problem wasn’t just me. Few people have any idea what to look for in a good foreign language program. (For the record, the two Berlitz instructors I had were very kind people who were trying their hardest, and I have fond memories of them and our lunches together in Chinatown.)
I also tried to learn Taiwanese, a language which is very different from Mandarin, for a couple of quarters after I came back from Taiwan. There’s no widely-used Taiwanese romanization system, and the instructor was a linguistics grad student with (yet again) no pedagogical background or training. She was also trying her hardest, but somehow I only came away with a few words. Part of that was because I was so focused on my other classes, but I think part of it was also due to the widespread devaluation of language pedagogy at nearly all levels of American education. We can’t really complain about the low standards for EFL instructor qualifications in many countries when the same low standards for foreign language instruction are common in the US.
How about you? How many language-learning attempts have you made, and how successful have you been?
Or, “Airing My Dirty Language-Learning Laundry.” I am not an exemplary language student myself. Through what I learned about good pedagogy during my MATESOL program, I concluded that most of my language teachers had not been trained in language pedagogy. However, I know lots of people who have become fluent in another language in far worse situations, so much of the blame should rest with me. I’m sure I’ve gotten some of the details wrong, but while my history of false starts has left me unable to speak anything except English fluently, it has also helped me understand some of the problems that my students have.
Very few American public elementary schools offer foreign language classes. I remember random Spanish lessons during elementary school, and my mom taught me a few words in Spanish. I was interested in languages and was childishly proud of my ability to tell which languages random foreign words came from, but we always lived in linguistically homogeneous environments. I don’t remember having any classmates who had non-English home languages until I got to junior high, when I met LoAn from Vietnam. (For some reason she asked me to help her with her English, so after I finished our tedious typing class assignments–yes, I know, typing class!–I’d type a note to her and drop it in her locker. Did I have “Embryonic ESL Teacher” tattooed on my forehead?)
My junior high in Fayetteville, Arkansas, didn’t offer any full language classes, which is also fairly typical. We could take a half-school-year “mini-course” consisting of a few weeks each in German, French, and Spanish, from the same teacher. We learned basic tourist phrases. I don’t remember anything about Señor Reyes’ methods or how easy or hard it was, but I wasn’t really taken with any of the languages. I didn’t study languages during high school because I decided to do home-schooling with my parents. Neither of them are fluent in another language, but they would have supported me if I’d wanted to get training software and a tutor. I’m not sure why I didn’t…other than that I was used to an English-only environment and had not yet contemplated international travel myself. (All too typical of an American.)
In college, I signed up for Mandarin Chinese. I was studying gongfu (“kung fu”) at the time, but it was a bit of a tossup for me between Chinese and Japanese. I was in an honors program and had scholarships to maintain, so my mother was concerned that I might damage my grades by studying a non-European, and presumably more difficult, language. I stuck to my guns, though. My Chinese teacher was a kind Chinese woman who was trying very hard, but she had no training in teaching languages. She worked from those ancient, terrible, green textbooks that are (I think) officially approved by the People’s Republic of China. Many of my classmates had parents who spoke Chinese, or were native speakers themselves of another Chinese dialect. The rest of us learned painfully, at a snail’s pace, somewhere in the realm of grammar translation. I stuck with it for four years, though the university didn’t support a full set of classes and I probably got the equivalent of two years of instruction. When a Chinese person asked me a question at a class outing, I was paralyzed and couldn’t answer.
Somehow, when I enrolled in my East Asian Studies master’s program, I passed the Chinese placement test with flying colors. This was a fluke; a Taiwanese co-worker of mine had been helping me prep and we had covered some of the exact grammar points that were on the test, which I promptly forgot how to use the next day. I tested out of my language requirement and was assigned to an advanced Chinese class. This class was taught in Chinese. I went to the first day of class and fled it afterward. I couldn’t understand anything the teacher said, nor read anything on the handouts. Language ego sorely bruised, I dropped the class in a panic and was far too embarrassed to sign up for a level below that class. It was a dumb decision, but the feelings I experienced during this incident have really helped me empathize with the panic my students sometimes feel.
Later I applied for a Foreign Language and Area Studies (FLAS) fellowship to study in Taiwan at Tai Da’s International Chinese Language Program. I got the fellowship and went to Taipei for three months, studying with a mix of college and grad students from all over the world. I had to start over a bit with traditional Chinese characters, but I probably learned more there than I did in my entire previous history. However, that was mostly just from living there, going out, and doing things, I think. Unfortunately, ICLP (at the time) relied largely on the audiolingual method plus the direct method. Classes were taught in Chinese, and we spent long hours nodding off while listening to tapes in the language lab. Readings were terribly dull (focused on politics and economics, as I recall) and no lesson content was ever customized to the students’ interests. Attempts at immersion backfired: Only Mandarin could be spoken in the building, and this was such a psychological strain that all of us reverted to our native languages or English once we got outside. The student teachers were enthusiastic and kind, but they were hampered by outdated methods. I hope the program has modernized in the last few years. At any rate, my memories of studying overseas have been incredibly helpful in helping me empathize and connect with my students, so I’m glad I went.
After taking a leave from that MA program, I began to realize that Chinese was probably not the best language choice for me. I’m a highly visual and textual learner, so the steep learning curve for written Chinese is a major problem for me. I decided to take a Japanese course through UC Berkeley extension and really enjoyed it, although I didn’t retain much due to some health problems. When I later started my MA in TESOL, I took advantage of the unit cap (the point at which you can take extra classes without paying for them, if you’re not an international student–unfair!). I took three quarters of Japanese, which was, shockingly, all that CSUEB offered at the time. The head instructor was terrific. She had a master’s in TJSOL from SFSU, one of the few schools in the US that offers degrees in Japanese language pedagogy. She was full of teaching ideas, from creative mnemonics (which finally let me quickly memorize all the shapes of the two syllable-based writing systems) to the use of TPR. It was the first time in my life I saw TPR “in the wild!” This was the best language-learning experience I’ve ever had, and I was sorely disappointed that I couldn’t take more than one year.
Now I find myself faced with the same problem of self-study that many of my students face. I yearn to express my opinions in Japanese, order food, read books, watch movies, and travel freely in Japan. But … I can’t afford a tutor; I could exchange hours with a student, but I really want somebody who’s had language pedagogy training. I’ve amassed countless Japanese textbooks and guides and programs and audio files, but I rarely use them. I am terrible at forcing myself to sit down with a textbook, and I’m not sure how effective that is, anyway. I’ve been considering taking Japanese classes at a highly regarded community college in my area that offers a full slate of Japanese classes, but my plans for this fall are up in the air (and it’s a long commute). I’ve also toyed with the idea of trying to save up enough to study in Japan, but I don’t want to go to another language school that is unaware of the principles of communicative language teaching. (The Aichi-area institute that is frequently recommended to me looks good in many ways but will only say that they use “the direct method.” The direct method, focusing on instruction in the target language, is insufficient to form an entire pedagogical approach. Even that’s ahead of most of the schools that still dwell in Audiolingual and Grammar-Translation Land, but I keep hoping to find an actual CLT-aware school. If you have any suggestions, please leave me a comment or send me an e-mail!)
Anyway, while I agonize over these choices, I’ve finally found one set of tools that is helpful for a text-oriented person like me. I’ll write about that in a future post, because this one is already far too long.
What’s your language-learning history? Reflecting on mine was a part of my MA program, and I think it’s been very helpful to me in forming my teaching philosophy. It also helps me establish a connection with my students. How about you?
Ruben Navarrette, Jr., is a columnist for the San Diego Union-Tribune; today I read one of his columns printed in the San Jose Mercury News. It’s an excellent column addressing the ridiculous “controversy” over two Vietnamese-American valedictorians in Louisiana who included snippets of Vietnamese in their speeches thanking their parents. Their speeches were almost entirely in English, mind you; they just included a single line or so each in Vietnamese. School officials hit the ceiling, apparently, and are considering banning anything other than English in future speeches. (If this school has a Latin motto, like many schools do, then this consideration becomes even more hilariously wrongheaded, on top of already being racist and xenophobic.) As far as I’m concerned, the two young women demonstrated their commendable virtues of intelligence, multilingualism, good judgment, and respect for their parents.
Anyway, Navarrette’s column does an excellent job of responding to the controversy. He quotes a Louisiana school official who said “I don’t like them addressing in [a] foreign language,” and responds eloquently and forcefully:
Here’s what I don’t like. I don’t like it when busybody officials think that because they don’t like something, they have to outlaw it. I don’t like that language has become a proxy for the immigration debate and the anxiety that some people feel over a changing cultural landscape.
I don’t like it that some American teenagers barely speak proper English, much less a foreign language, and that they will eventually be outmatched in the global job market if they come up against someone from Europe, Asia or Latin America who speaks two or three languages. I don’t like it that some of these same American kids resent the very notion of competition, and that English-only policies enable them by making everyone the same so that no one has a leg up because he knows more than one language.
Well, I think Navarrette may be engaging in some misplaced value judgments of his own in the last paragraph quoted–I presume he’s referring to the slang and “txt” speak of teenagers, or something along those lines. Many teens are fully capable of expressing themselves in more than one mode, so they shouldn’t be scolded for that. Other teens have been raised in text-poor environments with drastically underfunded schools and few opportunities to cultivate a love of reading and self-expression. Adult voters and politicians are to blame for that. If, however, he is referring to those teens who have plenty of opportunities but simply ignore them, then I can agree with him. And I definitely feel that English-only policies reflect a stunning belittling and devaluing of the notions of communication, cosmopolitanism, and genuine literacy, as well as a peculiar kind of entitlement-based blindness about the rest of the world and the future.
Despite my nitpick above, I was moved by Navarrette’s column and I feel that it’s worth reading and sharing. You can read the rest of the piece, “Afraid of Anything but English?”, at the newspaper’s website.
I’m looking for free online medical English resources for an advanced client who may look for work as a pharmacist in the Tokyo area. He already has much of the scientific and medical vocabulary, so it’s the colloquial vocabulary and cultural aspects that we’ll be working on for the most part. Of course, my perspective is American, and I mostly know about what Americans expect to happen in a pharmacy. I have a slight knowledge of what British customers are used to, and no idea at all regarding the expectations of Indian, Dutch, Hong Kong, and other customers who may well find it easiest to speak English in a pharmacy. So we’ll work on clarification and repair strategies as well.
Searching Google for relevant websites hasn’t been very fruitful, because there are so many low-quality commercial websites, language schools, etc. However, I’ve found a few:
EnglishMed has been the richest resource so far because of the cartoons. The animated dialogues are amusing and a good chance for my client to hear British English. My only problem is that I really wonder whether British pharmacists actually behave this way, or whether his attitude is there to add comic relief to the dialogue. From my perspective he sounds a bit rude and off-putting. I wouldn’t go back to this guy… Still, Flash-based cartoons like this are a great way to make dialogues more interesting for English learners, and I hope I can learn to make them myself someday. Other than the cartoons, the exercises are too generic or obscure (gap-fills using Ovid quotes?) to be helpful to my client.
Hospital English seems to be under construction. I found the medicine flash cards useful; the pharmacist sections less so.
YadaYada English has a dialogue, some phrases, and some vocabulary for pharmacy interactions.
Really reaching, I found a couple of dialogues (1, 2) at ALC.
Talking Medicine is a pay site. The modules available as free “samples” (with registration) are not relevant enough to my client’s situation for me to consider paying for any of the other modules.
Actually, I haven’t found a good book either, but a very kind soul in the ELT World Japan forum is sending me one that’s only sold in Japan. I’ve seen a few medical vocabulary books, aimed at first-year medical students, which may be worth a look, but nothing’s jumped out at me so far.
Of course, the reason I’m not just making up my own dialogues is because what native speakers imagine to be a typical interaction or speech act and what actually makes up a realistic, common interaction are often two wildly different things. But since I’m having trouble finding resources, I have to admit that I’m kind of tempted to just lurk in my neighborhood Walgreen’s and take notes!
I’m sure I’m missing high-quality websites, because it’s just so hard to find them among all the questionable commercial pages. If you have anything to recommend that’s relevant to a pharmacist, please leave a comment. Thanks!