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Category Archives: ESL

Catch-up part one: some interesting sites.

1. A book, really – and a site that introduces it.

whiffling_ukcoverThe Wonder of Whiffling is a tour of English around the globe (with fine coinages from our English-speaking cousins across the pond, Down Under and elsewhere).

Discover all sorts of words you’ve always wished existed but never knew, such as fornale, to spend one’s money before it has been earned; cagg, a solemn vow or resolution not to get drunk for a certain time; and petrichor, the pleasant smell that accompanies the first rain after a dry spell.

Delving passionately into the English language, I also discover why it is you wouldn’t want to have dinner with a vice admiral of the narrow seas, why Jacobites toasted the little gentleman in black velvet, and why a Nottingham Goodnight is better than one from anywhere else.

I am a sucker for things like this, and you can do a lot worse than to become interested in odd and curious words, and above all in the fascinating stories that lie behind so many words.

2. A good reference site for ESL teachers

It doesn’t hurt that this site is included there! 🙂 — 15 of the Best Blogs for EFL and ESL Teachers.

efl

3. Ed Tech, e-learning, e-literacy.

There are some good posts on Barking Robot. For example: Study: Children Who Blog Or Use Facebook Have Higher Literacy Levels.

Research conducted by The National Literacy Trust on 3,001 children from England and Scotland showed that schoolchildren who blog or own social networking profiles on Facebook have higher literacy levels and greater confidence in writing…

Among the key findings:

  • 56% of youth reported maintaining an active profile on a social networking site such as Facebook or Bebo, while 24% said they maintained their own blog;
  • The study also found that 49% of young people believe writing is “boring.” However, 57 per cent of those who used text-based web applications such as blogs, said they enjoyed writing compared to 40 per cent who did not;
  • 56% of youth who had a blog or profile on a social networking site (SNS) reported to be confident in their writing ability: 61% of bloggers and 56% of social networkers claimed to be good or very good at writing, compared to 47% of those who had neither.
  • A total of 13% of children surveyed had their own website, 24% kept their own blog and 56 % had a profile on a social networking site like Facebook or Bebo;
  • Social web activity was also credited with encouraging children to engage with more traditional forms of writing. Those who were active online were "significantly more likely" to write short stories, letters, song lyrics and diaries than those who had no online presence;
  • The National Trust urges that kids should be encouraged to write blogs and use social networking sites like Facebook to improve literacy levels and encourage them to engage in writing…
 

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English/ESL nominated

Last year English/ESL came in at #75 in the Top 100 Language Blogs 2008 on Lexiophiles. I have just been informed that English/ESL has been nominated for the Top 100 of 2009.

Phase 2: Public Voting (July 8 – July 27)

At the end of the nomination phase, we will prescreen every blog and put it into one of the four categories (see below). In each category 100 blogs will be included for voting. If your blog is on the list you can ask your readers, friends, family and whoever comes to mind to vote for you. We will provide a voting button for your convenience before the voting starts. Every person can only vote once the voting of the top 100 blogs for each category.

top100blog-logo09  Go to the link on that icon for more information.

 
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Posted by on June 30, 2009 in blogs, ESL, site news

 

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Looking at a visual text

This is something I prepared to help a student in Year 11 ESL, but I find it is also helpful for others. I am indebted to Paul Grover’s excellent Visual Texts (2004), part of the Australian Heinemann English Project.

sshjune

 

Writing about a text

An old way is to ask: WHO is saying WHAT to/for WHOM, WHEN, WHERE, WHY and HOW?

Here is a different version of that.

1. WHAT? – content, text type. You should mention the composer too.

2. WHO? (Could be different from the composer)

3. HOW?

4. To or for WHOM? WHY? WHEN? WHERE? – questions about the composer and responder relationship, and purpose and context.

5. AND SO…? Interpretation and evaluation.

Example: Leunig cartoon on bullying

The text is a cartoon by Michael Leunig. At the top are four lines of text in handwriting. The bottom half of the cartoon has two people. One is at a desk and the other is standing. The seated person is identified as a school principal. The other person is an angry parent.

The speaker in the cartoon is the person standing on the right. We know this because he is drawn with his mouth open and his finger pointing at the principal on the left.

The words spoken are centred at the top of the cartoon. This makes sure readers begin with the words, because the whole point of the cartoon is in these words. The speaker is using bullying language which is unlikely for a parent talking to a principal: “I’m going to drag your fat, stupid backside into court…” People are usually polite and respectful when they talk to a principal. It is ironic that someone complaining about bullying is being a bully himself.

The drawing underlines the dialogue. The principal is drawn seated behind his desk. Leunig usually suggests people’s age and job or status by caricature, and the principal is drawn with glasses and a bald head. His suit and tie are neat. The parent is drawn leaning forward with his finger jabbing. The movement of the finger is represented by a couple of curved lines. His eyes seem angry and his coat and tie are untidy.

This cartoon would not really interest children. It is for adults, possibly around the same age as the people in the drawing. A responder needs to have cultural knowledge about the way people usually behave when a parent speaks to a school principal. The humour comes because what we see is not what we usually expect in this situation. It is possible the cartoon appeared at a time when problems of school bullying were in the news.

The cartoon is about two things. First it is about bullying. It seems to be saying that adults who are themselves bullies set an example which school bullies follow. Second, it is about power relations. Usually it is the principal who has power in situations like this, and the parent who is requesting something. In both cases the role reversal shown in the cartoon makes the message humorously rather than heavily, but because the cartoon is making a serious point about a social problem it could be called a satirical cartoon. Making us smile may be a more effective way of getting us to think about the problem.

Typical HSC questions

For the Year 11 ESL course I have imagined an area study on POWER.

ESL Paper 1 Question 1 example 1

1. What is the purpose of this text? (1 mark)

2. Describe TWO techniques used to achieve that purpose? (2 marks)

ESL Paper 1 Question 1 example 2

1. Explain ONE idea about power in this cartoon? (1 mark)

2. How do visual features and dialogue create humour in the cartoon? (2 marks)

 

For many kids Civics is arid, deadly dull and is thus hard to teach

That, I suspect, is part of the problem behind the story in today’s AustralianStudents do badly in study of civics. I really don’t think results would have been much better fifty years ago when I was fifteen.

STUDENTS’ knowledge of Australia’s system of government is lower than expected, with only one in three Year 10 students knowing what the Constitution is.

The national assessment of civics and citizenship in Years 6 and 10 found about 54 per cent of primary students and 41 per cent of high school students met the proficiency standards for their year. But about one in five Year 10 students failed to meet the Year 6 standard.

"This was especially the case in relation to information about the constitutional structure of Australian democracy," the report says. "Lacking such fundamental information will restrict the capacity of students to make sense of many other aspects of Australian democratic forms and processes, and they may, therefore, be disadvantaged in their capacity to engage in meaningful ways in many other levels of civic action or discourse."

At Year 6, students are expected to recognise the division of governmental responsibilities in a federation, identify a link between a change in Australia’s identity and a change in the national anthem, recognise the benefit of different political parties and the federal budget.

By Year 10, students are expected to recognise key functions and features of parliament, analyse the common good as a motivation for becoming a whistleblower, explain the importance of a secret ballot, and recognise how the independence of the judiciary is protected. On the Constitution, Year 10 students were asked "what is the Australian Constitution?" and given four possible answers: the rules about how the major Australian political parties are run; the policies of the Australian federal government; the framework for the ways Australia is governed; all the laws that Australian citizens must obey…

Look at the last paragraph there! Did I know all that fifty years ago? Answer: NO! What do we expect then? Why, aside from pious hopes, should we expect 100% of kids to have mastered all that arcane matter?

On the other hand, kids today do have advantages. In the web world there are some marvellous sources of information. Even the Book of Answers from the last government’s ill-conceived citizenship tests is not a bad resource on these and other matters. But then there are sites such as Australian Politics and Oz Politics. Certainly it isn’t hard to find out these days; in my day it was less easy.

There is a big role here too in well organised excursions to parliaments and courts, as many schools do. The information people there are often brilliant, and the whole thing becomes more concrete. On the other hand bureaucratic responses to child safety issues have made organising any excursion a logistic nightmare, so I suspect there has probably been some reduction in such activities. A shame. Mock courts and parliaments are another approach that can bring these matters to life.

Coincidentally, yesterday I found myself with a 15-16 year old from China, a recent arrival whose English is developing, trying to help him with a Legal Studies task on the rule of law – and a whole host of other key terms all crowded into one or two of his school lessons. A challenge. We did our best.

 

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Breaking the silence!

I am coming out of mothballs to draw your attention to something very significant from the USA. To quote an email which has just arrived:

Dear Educator:

As a valued edweek.org user, you are invited in for a sneak preview of Quality Counts 2009: Portrait of a Population. The official release date for this highly valued annual report is tomorrow, so you will be among the first to view it.  View it now:  www.edweek.org/go/qc09

In addition to giving you access to this annual report, the rest of edweek.org has been opened so that you will have access to everything premium subscribers can access from Jan. 7 through Jan. 19.

Quality Counts 2009 provides you with the nationwide report card on the continual push for K-12 school improvement you have come to rely on. In addition, the special focus of this year’s report is how English-language learners are putting schools to the test. Specifically, you’ll learn how:

· Immigration transforms communities challenged by changing demographic patterns, straining the capacity of school districts.

· English-learners pose a policy puzzle for states and school districts as they push to boost student achievement overall.

· The rights of ELLs and the case law and statutes to provide them quality education continue to evolve.

· And much more!

Do explore.

 
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Posted by on January 8, 2009 in ESL, esl for teachers, for teachers

 

Two to look at

Students of ESL or EFL will find much to use on Real English. There is also an associated blog.

realenglish

The next is an Australian educational blog that came my way. It has much to offer teachers, especially but not only those dealing with very young students. I commend the ESL page, not merely because I get a mention but because it points to some excellent resources beyond ones I have so far noted. The literacy page is also very good.

rampantred

 

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A Dolphin or a Lonely Transvestite? Thoughts on the story of English.

That puzzling headline is taken from a fascinating review article on Slate.com: “A Dolphin or a Lonely Transvestite? How best to talk about English in English.”

… But it’s hard to resist the urge to pick a particular kind of animal as the perfect emblem for English. McWhorter says it’s a dolphin among deer. He calls German, Dutch, Yiddish, Danish, and other close English relatives antelopes, springbok, and kudu. English has evolved so far away from the basic language body plan, he says, that it swims underwater and echolocates. McWhorter himself strays far from English-language dogma, which says that, first, our language is special because of its openness to new words and, second, that the displaced Celts had little to no impact on English. He argues that English grammar, thanks to the pre-English inhabitants of Britain, is what really makes it unique. Welsh and English are two of very few languages in the world that use something like -ing as a habitual way of marking present tense, not to mention a fairly unusual use of do, as in "Why does English use do in questions?" It can be no coincidence, says McWhorter, that these two languages coexisted for hundreds of years in England and both have these highly unusual features.

Abley says English is a mallard because the common duck’s indiscriminate interbreeding threatens indigenous duck breeds all over the world. In the same way, modern English infiltrates diverse languages everywhere. Today, English is spoken by billions of people all over the globe. Mandarin may have more native speakers, and Spanish and Hindi-Urdu have about the same number, but English claims a special distinction: It is so popular among language learners that there are more speakers of English as a second language than there are native speakers. English is now the language of urbanization and globalization.

You could as easily call English a whale for its size. Hitchings says there were about 50,000 English words 1,000 years ago. Now there are at least three-quarters of a million. Though the inflation began when English was spoken only in England, it continued apace when English began its migration across the world. It occurred via trade and during the Crusades, when words from Arabic like dragoman, algebra, crimson, and cotton entered the language. It continued in an extraordinary period of linguistic plasticity following the Renaissance: Between 1500 and 1600, approximately 39 of every 100 words in the Shorter Oxford Dictionary entered the language. English expanded symbiotically with the British Empire, which, at its height, covered more than one-quarter of the planet’s surface. The slave trade left its mark, too. Hitchings says that honkie, hip, and possibly OK come from Wolof, which was originally spoken in Senegal, Mauritania, and Gambia. English ballooned again by at least 90,000 words in the 20th century, a period characterized by many scientific advancements and not coincidentally turning up words like robot, from the Czech noun robota, meaning forced labor…

If this makes you curious about language and general and English in particular, good! English teachers – here is an area that I have found is fascinating to students, even ESL students who haven’t been speaking the language for all that long. In fact, they are, I find, often even more curious about such things than native speakers, I guess because the language is still a wonderful and challenging thing for them and not something to be taken for granted. Do consider exploring such things with your students.