The self-styled ‘bad boy’ of language teaching, Thomas Farrell, dropped by my office to take about self reflection. What do we do in the classroom and, importantly, WHY do we do it? Who are YOU as a teacher and what do YOU bring into the classroom?
Start adding this reflective practice regularly to your professional life and you’ll be surprised at the difference it can make to your personal and professional development.
Also a good lesson about having a safety net. I recorded this with my fancy MICs but the recordings failed for some reason, so this is based on my phone back-up recording. Phew….
Well, discourse markers are kinda a feature of, like, natural speech in, you know, basically every language. Jon Campbell-Larsen takes us through the how and why of teaching Discourse Markers. Here is a link to an example of how to scaffold students practicing these markers (based on Jon’s KOTESOL hand out). Feel free to adapt it for your own classes.
Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, discourse markers, discourse, markers, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition, students, education,
Plurals are easy, right? There’s one or there’s more than one… pretty straight forward. “All”, “every”, “All the” “each” – that’s pretty simple too, isn’t it? Well, hold on to something sturdy as Eytan Zweig gets you to think a little deeper about how we both form and understand language.
The literal meaning (semantics) and the meaning of the use (pragmatics) of the language is a vital part of how we communicate in real life. So, let’s a show like this is chomping at the bit to dig down into this topic.
Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, pragmatics, semantics, linguistics, language, second language, teaching, learning, English, Israeli, Hebrew, bilingual, mulitlingual, York, University of York, UK, England, cognition, Eytan Zweig,
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To a monolingual, being bilingual or multilingual seems magical. More than one language in one head – no one can live at that speed! As a result, some unusual misconceptions have grown around linguistic phenomena that, globally, is far more common than speaking a single language.
Marilyin Vihman has significant experience in bilingualism both personally and academically. In this episode, recorded in her office at the University of York, we look at some of the myths about bilingual development and which are outright wrong and which lean closer to the truth than others.
The myths we bust – or, in some cases, bruise – are:
- Bilinguals are two monolinguals in one head
- Bilinguals start to speak later than monolinguals
- Babies soak up languages like sponges
- Some languages are more primitive than others, so are easier to learn
- English is widely spoken (as a second language) because it has less grammar
- Parents pass on mistakes and non-native accents to their children
- There’s one right way to raise a bilingual child
(Adapted from Pearson (2008))