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….
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,
In the first of this batch of hit-n-run quickie interviews from the KOTESOL conference in Seoul at the end of 2016, I spoke to Justin McKibben about how we can expand students roles. By giving students certain speaking tasks the traditional classroom would consider a teacher’s job, we can vastly increase student talk time and give them a broader sense of control in their own classroom.
Justin takes us through some of the techniques we can use in our classrooms to shift away from the traditional teacher-fronted classroom. You can start using these techniques immediately.
STT, TTT, ESL, EFL, TEFL, TESOL, CELTA, DELTA, teacher-fronted classroom, teaching, English,
In this end-of-year episode, we get the funnier side of teaching English with stories from listeners and future interviewees. Special thanks to Grace, Thomas, Matthew, Jon, Fergal, James, Mierkamil, Oksana, Jacob, Roger, Gordon, and Jake.
We cover accidental phallic drawings, mistranslations, unintended puns, uncontrollable sweating…
If you have a good story, you can be part of a future episode. Record it and send it to firstname.lastname@example.org .
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EFL, ESL, English Teaching, TESOL, TEFL, CELTA, EIL,
This episode, we start with a little experiment and get more interactive. Let us know what country you thought the music originated in at @MOTcast with the hashtag #motesol . I’ll put up the results on www.mastersoftesol.com
Andrew Ewan MacFarlane is a lecturer at University of York in the Department of Language and Linguistic Science and a sociolinguist. We spent a while flipping back and forth between accents and dialects, reminiscing about Margaret Thatcher, thinking about unobtrusive kiwis and kangaroos, gettin’ daaaan wit da yoof o’ London innit, and playing “Name That [Country of Origin] Tune”.
This was one of my favourite interviews so far and hopefully inspires more than a few listeners to get deeper into the subject.
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This episode, I speak to University of York’s Heather Marsden about the controversial Critical Period hypothesis. This theory suggests that there is a limited age at which we can learn a second language, after which it grows increasingly difficult. Anecdotally, we assume this to be true – kids are sponges for language while older people struggle – but what does the research say about this?
This episode is simply a bite-sized introduction to a much larger topic, so I encourage you to search around for other perspectives on this subject.
Heather Marsden @ University of York
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L1 – first/native language
L2 – second language
input – any exposure to the L2
interference – where the L1 grammar, vocab or pronunciation affects or negatively influences L2 production
Time: 60 mins +
This lesson plan uses incidental movie music to activate students’ schema to write a movie scene (Intermediate) or a movie plot (Advanced). This can be adapted to your learning goals (focus on vivid language/adjective/action words/dialogue/tenses) and the level of your learners. Ideal for students that are creative or are getting bored of the usual ESL classes.
Click the link below for the lesson.