language

16 – Eytan Zweig – what words really mean – semantics and pragmatics

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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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15 – The Student Becomes The Teacher – Justin McKibben

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MOT 2 1400

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,

Your Funny EFL / ESL Teaching Stories – an open call

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MOT 7 - sad teacher

I’m making a Christmas episode of the podcast and I need your help. Yes, YOU. The person reading this right now. Don’t look around, I’m talking to you~!

As serious, devoted education professionals, we all love hearing about things going wrong or weird in a lesson, so the end-of-year episode is going to be a collection of funny stories from the classroom. I’ve already recorded a few with the recent interviewees. If you’d like to contribute, I’d love to have your story.

They don’t have to be long at all. One I have already is just a teacher leaning against the classroom door and falling straight through it! Short n sweet. But longer ones are good too. If you have more than one that’s even better.
So, any mishaps, odd co-workers, weird or funny experiences, just record yourself telling the story (just on your phone is good enough!) and send it to mastersoftesol@gmail.com
If you want to be anonymous, that’s fine, otherwise you a can give your name at the start. As it’s the end-of-year show, the sooner I get them the better, so don’t delay if a story comes to mind
Cheers

I need your story for a Fun-tastic Christmas podcast episode

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Hi y’all

I’m making a Christmas episode of the podcast and I need your help. Yes, YOU. The person reading this right now. Don’t look around, I’m talking to you~!
As serious, devoted education professionals, we all love hearing about things going wrong or weird in a lesson, so the end-of-year episode is going to be a collection of funny stories from the classroom. I’ve already recorded a few with the recent interviewees. If you’d like to contribute, I’d love to have your story.
They don’t have to be long at all. One I have already is just a teacher leaning against the classroom door and falling straight through it! Short n sweet. But longer ones are good too. If you have more than one that’s even better.
So, any mishaps, odd co-workers, weird or funny experiences, just record yourself telling the story (just on your phone is good enough!) and send it to mastersoftesol@gmail.com
If you want to be anonymous, that’s fine, otherwise you a can give your name at the start.
Cheers

13 – What the way you speak says about you – Sociolinguistics with Andrew Euan MacFarlane

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MOT 6 - brain 1400

 

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.

Footnotes:

Margaret Thatcher’s voice – before and after

Multicultural London English

MOT on Instagram

12 – Babies and First Language Acquisition – Tamar Keren-Portnoy pt1

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MOT 6 - brain 1400

@MOTcast

Now on Instagram!

Once again, I got lost in the labyrinthian corridors of the University of York Language & Linguistic Science department, this time to speak to Tamar Keren-Portnoy about first language acquisition. There’s a lot of similarities between how we learn our first language and how we acquire our second language, so it’s a useful topic for ESL / EFL / second language teachers.

She gives us insights into such things as how babies develop syntax/grammar norms, why they learn some words earlier than others, how babies are not simply mimicking their caretakers and, through her own research with Rory DePaolis & Marilyn Vihman, how babies learn through listening and the sounds they themselves make.

You may remember Marilyn Vihman from episode 9 of MOT.

Later in the year, I’ll release a mini-episode about the developmental stages of babies.

Links:

Marilyn Vihman Interview on MOT

“Travel Broadens the Mind” – Campos et al (2000)

 

Key words: baby, babies, acquisition, teaching, learning, babbling, language, babbling, cooing,

 

 

11 – Too old to learn? The Critical Period – Heather Marsden

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MOT critical period

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

Follow me on @MOTcast

Now on Instagram!

Noob glossary:

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