TESOL

22 – Online Learning Past and Future – Stafford Lumsden

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{bleep bloop bleep} I booted up cyborg teacher Stafford Lumsden to talk about online learning and the changing perception of what exactly a classroom is. We are more connected than ever and this shift in technology is changing the options that students have and how we teach. We discuss….

  • distance learning
  • e-learning vs online learning
  • Is online education as ‘good’ as offline?
  • Basics of having a repository
  • LMS – Learning Management System – create assignments, give feedback, students upload and interact with each other and the instructor
  • The pros and cons of a fully online classroom
  • No one-size-fits-all with online teaching

Useful resources:

Google – heard of it? add dot com. It’s quite good.

Google Sites – make your own web pages

classroom.google.com – education specific ‘classrooms’. Students can submit and track assignments. Teachers can receive and give feedback on assignments all within the Google eco-system.

wix.com – make your own web pages

moodle.org – open source LMS. Requires some computer savvy to use

Blackboard.com – pricy. Would require financial support from your department

 

 

Involving Every Student – Classroom hacks

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An easy way to make sure that every student contributes to class. This video shows an easy way to mentally track who has spoken in class. Basic, but useful!

Activities for Teaching English Pronunciation – more than Listen and Repeat

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Includes thrilling details on the two different parts of pronunciation, and activities like minimal pairs bingo, the need for volume in pronunciation / mouth vowel map, using textbook dialogues better / changing the mood not the words (my personal favourite), stress and meaning activity, and 2 truths 1 lie with intonation!

Recorded at my KOTESOL presentation in 2018, I give some ideas for activities to teach English pronunciation.

Students’ Thinking Skills – Bloom’s Taxonomy – a simple explanation

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Language is more than just memorising vocab and comprehension questions. Students need a range of thinking skills. This video helps with the WHAT, HOW, and WHY of doing more with our activities.

21 – Can Dictation Be Fun? – Oksana Kharley

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Image result for bored writer

“Oh googie…dictation….”

Possibly one of the most misused input/output techniques. The dreaded dictation. How can we move beyond playing a CD or reading and having students just write down what they hear? Oksana Kharley takes us through some useful approaches and techniques for practicing listening and writing that don’t include playing audio a couple of times and then handing out a script. Her ideas can help open up some new avenues for activities that the word and a new way of thinking about “dictation” (eg, does it NEED to include writing?)

Some of these activities come from:

Paul Davis & Mario Rinvolucri. (2006). Dictation. New methods, new possibilities. CUP.

20 – using TED talks (and other videos) in ESL EFL class – Roger Fusselman

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MOT 6 - brain 1400

I caught up with Roger Fusselman after his KOTESOL conference presentation on using TED talks and videos in general for language teaching. This is a MUST listen for anyone using visual media in the classroom.

We cover the DOs and DON’Ts of choosing videos as well as his principles of using media:

Challenge / Meaningful / Support / Choice / Integration (connecting ideas) / Variety / Application

Video Sites referenced:

http://www.ted.com/talks

http://bigthink.com/

http://www.ideacity.ca/watch-talks/

Specific videos referenced:

How to start a movement

Power poses for confidence

 

19 – Reflective Practice – Thomas Farrell

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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….

18 – Discourse Markers – Jon Campbell-Larsen

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MOT 6 - brain 1400

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.┬áHere 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.

Discourse Markers HO2

Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, discourse markers, discourse, markers, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition, students, education,

KOTESOL upload coming soon!

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Hello to the people who attended my KOTESOL pronunciation workshop. I’ve managed to upload the colour vowel chart already. I’ll be uploading the video and the materials and ideas after the insanity of midterm grading has subsided. So check back soon!

How can learners FEEL pronunciation?

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Vowels are the most difficult of the phonemes to teach. Consonants generally don’t differ that much between language and, crucially, consonants have things touch – tongue between the teeth, bottom lip on the teeth etc – which makes it easier to describe to students. Vowels on the other hand have anything in the mouth making contact with another part. This makes it difficult to explain to students. Of course, we have the classic ‘mouth map’ that we can show students but that seems quite academic.

Students get a much better sense of where vowel sounds are produced using the colour chart attached below. Having two words that students can practice gives them double the chance to FEEL where the sounds are produced. The left side is the front of the mouth, the right is the back of the throat.

However, even when practicing, students are frequently sat closer to their partner, speaking softly. This is not good for FEELING where a vowel is being produced. For that, we need VOLUME.

Solution 1: separating out the students. Get them at opposite ends of the classroom having to speak to their partners. The extra volume necessary helps them to concentrate on where the sound is coming from, using the colour chart.

Solution 2: if you don’t have space – play music. The extra volume will force the students to speak up.

A loud classroom is a productive classroom.

The colour chart is not mine, so I’ve put the source on the bottom of the chart.Colour vowel chart image