Teaching spoken English means more grammar – not less!
(The importance of boardwork)
This session was presented by Hugh Dellar, who takes a very practical approach to teaching and who draws extensively on his personal teaching experience.
His objective was to reinforce his views that all language used in the classroom must be authentic if students are to be given the chance of speaking English naturally.
This belief is tested most palpably when discussing grammar, where traditional grammar explanations and exercises can be anything but authentic.
A practical test for teachers to use when thinking about using or explaining a language point in the classroom is;
Who would use this language? (in a real life situation)
When would they use this language? (in a real life situation)
Why would they use this language? (in a real life situation)
Hugh also believes that any language should be presented in both context and co-text and suggests that the humble whiteboard (along with our own brain) is a powerful teaching devise.
Practically, our boardwork should make clear the CONTEXT in which the language is used - the situations, the purpose and the reasons.
The CO-TEXT is the other language that is often used with or around the language point that you’re teaching.
We should therefore never present items of language in isolation, but integrate them into meaningful and authentic settings / situations / sentences, for example, mini dialogues. So;
Decide on the CONTEXT of the words (how they are used in the conversation.)
Decide what the CO-TEXT is. (other associated words or phrases)
Decide what explanation you’ll give Ss.
Decide what extra examples you’d write on the board to clarify and consolidate usage.
Putting the above points into practice;
The extra language makes it easier for students - it provides more scaffolding and clarifies meaning
Longer examples covertly recycle grammar
They aid understanding
They take into account different speeds of learners
They’re easier to test and recycle
They provide a bridge between the book and the real world.
Hugh Dellar can be reached at hughdellar@mac.com
Sunday, 15 February 2009
Listening: a learner-centred approach
Listening - A learner centred approach
‘Receptive skills are key in the acquisition of a second language. The better learners are at listening in particular, the more they are able to notice language and learn from input.’
The two important areas discussed in this session given by Vaila Goodrige were; Task authenticity and difficulty.
According to Vaila ‘Task authenticity determines the success of the listening’. Basically when setting a listening task, ask yourself ‘Why would I listen to this?’
Pre-listening discussions can dramatically improve comprehension as well as providing a reason to listen.
Predicting answers to comprehension questions confirms or revises students’ ideas.
Different learning styles can be catered for by asking students to carry out practical tasks whilst listening. For example, labelling a diagram.
Most students love to hear about their teacher’s experiences, and this can provide a rich source of listening input. Students remember far more effectively stories or input when it is personal and authentic.
Setting the appropriate level of difficulty for students is important both for language development and student motivation.
It is the effort (or work) required that takes the student from their present cognitive level to the internalization of the new target language.
However, it has been shown that success in a task improves motivation and hence learning. So teacher mediation in the listening is vital to ensure student success.
Some practical activities from the session;
Awareness raising – Students underline all the instances of a particular language feature that has been predetermined by the teacher.
Gap fill or cloze – You can choose to give the students the words or not depending on your aims, the students’ level and the difficulty of the listening material.
Dictogloss – This is a progressive exercise where students listen to a short extract several times without writing anything down. As individuals they then write down what they believe they heard, they then compare in pairs and finally in larger groups before checking the group text against the original.
Dictation – Play a sentence several times while students write the sentences. Students compare their sentences with their partners and then read them back to the teacher, who boards their answers. Leave spaces for words that have not been understood and play the recording until the students can fill in all the gaps.
Reading aloud – After a pronunciation focus it can be very useful to have students read the text aloud to their partner in order to practise the relevant features of pronunciation.
‘Receptive skills are key in the acquisition of a second language. The better learners are at listening in particular, the more they are able to notice language and learn from input.’
The two important areas discussed in this session given by Vaila Goodrige were; Task authenticity and difficulty.
According to Vaila ‘Task authenticity determines the success of the listening’. Basically when setting a listening task, ask yourself ‘Why would I listen to this?’
Pre-listening discussions can dramatically improve comprehension as well as providing a reason to listen.
Predicting answers to comprehension questions confirms or revises students’ ideas.
Different learning styles can be catered for by asking students to carry out practical tasks whilst listening. For example, labelling a diagram.
Most students love to hear about their teacher’s experiences, and this can provide a rich source of listening input. Students remember far more effectively stories or input when it is personal and authentic.
Setting the appropriate level of difficulty for students is important both for language development and student motivation.
It is the effort (or work) required that takes the student from their present cognitive level to the internalization of the new target language.
However, it has been shown that success in a task improves motivation and hence learning. So teacher mediation in the listening is vital to ensure student success.
Some practical activities from the session;
Awareness raising – Students underline all the instances of a particular language feature that has been predetermined by the teacher.
Gap fill or cloze – You can choose to give the students the words or not depending on your aims, the students’ level and the difficulty of the listening material.
Dictogloss – This is a progressive exercise where students listen to a short extract several times without writing anything down. As individuals they then write down what they believe they heard, they then compare in pairs and finally in larger groups before checking the group text against the original.
Dictation – Play a sentence several times while students write the sentences. Students compare their sentences with their partners and then read them back to the teacher, who boards their answers. Leave spaces for words that have not been understood and play the recording until the students can fill in all the gaps.
Reading aloud – After a pronunciation focus it can be very useful to have students read the text aloud to their partner in order to practise the relevant features of pronunciation.
L1 in the classroom
Using (or not using) L1 in the classroom?
Over the past 30 years, various schools of thought and methodologies have argued both for and against the use of the students’ native language (L1) in the classroom.
Influential figures such as Carl Rogers and Krashen adopt opposite standpoints; mainstream methodology sits squarely on the fence.
The ‘theoretical’ opposition to the use of L1 is reinforced by the realities of the TEFL ‘industry’ where teachers often work in countries where they don’t know the native language or have to teach mixed language classes.
However, this monolingual approach is losing its appeal. This is especially apparent with young learners where prohibition of the mother tongue is clearly counter-productive to the child’s learning.
So, if it is accepted that use of L1 in the classroom cannot be ignored and can bring some real benefits the question then becomes how we best take advantage of it.
When L1 is useful
When the teacher is controlling its use
To clarify learning objectives
To help weaker students
Relationship building
For translating
When L1 is not useful
When it becomes the normal way of transferring knowledge
When the teacher loses control of its use
When it is used to speed a process
When discipline breaks down
When it’s used for more than 15% of the class time
Research shows that appropriate use of L1 can actually assist in the learning process especially with young learners.
The above points give some guidance as to how we can successfully integrate it in the classroom.
‘L1 is in the classroom – don’t ignore it; control it, and use it effectively.’
Over the past 30 years, various schools of thought and methodologies have argued both for and against the use of the students’ native language (L1) in the classroom.
Influential figures such as Carl Rogers and Krashen adopt opposite standpoints; mainstream methodology sits squarely on the fence.
The ‘theoretical’ opposition to the use of L1 is reinforced by the realities of the TEFL ‘industry’ where teachers often work in countries where they don’t know the native language or have to teach mixed language classes.
However, this monolingual approach is losing its appeal. This is especially apparent with young learners where prohibition of the mother tongue is clearly counter-productive to the child’s learning.
So, if it is accepted that use of L1 in the classroom cannot be ignored and can bring some real benefits the question then becomes how we best take advantage of it.
When L1 is useful
When the teacher is controlling its use
To clarify learning objectives
To help weaker students
Relationship building
For translating
When L1 is not useful
When it becomes the normal way of transferring knowledge
When the teacher loses control of its use
When it is used to speed a process
When discipline breaks down
When it’s used for more than 15% of the class time
Research shows that appropriate use of L1 can actually assist in the learning process especially with young learners.
The above points give some guidance as to how we can successfully integrate it in the classroom.
‘L1 is in the classroom – don’t ignore it; control it, and use it effectively.’
Friday, 13 February 2009
Plenary session: 7 things beginning with M
PLENARY SESSION: 7 things beginning with M - by Scott Thornbury
a)Method
During the 60s and 70s, we moved away from a single-method perspective. The idea is that people don't seem to learn more or better depending on a particular method. Therefore, we can conclude that other elements must matter more. What are these elements?
b)Motivation
This is one of the key elements. Given motivation, students will learn. (See the article '10 commandments for motivating language learners' by Donyez).
c)Meaning
The audiolingual method came under critique because it became clear that it is important to give students 'the ability to choose what they want to say'.
Students are also often given reading exercises in class which may have no interest because they carry no meaning for them. Therefore, students need to be given material that is true, coherent, genuine, interesting.
d)Memory
If a text is meaningful, students will remember. Most of the topics are generated by the teacher though.
Memory is often underestimated. In terms of grammar, there is not much to be remembered (only a few tenses in English) but in terms of vocabulary, there is a vast amount (100 function words, 3000 lexical words, ??? word combinations).
As teachers, we need to be aware that students probably need to see a word between 7 and 16 times for a word 'to stick'. Learning and memorizing phrases is key. In other words, students need to build up a phraseological dictionary.
e)Management skills
These are necessary on the part of the teacher to encourage the students to manage their own learning.
f)Mediation
The teacher needs to be involved in code-instructing. For example, the teacher's role in teaching reading is one of guiding while the students interact one with another.
Ex: students can be involved in writing a conversation (in pairs).
g)Methodology
This term is less prescriptive than the term 'method'. In the post-method methodology, there is no single method. Instead, multi-methods is the new methodology.
a)Method
During the 60s and 70s, we moved away from a single-method perspective. The idea is that people don't seem to learn more or better depending on a particular method. Therefore, we can conclude that other elements must matter more. What are these elements?
b)Motivation
This is one of the key elements. Given motivation, students will learn. (See the article '10 commandments for motivating language learners' by Donyez).
c)Meaning
The audiolingual method came under critique because it became clear that it is important to give students 'the ability to choose what they want to say'.
Students are also often given reading exercises in class which may have no interest because they carry no meaning for them. Therefore, students need to be given material that is true, coherent, genuine, interesting.
d)Memory
If a text is meaningful, students will remember. Most of the topics are generated by the teacher though.
Memory is often underestimated. In terms of grammar, there is not much to be remembered (only a few tenses in English) but in terms of vocabulary, there is a vast amount (100 function words, 3000 lexical words, ??? word combinations).
As teachers, we need to be aware that students probably need to see a word between 7 and 16 times for a word 'to stick'. Learning and memorizing phrases is key. In other words, students need to build up a phraseological dictionary.
e)Management skills
These are necessary on the part of the teacher to encourage the students to manage their own learning.
f)Mediation
The teacher needs to be involved in code-instructing. For example, the teacher's role in teaching reading is one of guiding while the students interact one with another.
Ex: students can be involved in writing a conversation (in pairs).
g)Methodology
This term is less prescriptive than the term 'method'. In the post-method methodology, there is no single method. Instead, multi-methods is the new methodology.
Workshop: Let's go over that once again - Teacher talk
In this workshop, Roger Hunt argued that rather than diminishing 'Teacher Talk Time', teachers should focus on building up 'Appropriate, Quality Teacher Talk Time'.
Teachers and question types: display, reference, and procedural questions
- Display questions: a display question is one in which the teacher asks the students to 'display' their knowledge of language.
- Reference questions: a reference question is a 'real' question - that is a question to which the teacher does not know the answer (ex: 'What did you do at the week-end'?)
- Procedural questions: a procedural question is one used to manage the class eg: giving instructions/checking understanding (ex: Could you open your books at p.17?).
Studies have shown that students are predominantly asked display questions (which seem to have little or no purpose) and the majority of the questions required little more than a nod or shake of the head by way of answer.
The other points that came out of these studies is that teachers find it difficult to give students enough time to answer questions.
Practical idea: teachers can record themselves in a class situation. They can then look at their own language and analyse it so that they can move towards using questions that are meaningful. They can also look at the colloquial expressions used in class, asking themselves if this language is adapted to the students' level (ex: 'You done?'-what does 'done' mean in this context?).
To get more information about this workshop, teachers can also read Roger Hunt's article at: www.ihes.com/bcn/tt/articles/teacher-talking.html
Teachers and question types: display, reference, and procedural questions
- Display questions: a display question is one in which the teacher asks the students to 'display' their knowledge of language.
- Reference questions: a reference question is a 'real' question - that is a question to which the teacher does not know the answer (ex: 'What did you do at the week-end'?)
- Procedural questions: a procedural question is one used to manage the class eg: giving instructions/checking understanding (ex: Could you open your books at p.17?).
Studies have shown that students are predominantly asked display questions (which seem to have little or no purpose) and the majority of the questions required little more than a nod or shake of the head by way of answer.
The other points that came out of these studies is that teachers find it difficult to give students enough time to answer questions.
Practical idea: teachers can record themselves in a class situation. They can then look at their own language and analyse it so that they can move towards using questions that are meaningful. They can also look at the colloquial expressions used in class, asking themselves if this language is adapted to the students' level (ex: 'You done?'-what does 'done' mean in this context?).
To get more information about this workshop, teachers can also read Roger Hunt's article at: www.ihes.com/bcn/tt/articles/teacher-talking.html
Workshop:the importance of the receptive stage
This workshop given by Jade Stevens, aimed at raising the participants' awareness of the importance of the receptive stage in language learning.
To do this, he taught us the names of 8 colours in Welsh and used a 6 activities to do this. Only the last 2 activities encouraged the students to actually produce the language. I must say that I was amazed at how effective this was - I still remember the names of most of the colours we saw!!
These were the 6 activities:
- Presenting the words. Associating the sound of the words with the 'objects' (in this case the colours). For this, Jade held up sheets of paper with the colours on them. He also created 'memory hooks' when possible (for example, the word for the colour blue is 'glass' in Welsh. He thus pointed to a window to create a very effective memory hook).
- He pointed to a colour and said the different names of the colours. He asked the ss to only stand up when they heard the correct word. Important: this was done as a whole group and this took the pressure off individual students.
- Group recognition: The 8 different coloured papers were placed in different parts of the classroom. When Jade read out the different names of colours, students had to point to the right paper.
- Individual recognition:In small groups, each student was given a coloured pen. When Jade read out the names of the colours, individual students had to hold up their pen.
- Controlled practice: students repeated the names of the colours.
- Musical pens: when the music stopped, students said the names of their colour (in turns).
Points to reflect upon: As teachers, we should not overload the students with too many words at the same time.
- We should introduce language through context.
- We should allow for students to only produce language when they feel ready.
To do this, he taught us the names of 8 colours in Welsh and used a 6 activities to do this. Only the last 2 activities encouraged the students to actually produce the language. I must say that I was amazed at how effective this was - I still remember the names of most of the colours we saw!!
These were the 6 activities:
- Presenting the words. Associating the sound of the words with the 'objects' (in this case the colours). For this, Jade held up sheets of paper with the colours on them. He also created 'memory hooks' when possible (for example, the word for the colour blue is 'glass' in Welsh. He thus pointed to a window to create a very effective memory hook).
- He pointed to a colour and said the different names of the colours. He asked the ss to only stand up when they heard the correct word. Important: this was done as a whole group and this took the pressure off individual students.
- Group recognition: The 8 different coloured papers were placed in different parts of the classroom. When Jade read out the different names of colours, students had to point to the right paper.
- Individual recognition:In small groups, each student was given a coloured pen. When Jade read out the names of the colours, individual students had to hold up their pen.
- Controlled practice: students repeated the names of the colours.
- Musical pens: when the music stopped, students said the names of their colour (in turns).
Points to reflect upon: As teachers, we should not overload the students with too many words at the same time.
- We should introduce language through context.
- We should allow for students to only produce language when they feel ready.
Tuesday, 10 February 2009
Changing perspectives by Gerard Mc Loughlin
In this workshop, we looked at how we could change our learners perspective on image, culture and people.
-Looking at the News
Take 4 newspapers (2 American and 2 British). Ask students to compare.
Have students guess which headlines are American and which are British.
Then look at articles (each student gets a different article and should focus on how language is different). Then read an article on the same subject taken from a Spanish newspaper and compare that with the coverage in the Anglo-Saxon press.
- Blogs. Have a blog with your students. Use it to recycle vocabulary seen in class. To create one, you can either use 'blogger.com' or 'www.posterous.com'
In the blog, you can have invite a mystery guest from time to time and students can ask questions to him or her - This creates an element of surprise.
- Use 'Google maps' to get students to practice giving directions.
- Famous people. In class, show pictures of your favourite celebrities and hand out questions about them. Then, watch an interview and have students find the answers to the questions. You could also post these interviews (found on you-tube) on the blogs you have with your students. Then, they can watch these short clips as many times as they need.
-Looking at the News
Take 4 newspapers (2 American and 2 British). Ask students to compare.
Have students guess which headlines are American and which are British.
Then look at articles (each student gets a different article and should focus on how language is different). Then read an article on the same subject taken from a Spanish newspaper and compare that with the coverage in the Anglo-Saxon press.
- Blogs. Have a blog with your students. Use it to recycle vocabulary seen in class. To create one, you can either use 'blogger.com' or 'www.posterous.com'
In the blog, you can have invite a mystery guest from time to time and students can ask questions to him or her - This creates an element of surprise.
- Use 'Google maps' to get students to practice giving directions.
- Famous people. In class, show pictures of your favourite celebrities and hand out questions about them. Then, watch an interview and have students find the answers to the questions. You could also post these interviews (found on you-tube) on the blogs you have with your students. Then, they can watch these short clips as many times as they need.
Workshop: In the wrong level
This workshop was given by Andrew Walkley (co-author with Hugh Dellar of the Innovations books)
His main idea was that instead of having the usual 7 levels, we should actually have 12 levels. To fit in with this, we could have 1/2 coursebooks.
Students should be encouraged to also use workbooks, do vocab work, listen to CD Roms, have access to readers, consult English internet sites, CLIL, do tests and lots of regular revision.
We may find it useful to think about the following questions/ideas:
- Should we make self-assessment part of placement?
- Does the placement/end of year test reflect the different competences?
- Should students get training on assessment levels? Students need to be aware of what the levels actually represent.
-
His main idea was that instead of having the usual 7 levels, we should actually have 12 levels. To fit in with this, we could have 1/2 coursebooks.
Students should be encouraged to also use workbooks, do vocab work, listen to CD Roms, have access to readers, consult English internet sites, CLIL, do tests and lots of regular revision.
We may find it useful to think about the following questions/ideas:
- Should we make self-assessment part of placement?
- Does the placement/end of year test reflect the different competences?
- Should students get training on assessment levels? Students need to be aware of what the levels actually represent.
-
PLENARY SESSIONS
'Teaching spoken English means more grammar - not less'- Hugh Dellar (author of Innovations)
Hugh suggested that we should start thinking about grammar differently. These are some ways we might begin this process:
- Stop thinking of grammar and vocabulary as separate things
- Notice the ordinary patterns of language
- Think more in terms of fixed and semi-fixed chunks of language rather than grammar rules and labels
- Use the board to show students how chunks can be changed and elicit other examples from students
- Don't write single words (and don't teach them separately)
- If it is noun, ask 'verb goes with it' and 'what adjective'
- If it is a verb, ask 'what nouns go with it?' Maybe 'what adverb'?
- Always think and indicate to students if it is written or spoken language
- If it is spoken, ask 'When would you say it?' Who would say it?'
Hugh Dellar particularly insisted on the importance of teaching 'chunks' and not thinking of grammar and vocabulary as separate entities.
LETS
Hugh suggested that we should start thinking about grammar differently. These are some ways we might begin this process:
- Stop thinking of grammar and vocabulary as separate things
- Notice the ordinary patterns of language
- Think more in terms of fixed and semi-fixed chunks of language rather than grammar rules and labels
- Use the board to show students how chunks can be changed and elicit other examples from students
- Don't write single words (and don't teach them separately)
- If it is noun, ask 'verb goes with it' and 'what adjective'
- If it is a verb, ask 'what nouns go with it?' Maybe 'what adverb'?
- Always think and indicate to students if it is written or spoken language
- If it is spoken, ask 'When would you say it?' Who would say it?'
Hugh Dellar particularly insisted on the importance of teaching 'chunks' and not thinking of grammar and vocabulary as separate entities.
LETS
WELCOME to this blog
Hello all!
We had the pleasure of attending the International House ELT Conference on 6th and 7th February. We'd like to share with you some of the information that came up in the plenary sessions and workshops. Hopefully, you will also find it useful to try out some of the practical activities that were described.
We had the pleasure of attending the International House ELT Conference on 6th and 7th February. We'd like to share with you some of the information that came up in the plenary sessions and workshops. Hopefully, you will also find it useful to try out some of the practical activities that were described.
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