What is your American Dream? This remains one of my favorite questions to ask new immigrants and American citizens.
I asked that question, followed by, “why” in a regular column for Easy English Times this month. I gave the last words to Toni Morrison, the Nobel-Prize winning author. “The function of freedom is to free somebody else.”
Easy English Times, published in California, ran an ESL conversation activity that concluded with that question, is a monthly newspaper written in simple English for these immigrants and future citizens. My co-author Toni Aberson and I have contributed a monthly column called “Instant Activity: Conversation” for the last 16 months. The editor adapts materials from our book Compelling Conversations: Questions and Quotations on Timeless Topics for beginning and intermediate students.
While the Easy English Times website remains a work in progress, it contains a number of fine features for English teachers and tutors in adult education programs, including literacy and ESL. (Unfortunately, it doesn’t include a summary of the previous Conversation Activity columns yet).
You can check out the collection of free crossword puzzles and reading comprehension activities for each back issue of Easy English Times: http://www.easyenglishtimes.com/monthly.html
The Easy English Times editors have also put together a solid EET recommends list of selective ESL resources (including Compelling Conversations):
http://www.easyenglishtimes.com/links.html
While Easy English Times remains relatively unknown outside California, the paper has earned an excellent reputation among CATESOL members, many California adult learners, and literacy instructors nationwide. (The editor and publisher of Easy English Times always give popular workshops at CATESOL regional and state conferences.)
This thin, quality newspaper focuses on a vital niche in the newspaper world: America’s often overlooked and sometimes demonized new immigrants and adult education students. I’m proud to have been working with Easy English Times for over a year. Check it out!
My recent trip to Vietnam to meet English teachers and lead a professional development seminar at the American-Pacific University, Vietnam lead to many wonderful moments and a few surprising conversations.
Teaching English in developing countries always poses challenges, and Vietnam falls into that category. Lt me share a few selective details to provide a brief introduction to education atmosphere for English teachers who prefer a communicative approach to grammar drill and kill tasks. Consider the gap between a traditional teacher-centered education philosophy and modern student-centered approaches for teaching English.
- An English language magazine cover story proclaimed: “Let Students Ask Questions.” The two-page article presented the idea of students – even college students – asking classroom questions as an overdue reform.
-Vietnam, the world’s fasting growing economy, has embarked on a rapid expansion of English language classes. The official government ministry of Education and Training has even adopted a new slogan: Friendly School; Active Students. This new slogan presumably indicates that the old approach was something else!
- Several APU high school seniors, in long interviews, indicated that they were forbidden from even talking in their old public high school English classes. These same students informed me that English class in the public high school ranged between 50-70 students. Sometimes the English instructor was believed to be unable to actually speak English. As a result, the class focused extensively on grammar and fill in the blanket tests.
- A few APU students expressed gratitude that they could have actual classroom discussions because this was a new educational experience for them. “We ask questions, and the teacher responds,” laughed one senior. Imagine the possibilities!
These few glimpses into Vietnam’s evolving education system indicate an increasingly awareness that communication skills matter. They also confirm that students, parents, and teachers want better schools and more communicative English language classes.
So let me repeat two favorite themes. Good schools cultivate student curiosity, and English lessons should allow students to display their experiences and perceptions. Further, students who have been forced to take years of English class should be able to speak English – and I literally mean speak English. Conversation skills are not a bonus for excellent students; they remain an essential life skill for international students, entrepreneurs, and immigrants. Therefore, English teachers can and must allow students time and opportunity to develop their speaking skills in class. Why is this still controversial in 2009?
More Practical Job Interview Tips for ESL Students, Teachers from Q Blog
During these difficult economic times, English teachers should take every possible opportunity to focus on job interview skills. As blog readers know, I’m a big fan of both videotaping practice interviews and having ESL/EFL students conduct research for possible jobs with information interviews.
The Q group, an ambitious online educational company, has a variety of solid resources for ESL students. Here is an excellent, concise list of simple practical steps for English language learners to take when preparing for a job interview – and a few post-interview suggestions worth noting. The fine article comes from the Q Blog for English language learners. It’s a fine resource. Check it out.
Santa Monica, California attracts artists, scholars, busboys, maids, actresses, models, sales people, mechanics, and film directors from around the world. Naturally, this upscale, coastal city provides many adult education classes, private language classes, and hosts English as a Second language workplace programs. The local newspaper, The Santa Monica Daily Press (SMDP), also covers immigration issues in great depth and publishes articles offering advice to new Americans and citizens.
Last week book editor SMDP Dane Robert Swanson wrote a very positive book review, in simple clear prose, directed at Santa Monica immigrants. Noting the importance of literally speaking English to achieve the American Dream, Swanson suggested immigrants practice their conversation skills and build their vocabulary using Compelling Conversations in their classrooms and in local cafes.
Naturally, I’m very pleased with this long, strong book review written in a simplied English style. As an ESL writing instructor, however, I wish the reviewer had used more transitions between paragraphs to add greater cohesion. English students can read more than simple sentences when collecting information on new books. Still, Swanson’s instincts to write short sentences is spot-on for local immigrants. Consider me grateful and pleased!
Here, without editing, is the entire July 16 book review.
Visit us online at smdp.com FRIDAY, JANUARY 16, 2009 9
Call us today at (310) 458-7737
B Y D A N E R O B E R T S W A N S O N
BOOKREVIEW
‘Compelling
Conversations’
Eric H. Roth and Toni Aberson
Chimayo Press
America is a great land of opportunity. I am sure we
all want to get ahead in this country. We want to find the
type of employment that is suited for us. We wish to
advance in the work world. We wish to make friends.
The best way to get ahead in the world is to speak the
mother tongue of the country you are living in. In this
case, we are talking about English. With so many
“English as a Second Language” courses being taught
there is no excuse for not learning. The problem is, what
book do you use to learn from?
Have you been looking for a good ESL manual? If you
have, I think this is one to consider. The topics cover:
Your Life, The Civic Life, along with the everyday aspects
as dating, enjoying money, handling stress.
The editors put it together in an easy to use form. You
have conversation starters such as, “How much time do
you spend each week in cars? Why?”
There is a section in each chapter for vocabulary
building. A section on common sayings is included, as
well. To increase the conversation we have such questions
as this: “Do you prefer to drive in the city or the
country? Flat or hills?”
Each chapter in the book concludes with quotations.
An example is this one by Woody Allen, “I have bad
reflexes. I was once run over by a car being pushed by
two guys.”
This manual helps conversation by giving common
subjects to talk about. Since English is one of the confusing,
difficult and strange languages for a foreigner to
grasp and be comfortable conversing in, the compilers
pack in 45 chapters over 30 questions, 10 or more targeted
vocabulary words, some proverbs, and quotations
per chapter.
Each chapter focuses on a promising conversation
topic. They start with easy questions and continue on to
questions a bit more abstract. Each question is there to
allow the speaker to share his life experiences along with
his insights.
This manual will go best with the advanced ESL student
or even at coffee shop conversation clubs. It will
bring about authentic, not stilted communication, which
should be the purpose of an ESL course. It is easier for a
person to learn a language through conversation rather
than by a given list of vocabulary words. That is what
makes this a welcome addition to the material which can
be used for the immigrant who must learn English to
advance in the world.
Eric H. Roth has taught many ESL courses at Santa
Monica College, UCLA Extension, Cal State Long Beach’s
American Language Institute. Toni Aberson has taught
English and supervised teachers for over 35 years and
holds to the view that when you have a lively classroom
you have optimal learning going on.
This manual is available at Amazon.com. It can also be
purchased on the Web site: www.CompellingCoversations.com.
There is a substantial discount available for schools and bookstores.
DANE ROBERT SWANSON is the best looking book reviewer in Santa Monica and wishes to get feedback from you.
Smdp_review@yahoo.com.
——————————————
Thank you Dane, for the wonderful review.
“Gratitude is the memory of the heart.” French proverb
Looking for a clear, detailed chart to evaluate the speaking skills of your students? Check out the practical chart with ten categories for listening comprehension and speaking skills developed by the United States Office of Refugee Resettlement and revised by the Spring Institute for Intercultural Learning. Where did I find it? As so often, I went to the Center for Applied Linguistics website.
This chart seems quite sensible for most teaching situations with clear Student Performance Level (SPL) descriptors. The descriptors for listening comprehension and oral communication are intended to establish a consistent standard that government agencies, educational institutions, and non-profits can all use to share evaluations. Despite the bureaucratic title, the chart itself contains excellent descriptions that English teachers and testers can use for adult English language learners. After having been in several long faculty discussions over standards for oral skills, I appreciate the explicit standards combined with some flexibility.
This chart, developed for adult refugees, resembles other charts, yet includes more details and an explicit acknowledgment of economics. I like that awareness even if this factor can sometimes be misused to justify low standards in adult education programs. (After all, illiterate peasants move to the United States, Canada, England, and Australia in hopes of improving their economic and social status.) Our job as educators is to provide our students with the language skills to live fuller, more satisfying lives – in English – wherever they choose to live and work.
Here it it:
Student Performance Level (SPL) Descriptors for Listening Comprehension and Oral Communication
SPL General Language Ability Listening Comprehension Oral Communication
0 No ability whatsoever
– No listening comprehension ability whatsoever
– No speaking ability whatsoever
1 Functions minimally, if at all, in English. Can handle only very routine entry-level jobs that do not require oral communication, and in which all tasks can be easily demonstrated. A native speaker used to dealing with limited English speakers can rarely communicate with a person at this level except through gestures.
Understands only a few isolated words, and extremely simple learned phrases.
Vocabulary limited to a few isolated words. No control of grammar.
2 - Functions in a very limited way in situations related to immediate needs. Can handle only routine entry-level jobs that do not require oral communication, and in which all tasks can be easily demonstrated. A native English speaker used to dealing with limited English speakers will have great difficulty communicating with a person at this level.
- Understands a limited number of very simple learned phrases, spoken slowly with frequent repetitions.
- Expresses a limited number of immediate survival needs using very simple learned phrases.
3 - Functions with some difficulty in situations related to immediate needs. Can han¬dle routine entry-level jobs that involve only the most basic oral communication, and in which all tasks can be demonstrated. A native English speaker used to dealing with limited English speakers will have great difficulty communicating with a person at this level.
- Understands simple learned phrases, spoken slowly with frequent repetitions.
- Expresses immediate survival needs using simple learned phrases.
4 Can satisfy basic survival needs and a few very routine social demands. Can handle entry-level jobs that involve some simple oral communication, but in which tasks can be easily demonstrated. A native English speaker used to dealing with limited English speakers will have difficulty communicating with a person at this level.
- Understands simple learned phrases easily, and some simple new phrases containing familiar vocabulary, spoken slowly with frequent repetitions.
- Expresses basic survival needs including asking and responding to related questions, using both learned and a limited number of new phrases. Participates in basic conversations in a few very routine social situations. Speaks with hesitation and frequent pauses. Some control of basic grammar.
5 Can satisfy basic survival needs and some limited social demands. Can handle jobs and job training that involve following simple oral instructions but in which most tasks can also be demonstrated. A native English speaker used to dealing with limited English speakers will have some difficulty communicating with a person at this level.
- Understands learned phrases easily and short new phrases containing familiar vocabulary spoken slowly with repetition. Has limited ability to understand on the telephone.
- Functions independently in most face-to-face basic survival situations but needs some help. Asks and responds to direct questions on familiar and some unfamiliar subjects. Still relies on learned phrases but also uses new phrases (i.e., speaks with some creativity) but with hesitation and pauses. Communicates on the phone to express a limited number of survival needs, but with some difficulty. Participates in basic conversations in a limited number of social situations. Can occasionally clarify general meaning.
6 Can satisfy most survival needs and limited social demands. Can handle jobs and job training that involve following simple oral and written instructions and diagrams. A native English speaker not used to dealing with limited English speak¬ers will be able to communicate with a person at this level on familiar topics, but with difficulty and some effort.
- Understands conversations containing some unfamiliar vocabulary on many every¬day subjects, with a need for repetition, rewording or slower speech. Has some ability to understand without face-to-face contact (e.g. on the telephone, TV).
- Functions independently in most survival situations, but needs some help. Relies less on learned phrases; speaks with creativity, but with hesitation. Communicates on the phone on familiar subjects but with some difficulty. Participates with some confidence in social situations when addressed directly. Can sometimes clarify general meaning by rewording. Control of basic grammar evident, but inconsistent; may attempt to use more difficult grammar but with almost no control.
7 Can satisfy survival needs and routine work and social demands. Can handle work that involves following oral and simple written instructions in familiar and some unfamiliar situations. A native English speaker not used to dealing with limited English speakers can generally communicate with a person at this level on familiar topics.
- Understands conversations on most everyday subjects at normal speed when addressed directly; may need repetition, rewording, or slower speech. Understands routine work-related conversations. Increasing ability to understand without face-to-face contact (telephone, TV, radio). Has difficulty following conversation between native speakers.
- Functions independently in survival and many social and work situations, but may need help occasion¬ally. Communicates on the phone on familiar subjects. Expands on basic ideas in conversation, but still speaks with hesitation while searching for appropriate vocabulary and grammar. Clarifies general meaning easily, and can sometimes convey exact meaning. Controls basic grammar, but not more difficult grammar.
8 Can participate effectively in social and familiar work situations. A native English speaker not used to dealing with limited English speakers can communicate with a person at this level on almost all topics.
- Understands general conversation and conversation on technical subjects in own field. Understands without face-to-face contact (telephone, TV, radio); may have difficulty following rapid or colloquial speech. Understands most conversations between native speakers; may miss details if speech is very rapid or colloquial or if subject is unfamiliar.
– Participates effectively in practical and social conversation and in technical discussions in own field. Speaks fluently in both familiar and unfamiliar situations; can handle problem situations. Conveys and explains exact meaning of complex ideas. Good control of grammar.
9 Can participate fluently and accurately in practical, social, and work situations. A native English speaker not used to dealing with limited English speakers can communicate easily with a person at this level.
- Understands almost all speech in any context. Occasionally confused by highly colloquial or regional speech.
- Approximates a native speaker’s fluency and ability to convey own ideas precisely, even in unfamiliar situations. Speaks without effort. Excellent control of grammar with no apparent patterns of weakness.
10 Ability equal to that of a native speaker of the same socioeconomic level.
- Listening comprehension equal to that of a native speaker of the same socioeconomic level.
– Speaking skill equal to that of a native speaker of the same socioeconomic level.
These standards, of course, remain more relevant for adult educators, social workers, and workplace programs than more academic programs. English teachers should, however, create classroom activities where students can engage in extended conversations in English on a wide variety of topics. The higher levels of this chart (SPL 9-10) articulate an excellent standard for all English language learners, including academic English and Business English students.
Allow me to brag for a moment. Another five-star review for Compelling Conversations: Questions and Quotations on Timeless Topics showed up on Amazon. Consider me pleased!
Here’s the entire Amazon review:
5.0 out of 5 stars A wholesome learning resource!, December 4, 2008
By Erika Villafane “Erika” (Miami, Florida USA) – See all my reviews
When compelling conversations got into my hands I couldn’t help but to think: I wish I had this book when I was learning English!
As English as a second language speaker, I can really tell the difference that compelling conversations has with other ESL text books: topics richness that takes learning at a higher level.
Not only you will feel motivated to improve your language skills, but you will have a rich-provoking theme about life to discuss and share with your tutor or classmates. That in turn makes you grow personally and you certainly will remember the discussed matter here when need it to apply into a situation out of the classroom. You will appreciate American culture as well as other’s point of view.
The book is very well structured into four sections totaling 45 chapters. Each one of them is organized into conversations starters followed by vocabulary, proverbs and the indispensable quotations. One that really caught my attention was the Arab proverb “he who has health has hope and he who has hope has everything”
I recommend it to anyone who wants to learn while enjoying the process.
This review makes 14 positive Amazon reviews – all four and five stars – that various ESL teachers, writers, English language learners, and other fine folks have written. Not bad for a self-published book!
Three other bits of positive news about Compelling Conversations. A private language school in Chile made a large order, another community college in California adopted the conversation book as the course textbook, and Compelling Conversations has been added to an adult education center in Rwanda for advanced English class. Whether due to changes in the TOEFL test that require test-takers to actually speak, a strong word-of-mouth campaign, or just the belief that classroom conversations should go beneath the surface, sales of Compelling Conversations have gone up. These successes may seem small, but they all make me smile!
