Compelling Conversations

Questions and Quotations on Timeless Topics for ESL learners and teachers

Posts Tagged adult education

How do you teach about immigration issues?

Jul 28

Posted by Eric Roth in Citizenship, EL Civics, adult ESL, adult education, freedom, immigration, language politics | 3 Comments

Millions of people, around the world, have chosen – or been forced – to leave the nation where they were born. Immigration has become more popular – partly due to modern technologies like planes, trains, and cars – than ever before in human history.

Immigration remains a vital, if controversial, topic. Why do people immigrant? How have immigrants contributed to your country? How important is the distinction between legal and illegal? Do wealthy nations have an obligation to open their doors to refugees? What qualifies someone as a refugee? Should nations chose their immigrants? If so, what criteria should nations use? How have immigration laws changed over time in your country? What, by the way, do you consider “your” country? Do you think someone can be a loyal citizen to more than one country? How?

As today’s federal court decision in Arizona shows, the debate over illegal immigration remains alive, often hot, and frequently ugly in the United States. On one hand, the United States celebrates the Statue of Liberty as a national symbol and accepts more legal immigrants than any other nation on the earth. On the other hand, the continuing economic crisis and high unemployment rates have led to widespread resentment about the large number of illegal immigrants. President Obama has called for a civil, open, and honest debate as the United States debates its immigration policies. Many other nations are holding similar debates.

Teaching Tolerance, an exceptional educational non-profit that provides many free resources to American teachers, is asking a simple question this week. How do you teach about immigration issues? Join the discussion here.

Context, as ever, remains crucial. Teaching about immigration issues is far easier in some contexts – such as an intensive English language program – than in other contexts. Teaching the history of American immigration in an EL/Civics class is far easier than discussing current events in my advanced adult ESL classes in Santa Monica. Why? Everyone in the EL/Civics class was pursuing citizenship, and held legal status. On the other hand, the advanced ESL class – on the same campus – was clearly divided between refugees, visa lottery winners, other legal immigrants, and many undocumented/illegal immigrants. With limited language skills and great passion, the topic was too controversial to rationally discuss.

Australia, Canada, Great Britain, and many other English-speaking nations continue to attract immigrants and refugees from around the world. As English teachers, we know the faces and stories behind the statistics. We also know the crucial role that English skills play in creating successful immigration policies. But do we teach about immigration? And, if so, how?

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Do You Use Newspapers in Your English Class Yet?

Jul 23

Posted by Eric Roth in ESL/EFL teachers' resources, adult ESL | 2 Comments

Newspapers tell us the news, and inform us about how today is different from yesterday. They provide us with some clues and some information to help us better understand our rapidly changing world. They arrive at our homes, on our laptops, and in our libraries.

But what about our English classrooms? How often do you use newspapers in your ESL classes?

Newspapers allow students to expand their vocabulary, follow current events, and deepen their understanding of our rapidly changing world. As a former journalist, teaching English with newspapers and magazines seems absolutely natural. My standard homework requires students to select, read, summarize, and evaluate an article of their choice and bring to class for a discussion.

Students provide the basic background information:
Title author
publication date
length # of sources:
List five new or important vocabulary words:

The ESL students also make some judgments:
What’s a key quote?
What’s the main idea? Why?

Finally, students answer three other questions:
What did you learn in this article?
Why did you choose the article?
How would rate the article on a scale of 1-10? Why?

Students pursue their own interests – with some guidance – and develop a stronger English vocabulary that they want and need for their personal and academic development. Naturally, they bring in topics and articles, in English and from the internet, from around the world. This regular homework activity creates an engaging, informative classroom atmosphere while allowing students to “create” some course content.

Many ESL and EFL teachers, however, often feel reluctant to use newspapers. Sometimes teachers feel that newspapers distract from their textbooks; sometimes it adds elements of uncertainty. I suspect, however, that many English teachers also don’t quite know how to effectively deploy newspapers in their classrooms. The newspapers in classroom movement remains more of an ideal than common practice in the United States.

American newspapers would like to change that fact. The New York Times wants ESL teachers to add their quality international paper to the curriculum. Here’s an excellent 4-page primer outlining 10 Ways to Support English Language Learners with the New York Times . And despite the descriptive headline, the informative article actually outlines over 25 activities and provides links to dozens of exceptional educational resources for both students and teachers. Students can find archival photographs to write postcards from the past, research their birthdays in history, find tourist information on their hometowns for oral presentations, and compare and contrast how different countries approach global problems. Worksheets have been developed for an online vocabulary log, understanding prepositions, and a problem-solution organizer.

Bottomline: This exceptional, flexible teacher’s resource makes using newspapers much easier for novice English teachers and time-starved experience ESL instructors.

Can all English classrooms use newspapers? No. Yet many low level and intermediate classes can use Easy English Times, USA Today, or the local English paper and focus on simpler, shorter headlines and articles. High intermediate and advanced students, however, can – and I would suggest should – try to read serious newspaper such as The International Herald Tribune and The New York Times.

So let’s help our students and bring newspapers into our classrooms.
Our students, after all, want to understand their world – in English!

http://learning.blogs.nytimes.com/2010/06/07/10-ways-to-support-english-language-learning-with-the-new-york-times/

Do you teach lower level English students? See these tips from the American literacy newspaper Easy English Times for beginner students)

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Globish – or Global English – Becomes Mainstream

Jun 28

Posted by Eric Roth in Amazon, Compelling Conversations, EFL, ESL, ESL/EFL teachers' resources, VESL, adult ESL, book reviews, educational philosophy, language politics | 11 Comments

Have you heard about the international bestseller How English Became Globish“>Globish by Robert McCrum? Suddenly the term Globish seems everywhere.

McCrum, who wrote the influential book “The Story of English”, argues that English has become Globish because it is the world’s international language. Partly descriptive and partly prescriptive, the author reviews the astonishing spread of English, its many changes over time and space, and points out the many advantages of English as a global tongue. McCrum also suggests that English, as a language, carries cultural values such as individualism, greater sexual equality, a democratic sensibility, and empiricism.

Other linguists, including many working for international software firms, have recently adopted the word Globish too. The term, it seems, has escaped the narrow confines of linguistic jargon to become a mainstream term. Yet linguists and other folks strongly disagree about the meaning of Globish. Few doubt, however, that a majority of English speakers are actually speaking English as an additional language.

Here is a group of video clips supporting the idea that communication matters most as a majority of English speakers use the language as a second tongue. Precise grammar and pronunciation rules become less important in a global context. If all the English speakers in the room are really English language learners, unconventional English grammar and heavy accents become more acceptable. Globish, so the argument goes, provides more freedom for more varieties of English.

Provocative, if not completely persuasive, some of these linguists favor reducing the cultural roots of English and emphasizing a simpler, smaller, and more universal form of essential Globish. (This movement, also known as English as a Global Language, focuses on the business advantages of a shared language.) Other linguists both predict and favor a flourishing of local languages linked to British English, American English, or Australian English. These linguists, such as Andy Kirkpatrick, see the emergence of “World Englishes“.

All these competing arguments emphasize, for me, the importance of context. As American writer teaching international graduate students at an elite American university in the American Language Institute, I emphasize the importance of professional and academic success. Accuracy, clarity, and detail still matter so we maintain high standards, traditional grammar, and mainstream spelling matter.

A hotel clerk working with European tourists vacationing in Mexico, however, might find a more casual Globish works just fine. Academic English and workplace English often have quite different definitions of success. Context, as ever, matters. Why do our students want to learn English? How will they use English? Can we both teach specific language skills and humanistic values in our English classrooms? As English teachers, it also behooves us teach the English that our students need and want.

Anyway, here are some informative and some funny video clips mocking the notion that a small island nation should be the standard for how people speak across the globe. I’m including links to the NPR feature on Globish, the video collection, and Amazon.

http://article.wn.com/view/2010/06/04/Lingua_Globa_How_English_Became_Globish/

As ever, use or lose.

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Library ESL Conversation Clubs Grow

Apr 17

Posted by Chimayo Press in Compelling Conversations, Conversation Tips, ESL, adult ESL, adult education, conversation clubs, self-publishing | 14 Comments

Where can immigrants go to practice their English speaking skills in a relaxed, non-judgmental atmosphere? How can American libraries introduce their wonderful resources to new users and provide a vital need? Where can volunteers, librarians, and both novice and experienced English teachers enjoy leading small groups of English language learners in engaging, reflective conversations?

American public libraries are increasingly hosting ESL conversation clubs. Filling a clear unmet need for thousands of American immigrants, libraries can often provide a smaller, less stressful environment than crowded adult ESL classes. Some ESL conversation clubs regularly meet twice a week for two hours, and other clubs less frequently for shorter periods. Members get a chance to share experiences, expand their vocabulary, and actually practice speaking.

I recently became aware of this growing trend when an influential blog for librarians mentioned Compelling Conversations as a recommended resource.

Under the title “Great Tips”, a small, but influential American librarian’s blog called eslconversationclubs.blogspot.com shared some ideas from Compelling Conversations. Naturally, I am quite pleased to both be recommended – and to discover an entire community of like-minded educators.

Here’s the link to that blog post to ESL educators, librarians, and conversation club coordinators:
http://eslconversationclubs.blogspot.com/2010/04/great-tips.html

After reading this short post that made me smile, I spent a satisfying hour exploring the deep resources on the blog that dates back several years. Among the excellent resources is a short two-page document called ESL Conversation Clubs Best Practices by Jean Kaleda of webjunction.com that deserves a wider audience. Check it out here:
http://eslconversationclubs.blogspot.com/search/label/bestpractices

I’m glad to discover that so many American public libraries already offer ESL conversation clubs. Their apparent growth is even better news, especially as immigration debate heats up. These friendly, informal gatherings fill a vital, often overlooked, need for many American immigrants, adult ESL students, and other English language learners. “Speech is civilization itself,” as Thomas Mann wrote. “It is silence which isolates.” ESL conversation clubs at libraries allow many quiet, hardworking, and often silent immigrants to find their voices and share their experiences in English. These conversations can be simple, moving, and significant.

Naturally, I’m also glad that my little niche, self-published book is considered a valuable, accessible resource.

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Passion and Persistence: Self-Published ESL Authors Tell Their Stories

Jan 25

Posted by Eric Roth in ESL | 7 Comments

What motivates ESL teachers to become authors? Why do many of these authors self-publish? What’s their likelihood of success?

Naturally, I’m quite interested in these questions – and hope other English as a Second Language (ESL) teachers will share my interests. The acceptance of this panel discussion by CATESOL for the state conference both surprised and pleased me – especially since I’m the third panelist!

Here is the original 300-word proposal written in third person to make it sound more academic. Elizabeth Weal, the panel organizer and ESL author, wrote the successful proposal. She also chose the catchy title.
——————————————————————-
Passion and Persistence: Self-Published ESL Authors Tell Their Stories

In this CATESOL panel discussion, three authors of ESL books will share the pleasures and perils of self-publishing as well as offer tips for those contemplating writing and publishing an ESL text.

Like most sectors of the textbook market, the ESL textbook market is dominated by a few large publishers. But the situation is rapidly changing as increasing numbers of ESL professionals-turned-authors start their own publishing companies, maintaining control over virtually every aspect of the book production process.

In this panel three authors of successful ESL books will recount their experiences publishing ESL texts. What motivated them to put pen to paper? Why did they self-publish as opposed to turning to a traditional publisher? How do these authors define success? What has been their greatest disappointment? What previously unfilled niche does their book fill?

The authors also will touch on some of the key issues self-published authors most address: Concerns about self-publishing and academic respectability, risks and benefits of self-publishing, and steps to follow in the self-publishing process.

Each panelist comes to the table with a different perspective. Diane Asitimbay, author of What’s Up America? wanted to answer the most common and embarrassing questions ESL students asked her; Eric H. Roth, author of Compelling Conversations teaches international graduate students the pleasures and perils of writing and speaking in English at the University of Southern California. Elizabeth Weal, author of Gramática del ingles: Past a paso and English Grammar Step by Step wanted to find a way to explain English grammar to Spanish speakers who knew very little about grammar in English or Spanish.

Ample time will be left at the end of the discussion to take questions from the audience.
——————————————————————–

Self-publishing is both a pleasure and a headache, but I’m going to accent the positive. After all, as Churchill noted, “success is going from failure to failure without a loss of enthusiasm.”

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CATESOL Accepts ESL Teacher-Author’s Panel; I Will Give Two CATESOL Presentations

Jan 21

Posted by Eric Roth in ESL | 4 Comments

When it rains, it pours. So goes the classic proverb.

This week has been quite rainy and cold in Los Angeles, but I’m feeling warm inside. Why? CATESOL 2010 state conference has accepted a second proposal where I will be one of the presenters. CATESOL, the California Teachers of English to Speakers of Other Languages, state convention will include a panel on ESL teachers who have published their own books.

Elizabeth Weal, an excellent adult ESL teacher and author of English Grammar: Step by Step, organized the small CATESOL panel to share our independent publishing experiences. Elizabeth, who has published four outstanding grammar books for Spanish speakers learning English with little formal education, recognized the need for ESL teachers to learn from each other and find new audiences for effective classroom and tutoring materials.

“There are millions of Spanish-speakers in the US who are eager to learn English,” notes Elizabeth. “And, I’ve found, there are almost as many Americans who are eager to help Spanish-speakers master the English language. I’ve written these books for people who aren’t necessarily teachers but who want to help a Spanish-speaker move forward in their study of English.” Visit http://tenayapress.tenaya.com

Diane Asitimbay, the author of What’s Up, America? , a witty guide to American culture for international students and new immigrants, will also join the panel. Diane, who publishes a monthly newsletter called culture link, has appeared on many television stations to comment on intercultural communication skills. Visit www.culturelinkpress.com to learn more about Diane’s books and cultural projects.

And I’m the third panelist. While I don’t have my presentation completely planned out, I will emphasize the many unexpected pleasures of publishing even a small niche ESL book. For instance, I have become more than virtual friends with fellow English teachers across the globe and learned a tremendous amount about the astonishingly diverse circumstances where English is taught.

So let the rain keep pouring in Los Angeles. This has been quite a week for me as an ESL professional with two CATESOL proposal accepted and a Facebook page under construction. Consider my California teaching soul satisfied!

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