As readers of this blog know, I have given several presentations at CATESOL conferences on “Informational Interviews: A Practical, Multi-skill Activity for High Intermediate and Advanced ESL Students.” Based on my six years of assigning both undergraduate native speakers and international graduate students at the University of Southern California to conduct informational interviews, this presentation demonstrated how this one presentation assignment can lead to an entire month of engaging, demanding, and career-focused lessons for advanced ESL students. Students expand their vocabulary, write questions, conduct an off-campus interview with a working professional in a field of interest, and share the career advice they collected in a short oral presentation. It’s a challenging, satisfying, and popular assignment in my oral skills classes.

A small vocational college in Los Angeles, CES College, asked me to share the exercise with their faculty last week.  Would middle-aged immigrants in blue collar jobs find this exercise worthwhile? I’m quite confident that immigrants would learn from all steps of the exercise, and expanding their social network beyond relatives and friends remains essential. Mechanics can interview mechanics and car repair show owners, and construction workers can interview construction workers – or managers. The proof, as the cliche goes, will be in the pudding and let’s see what happens with their students in the next six months.

Would this exercise work in an EFL context? I’m not sure. Many American universities can count on alumni to help their students in their job search, and granting an informational interview is a relatively easy way to contribute. Many American professional organizations also encourage their members to both assist and recruit students into the field. It may be difficult in many cultures for a younger person with less status to directly contact an older professional to seek career advice.

I do know, however, that many American colleges and graduate programs train their students to go on informational interviews to gain more detailed knowledge of their prospective careers. As in so many other areas of American life, white collar professionals have far greater access to both more information and stronger personal networks. This assignment brings a best practice outside of the elite circles.

Informational interviews can also be used with high school students as they begin to focus on their career ambitions. Here is a short list of additional links that I found last night as I prepared my presentation. The links are loosely organized from the most general sites that explain the concept to general audiences in simple English to professional documents for more specialized, often graduate-school audiences. Adult and community college ESL programs would probably find the earlier links more helpful than the later ones. As ever, use or lose.

Quintessential Careers emphasizes the importance of informational interviews in short, clear, and informative articles. High intermediate and advanced ESL students should be able to handle the vocabulary.
http://www.quintcareers.com/informational_interviewing.html
http://www.quintcareers.com/information_results.html
http://www.quintcareers.com/informational_interview_questions.html

University of Notre Dame Informational Interviewing – This six-page guide provides excellent step by step instructions for students needing assistance with locating individuals, asking interview questions, writing thank you notes, and professionally networking.
http://careercenter.nd.edu/assets/488/informational_interviewing_guide_8.16.pdf

Case University, also recommends their undergraduate students go on informational interviews during their junior and senior years.
http://studentaffairs.case.edu/careers/alumni/network/sample.html

Cornell University Law School recommends informational interviews too.
http://www.lawschool.cornell.edu/careers/students/explore_options/informational_interview.cfm

Finally, here’s a 13-slide PowerPoint presentation titled “Networking and Informational Interviewing: Nuts and Bolts” by Scott Turner from USC Marshall School of Business, one of the world’s top MBA schools. Although I’m biased as a USC instructor, I think this presentation captures the practical possibilities of information interviewing. Many Marshall instructors advise MBA students that they should always be networking and conducting informational interviews during their graduate studies.

Given the difficult economic climate in many countries, I would suggest that it behooves more ESL and EFL teachers and tutors to consider adding informational interviews to their oral skills courses for their high-intermediate and advanced students.

Ask more. Know more. Share more.
Create Compelling Conversations.

Related posts:

1. English Teachers Confront the Billion-Person Question “How can rural Chinese students develop their listening and speaking...

Related posts brought to you by Yet Another Related Posts Plugin.

Two weeks after the CATESOL 2009 convention in Pasadena ended, I’m finally having a chance to sort through the numerous books, doublecheck website leads, and evaluate materials that I picked up. Sometimes “the eyes are too hungry”, and I went a bit overboard in collecting ESL materials and resources for advanced English language learners. Of course, English teachers love books, new curriculum materials, and free ESL materials. I also have the excuse of working as a consultant for a workplace ESL program so I went hunting for some particular products for healthcare workers.

Here is a short list of promising materials:

VSOE ideas from CATESOL convention

American Speech Sounds program for Healthcare workers. Also www.eslrules.com has powerful training materials for focused workshops for non-native English speakers working in hospital, clinics, and across the medical field.

1. Effective Practices in Workplace Language Training (TESOL)
2. Getting Ahead in the US (Living Language) – videotape/textbook series
3. New Citizenship DVD for future naturalization tests. This free DVD, perfect for adult educators, confirms that the new citizenship test will only require a “high beginning” level of ESL to qualify for American citizenship. Personally, I consider this an absurdly low standard that implies new American citizens can speak worse English than at least a half a billion English speakers outside of the United States, the United Kingdom, Canada, and Australia.
   Of course, low standards have many fans in the world of adult education and with many immigrant groups. More on this topic later.
4. The Center for Applied Linguistics www.cal.org continues to offer wider and deeper variety of resources for ESL teachers, especially for adult education.
5. I had several fascinating conversations about various English competency tests and their possible use in the workplace. The TOEIC test, on its merits, seems the strongest by far. Unfortunately, this test – used by millions in the workplace worldwide – has become almost forbidden due to lawsuits claiming discrimination in the United States. What does this mean? Millions of applicants and employees in Japan, Korea, Taiwan, France, Germany, and other non-English speaking countries have taken this test of English skills. Why? Because English has become a global language and competency in English has become an essential workplace skill.
6. But not in the United States! So-called labor and civil rights activists have promoted the concept that requiring English proficiency, as tested by the TOEIC, is discrimination unless the ad explicitly states “English skills required.” This strange situation means that American workers can, and so often do , speak at a lower level than educated workers in Asia and Europe. What’s wrong with this picture!!!
7. Software programs continue to become stronger day by day, minute by minute. English language learners, international ESL students, and adult ESL educators have more choices than ever. I will spend a solid chunk of time researching these language programs during my summer break. So far, however, it’s clear that www.openbookenglish.com and www.spokenskills.com offer great values for administrators, teachers, and students. ESL teachers will also find www.lessonwriter.com a wonderful, innovative, and time-saving site.

More later, but I must return to a large pile of research reports that need grading!

Ask more. Know more. Share more. Speak more.

Create Compelling Conversations.

Visit www.CompellingConversations.com

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

Experienced English teachers know that students must learn paraphrasing skills for academic writing assignments. Likewise paraphrasing remains a vital skill for English language learners to participate in academic classrooms, everyday conversations, social situations, and commercial transactions.

The ability to re-phrase and re-state, usually called paraphrasing, allows English students to confirm information, accurately convey information, and avoid plagiarism problems in writing papers. As a result, paraphrasing is usually emphasized in English as a Second Language (ESL) and English as a Foreign Language (EFL) writing classes. Classes and teachers focusing on oral skills from academic presentations to simple conversations should also devote some attention to paraphrasing too.

English language students, whether university or adult and young or old, must learn to confirm information by asking clarification questions. This critical skill will increase their ability to collect information, avoid costly mistakes, and reduce their everyday stress level. Some useful phrases for a listener to ask include:

Are you saying…?
Do you mean?
What are you getting at?
If I understand you correctly, you are saying …
So you are saying… Right?
Did I get that right?

Speakers can also check to see if their group members and classmates understand their directions.

Are you with me?
Can you understand me?
Was I going too fast?
Should I rephrase that?
Do you follow?
Is that clear?
Should I repeat the directions?
Do you want me to repeat that?
Would it be better for me to repeat that?
Can I answer any questions?
Is anybody lost?

Asking advanced English students to repeat directions, in different words, can also be an effective group activity. The directions can be to a physical location (home, campus building, museum) or how to do something simple like finding a definition or sending an email. You can also extend the assignment by requesting detailed directions on a complicated procedure such as getting a driver’s license, applying for a visa, or choosing a new laptop.

Further, you can ask students to share an autobiographical story. Student A tells a story, and Student B retells that story with different words to Student C. This paraphrasing exercise also helps build a larger, more practical vocabulary.

Another teaching technique that I’ve found useful is asking students to paraphrase proverbs and quotations. This exercise, done in groups of two, is often followed by asking if students agree or disagree with the proverb or quotation. Of course, students have to give a reason and/or an example. ESL tutors and lucky English teachers with small classes can elaborate this technique to match student interests.

If English students can accurately paraphrase a reading, a radio segment, or a verbal statement, they can actively participate in common conversations and classroom discussions. Many English teachers underestimate the importance of this skill, and assume students understand more than they might. Verbal paraphrasing activities allow both students and teachers to assess listening comprehension skills in a natural, authentic manner.

Therefore, verbal paraphrasing deserves more attention in speaking activities – especially in high intermediate and advanced levels! Don’t you agree?

What techniques or exercises do you use to improve paraphrasing skills?

Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com today!

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

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.

Original chart from http://www.cal.org/caela/esl_resources/slspls.html

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.

Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

A recently released Census Bureau report, based on the 2007 Census information, shows that – shock, shock – immigrants overwhelmingly want to improve their English skills. It also shows that a slight majority (51%) of immigrants in Los Angeles claim that they can speak English fluently – an increase from just a few years ago. The study also notes that 88% of immigrant children claim to speak English – and want to learn more.

Yesterday’s Los Angeles Times editorial “Speak English? Yes, more immigrants do “ provides a solid introduction to the heated debate over language and immigration in California. The editorial also argues that immigration reform should include a provision to keep families united so the American children of illegal immigrant parents are not separated from their parents. Finally, the editorial concludes that both the United States and the English language continue to evolve and Americans should embrace change.

The fine editorial, however, could and should have called for both expanding and improving the quality of public education programs so immigrants – including adult immigrants – can learn English quicker. A better Census report also would have included the legal status of immigrants and gone beyond self-reported data by immigrants with evolving language skills.

The editorial’s strong, humane conclusion is worth repeating verbatim:
“American culture grows and adapts as new immigrants redefine it over the generations, and the same can be said of the English language. We should embrace that evolution, not hold it at bay with false and alarmist arguments about the threat to American values.”

Los Angeles Times, September 24, 2008 editorial

Doesn’t that sound sane and civilized?

Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

How would you choose an English language school? What if you lived in Korea, Spain, China, Brazil, Turkey, or Vietnam? What factors would influence your decision? How would you find out the school’s reputation? Who ranks ESL programs? What is their criteria?

Hundreds of thousands of students travel thousands of miles each semester to attend ESL schools. These intensive English language programs, often affiliated at universities, provide an opportunity to study English, live abroad, and prepare for the all-important TOEFL test. Given the importance of English to the business, scientific, and political events, the ability to read, write, and speak English often seems mandatory to ambitious 21st century students.

Yet, like any consumer product, the quality of the schools widely varies. How would a student make a rational choice?

This question emerged as I spoke with several dozen international students this week about their resumes, educational backgrounds, and training in English. While this elite group of mostly graduate students had succeeded in the academic game, several shared stories of unpleasant experiences at language schools. Sometimes students found a huge gap between their expectations and their actual American classroom experiences.

The apparent randomness of significant decisions often surprises me. Normally, I consult friends and established rankings as part of a decision making process. Yet a single thin piece of information, or casual conversation, can easily alter plans. Still I remember systematically searching through numerous guidebooks while selecting my college.

Where can students looking for a quality English language programs abroad find this sort of information? Does TESOL have some list of approved or sanctioned schools? Does somebody else – perhaps even local governments – track the effectiveness of schools? Further, what is their criteria? Where can individuals – students, teachers, parents – get that simple, yet vital bit of information? Is any of this information available in English, instead of the first language?

I would suspect, especially for international students of considerable income, that there would have to be somebody who attempts to grade, evaluate, and rank ESL schools. If I was going to travel to the United States, Australia, or the United Kingdom, I would certainly want to know the quality of the program and teachers. Even I was just going to a local English school or attending a public adult education center, I would still check on the school’s reputation. Of course, recruiters provide some information too – often with a twist. Given the potential investment in money and time, I assume that guides must exist – and probably not in English.

The best English language source that I have found, so far, is a site called http://www.eslreview.org . It rates schools on a scale of 1-5 on teaching, location, housing services, price-quality relationship, and overall satisfaction. You can find basic information and read student reviews. You can also browse through the course catalog and contact the schools. This website review is a starting point, but not much more. The listings look like they could easily be gamed. They also don’t list school accreditations, average TOEFL scores, or hire staff to inspect the schools. Further, the list doesn’t include some prominent IEP schools in California. So it’s a valuable starting point to compare ESL schools, but it is hardly a Petersen’s Guide to IEP programs.

Does anybody know a better resource in English?

Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

What do you do? What do you make? What’s the difference, anyway, between “make” and “do”?

These simple words cause lots of confusion for English language learners. I’ve spent a considerable amount of time teaching a very wide range of ESL classes this distinction. Many ESL students struggle with “make” and “do” – from advanced adult education and community college students to intermediate English students in summer courses and regular university courses. The large number of idioms further complicates the problem.

Here is a quick, imprecise guide that helps clarify the issue.

Look at some common expressions with “do”.

• Do the dishes.
• Do some chores.
• Do your work.
• Do exercises.
• Do your best.
• Do it over.
• Do the report.

Do is used to describe an activity that you have to do, often over and over again. For instance, we “do the dishes” and “do the laundry” many times. Do also contains an element of duty and responsibility.

Now, take a look at some expressions with “make”.

• Please make time.
• You make dinner.
• You make drawings.
• You make decisions.
• You make plans.
• Your make reservations.
• You make money.
• You make friends.

Make is used to describe a creative activity or something you choose to do. You choose, for instance, to make plans, make friends, and make decisions. You have choices.

Why do we say “make dinner” if we have to do it over and over? Perhaps because cooking is seen more as a creative activity than a chore. But cleaning the table, and cleaning the dishes are just chores so we say “do the table” and “do the dishes.” That’s also why Americans say “make money” instead of “do money.” Making money is seen as both creative and a choice.

Idioms, of course, are cultural and sometimes less than completely logical. Sometimes Americans will use the verb make in a way that might seem strange, but I urge immigrants and international students to “make a decision”, “do your best”, and learn some practical workplace idioms using make and do.

Finally, I encourage students to work together in small groups and create their own list of idioms with make and do. When I’m lucky and have time, I like to ask students to come to the white board and write their collection of idioms on the board. Homework, of course, is asking them to choose 5-10 idioms and write complete sentences.

So how do you teach the difference between do and make to your English students?

Ask more. Know more. Share more.

Create Compelling Conversations

Visit www.CompellingConversations.com

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

Style matters – especially when we talk with our co-workers, consumers, patients, and supervisors. English language learners, immigrants, and far too many English speaking workers sometimes forget this basic principle of workplace communication.

Consider the difference in how these requests sound.

Shut off the TV!

Please turn off the TV?

Could you turn off the TV?

Would you please turn off the TV?

Close the door!

Shut the damn door!

Close the door; I need some privacy.

Would you please close the door; we can’t hear ourselves talk.

Could you get the door?

Can you close the door?

Sometimes, especially in an emergency, it is appropriate to warn other people with a short command.

Call the police!

Help!

Shut the door!

Volume, tone, and context help us recognize an emergency. Imperatives, or short command sentences, are powerful communication tools in these situations. The speaker gives an order; we listen.

I. When would it be appropriate to give a warning on your job? Please give 3 examples.

1.

2.

3.

But, usually, we also make our requests that are not emergencies. We can – and should- give suggestions in a kinder, gentler way. Unfortunately, too many people pretend that everything that annoys them is an emergency and speak in a rude, impolite way to co-workers. This sort of harsh speech can even be abusive.

We can, however, use many words to make quick requests and polite suggestions:

May Can Could Would Should Might

II. Please write a request that you might give or hear at work with these words.

1. Can ______________________________________________?
2. May ______________________________________________?
3. Could _____________________________________________?
4. Would_____________________________________________?
5. Should_____________________________________________?
6. Might _____________________________________________?

Adding the word “please” makes your requests and suggestions sound nicer too!

Ask more. Know more. Share more.

Create Compelling Conversations.

Visit www.CompellingConversations.com

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

Alexander Solzhenitsyn (1918-2008), Russian writer and Nobel Prize winner

Alexander Solzhenitsyn, an exceptional writer of rare courage, died today. English teachers, lovers of literature, and people of conscience will find his long obituary in the International Herald Tribune worth reading. Solzhenitsyn, like so many other intellectual and artistic figures, found refuge in the United States when he was exiled from his homeland for his writings. ESL, especially EL/Civics students, will also find his biography of considerable interest.

While far too many western leftists preferred to close their eyes to the nature and brutality of the Soviet slave labor system, Solzhenitsyn wrote novels that detailed the misery and repression created by the communists. His writings also made it impossible for even the most naïve leftist intellectuals to deny Stalin’s gulags – and how millions looked away. He won the Nobel Prize for Literature in 1970, but the Soviet authorities naturally prevented him from accepting his award. He spent 20 years in prison camps for his writings.

Do you have English language students from Russia? Do you know immigrants and refugees who spent their youth under the Soviet system? How did living under a communist dictatorship distort human relationships? Solzhenitsyn’s writings, once censored, may help you better understand some of the historical and cultural factors that have influenced your students and their worldviews.

Personally, I found working with Russian refugees and immigrants a very eye-opening experience. The more you learn about the old Soviet system, the more you appreciate the American tradition of individual rights and political freedom. Solzhenitsyn wrote in his 1967 novel, The Cancer Ward, about the consequences of silent conformity with Stalin’s crimes. “Suddenly all the professors and engineers turned out to be saboteurs — and they believed it? … Or all of Lenin’s old guard were vile renegades — and they believed it? Suddenly all their friends and acquaintances were enemies of the people — and they believed it?” Everyone, as in Nazi Germany, knew and didn’t want to know.

Free speech and free press remain under siege – in the United States, often from self-righteous idealists. Solzhenitsyn’s writings serve as a powerful rebuke to coercive utopians, and illuminate the power of personal choices under the most severe stress. ESL teachers, especially EL/Civics teachers in adult education, need to emphasize the beauty, rarity, and wisdom of the first amendment guaranteeing free speech and a free press.

English language learners might also find Solzhenitsyn’s strong nationalism of interest. He didn’t believe that western democracy worked everywhere, considered many parts of American culture to be corrupt, and advocated rebuilding a distinct Russian society. The tensions between universalism in American Bill of Rights and some versions of multiculturalism can and should be openly discussed in our English classrooms.

I chose Solzhenitsyn’s quote for the dedication page of Compelling Conversations: Questions and Quotations on Timeless Topics to remind myself – and others – to look beyond material possessions. We need to stay awake and remain sane – even if our society begins to sprout social cancers and asking simple questions becomes dangerous. Solzhenitsyn provides a model of courage and resistance to tyranny.

Ask more. Know more. Speak more.

Create Compelling Conversations.

Visit www.CompellingConversations.com

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.

Teaching Language Learners: What the Research Does – and Does Not – Say , a 19- page article published in American Educator attempts to summarize current studies, detail the differences between studies, and introduce a more nuanced language to a very passionate debate. Claude Goldenberg, the author, writes in a clear, accessible style – and explains various bureaucratic jargon as he goes reviews the material. This article, written for American public education teachers in a union publication, deserves a large readership.

The article made numerous important points, including:

- the rapid growth of English Language Learners (ELL) students in public schools;

- a majority of ELL students are actually born in the United States (Why????);

- smaller class sizes matter;

- some intensive instruction in the primary language, for an unknown duration, helps improve target language abilities in writing;

- huge debate continues over best practices over duration and purpose of primary language instruction;

- teaching English language learners from countries with low literacy than teaching students who bring strong academic skills in their native language (shock, shock!)

- written skills remain far below national standards, especially in high school;

- oral skills often lack written skills in ESL/ELL students;

- students have difficulty moving from intermediate oral skills to achieving actual fluency;

- standard tests seldom test oral skills, leading to speaking skills being somewhat neglected in ESL/ELL classrooms.

Personally, I found the first two pages a bit annoying with its predictable complaints implying the impossibility of a second grader, particularly an ELL second grader, learning everything that is expected by state mandates. Yet when Goldenberg moved beyond the predictable “union” frame “our impossible job” and actually starting summarizing two major meta-studies of ELL practices, he provided a balanced, informative, and level-headed article filled with illuminating details.

As an adult educator, I also thought the article made a powerful argument for a huge expansion and deepening of adult education programs if a solid majority of ELL students are actually born in the United States. Why should millions of children born and raised in the United States be unable to speak English? If you believe that speaking English helps students live in the United States and language and culture are related, then this article provides a litany of troubling details about the state of ELL instruction and public education programs in general.

No related posts.

Related posts brought to you by Yet Another Related Posts Plugin.