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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Directing a private international high school in Vietnam last year provided many lessons. English might be the subject, but the context, as so often, became paramount.

As English teachers, we often begin by asking simple questions as we prepare our classes. Who are our students? What do they expect from their English teacher? What are their motives, goals, and fantasies? What barriers do they face to improve their English? How will their lives change if they speak fluent English? Do they really need to speak fluent English or just get a high TOEFL or TOEIC score? Context, as so often, determines the most appropriate approach.

Yet the most important question, especially while teaching abroad, might be overlooked. Where are you teaching? Local culture and laws can determine both the substance and style of teaching English. Censorship often exists. Location often matters most in teaching English abroad.

This truism has become exceptionally clear to me during the last few weeks. I’ve been revising an ESL conversation textbook originally developed for international graduate students and adult American immigrants for advanced adult Vietnamese English language learners. Vietnam, which has one of the fastest growth rates in the world, has embraced the study of English with a surprising fervor. The quality of EFL and ELT materials, however, remains rather low, and seldom includes authentic materials for both professional and social conversation. Grammar and listening skills receive far more focus than active language skills like writing and speaking.

This book project, which started over a year ago, has also kept expanding. Writing any book, of course, remains a tricky task in a still opening country ruled by communist dictators. On the other hand, many of the obvious revisions and taboo topics apply to many still opening societies from UAE and Saudi Arabia to China and Russia. You can’t talk about “choosing leaders” and “corruption” in socieities where politics are verboten. While you might be able to discuss personal lifestyle choices in Russia or mention a required holy book in Pakistan, commonsense indicates a similar list of “don’t ask” subjects ranging from almost any activity that is a social taboo, controversial, or illegal in many societies. You might be surprised how long those taboo lists remain.

Perhaps out of both professional judgment and personal aesthetics, I always try to tailor materials to meet the individual needs of my actual students. Given the strong nationalist flavor inside the country, it’s striking how few pedagogical English materials used in Vietnam even mention the country’s existence. That seems disappointing and a missed opportunity.

We can at least include local cultural and national references as we continue to open doors and minds by teaching English to students around the world. When I teach students from eight countries in a university class in Los Angeles, I give a nod to those eight cultures in my course materials while emphasizing American culture. Likewise, tailoring course material to meet the actual adult English language learners in our classrooms while teaching English abroad seems natural. Whether discussing national holidays, geography, or cultural traditions, adding local references can only empower English language learners to share their life experiences more effectively in English.

Teaching students to ask questions – in English -remains a vital critical linguistic skill. Many students find the grammar of asking questions in English quite difficult and hard to master. Let’s remember, however, that some questions, risk opening minds and shutting school doors. Modifying English materials, therefore, poses some significant challenges, and creates many possibilities for developing greater rapport with students. Balance, as ever, remains key.

And location, as most real estate agents and EFL teachers know, often matters most.

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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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This question often causes people to pause, reflect, and change their dialogue. It gives us a chance to remember some moments of satisfaction, and reminds us that almost every day provides some unexpected moments. “What surprised you today” works too.

But I prefer adding the “pleasantly” to counter dialogues that can run to the negative. This positive question opens up room in a conversation for people to express gratitude for what has gone right – even in a difficult day. We bump into friends while shopping, see a new plant or flower in the yard, read something odd on the internet, or receive an unexpected call. As the ancient Latin proverb goes, “expect the unexpected.” Sometimes it works; sometimes it doesn’t.

What has pleasantly surprised you today? English teachers can use this question as a writing cue, during student-teacher conferences, or with co-workers. Students, especially at more competitive schools, can often feel great stress. Asking students about what is going right in their lives can help them focusing only on the negative. In fact, almost every one can use a gentle nudge toward away from stress and toward gratitude.

So what pleasantly surprised me today? I noticed a new review for Compelling Conversations on Amazon written from Europe. A satisfied customer in Milan, Italy – Siano Luigi “EMY” called Compelling Conversations “a great help!”. This English teacher and private tutor wrote, “I find this book to be a great help for conversation lessons. It’s full of questions/tips/quotes that help students to discuss together, in group or individually on all kinds of different topics.” Given my limited distribution globally, this warm review from far away counts as a pleasant surprise!

Gratitude, as ever, seems appropriate. Finding ways to increase our gratitude for our 21st lives makes emotional sense. Asking this simple question is my fifth conversation tip. Help build gratitude, and create better conversations.

What has pleasantly surprised you today?

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What does success mean? What definition are you using? How is that definition working for you?

After a hectic summer teaching English and directing a private high school English program in Vietnam, I’ve been asking myself these questions quite a bit. I learned many lessons, deepened a close friendship with two old friends, met many fine English teachers, and enjoyed working and living in a rapidly developing nation. I discovered new places, ate new dishes, and saw new sights. That sounds like success.

From a professional English teaching perspective, I also made some significant curriculum changes, adding more student-centered activities and oral presentations. Further, I oversaw the creation of a new, tailored version of Compelling Conversations: Questions and Quotations for Vietnamese English Language Learners. From the resume perspective, the summer certainly was successful. The bank account shows progress. Success right?

Yet there were several disappointments and setbacks both inside and outside the private school and EFL classrooms too. “Stunning” became an adjective of choice, and often as an expression of exasperation. The everyday restriction of information and huge income disparities continually discomforted me. I experienced culture shock for weeks, and often felt dislocated and ill at ease. I didn’t exactly feel successful. Or at least, this success didn’t feel so comfortable. As George Bernard Shaw noted, “Success covers a multitude of blunders.”

Therefore, I’ve been reflecting on the meaning of career success, and having some wonderful conversations with friends and fellow English and ESL teachers. Do you know the website TED.com? I often go there for ideas – and sometimes classroom materials for advanced ESL students.

Today, this lecture on developing a kinder, gentler definition of success from a TED conference by Alain de Botton commanded my attention. With wit and humor, the philosophical author critiqued the contemporary obsession with career success.

Personally, I found Botton’s words and reflections refreshing and helpful. You might too. Listen for yourself, and found out!

http://www.ted.com/talks/alain_de_botton_a_kinder_gentler_philosophy_of_success.html

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A kinder, gentler definition of success

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Techniques and Methods for a More Democratic Classroom
A more democratic classroom encourages student speech, features student created content, allows student choice of assignments, reflects student interests, and includes peer evaluations. Democratic classrooms create autotelic students where we learn by making good mistakes. Handouts.

For whatever reason, my CATESOL workshop on “Classroom Techniques and Practices for a More Democratic Classroom” only attracted around 20 ESL teachers – and a few left early after taking the 12-page handout of reproducible lessons. Yet the ESL teachers who stayed asked good questions, shared examples to support my thesis, and several expressed gratitude. Consider me basically satisfied.

Several other CATESOL presenters also lead workshops and shared materials and techniques to incorporate the internet, radio, and other authentic materials into ESL classrooms. While few other presenters used the word “democratic”, many other ESL professionals noted the need to be “student-centered” and include “critical thinking.” More and more English teachers, even the pseudo-Luddites, have become aware of teaching potential of 21st century technologies – and the ability to tailor instruction to individual student needs.

I still wonder, however, why the idea of a more democratic classroom where students hunt and gather their own source materials to develop their language skills seems strange to so many English teachers. To me, it seems absolutely natural to guide students toward becoming self-directed, or autotelic, learners. Here are three handouts that I shared at my CATESOL workshop on Friday toward that goal. Use or lose. You choose.

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————————————————————————————————————
This I Believe Homework Worksheet

Links: This I Believe

http://www.npr.org/templates/story/story.php?storyId=4538138

Please select one radio segment, based on a personal essay, and read by writers. Find a story that resonates with you. Listen carefully. Take notes. Fill out the worksheet below. You will be asked to share your selection with classmates in both a small group and the entire class.

Student:
This I Believe Title:
Author/Reader:
Length:

Who is the author?

What’s the main idea?

Why did you choose this podcast?

Did you hear any new words or phrases?
1.
2.
3.

Who do you imagine is the audience for this podcast? Why?

What is your reaction? Why?

————————————————————————————————————
PRESENTATION
PEER REVIEW

TOPIC:

PEER:

GOOD TO SEE

POINTS TO WORK ON

BEST PART

WEAKEST PART

OBSERVATION TIPS

Please circle the appropriate overall rating 1-10 (10=BEST)
1 2 3 4 5 6 7 8 9 10

————————————————————————————————————
Getting Job Interview Advice from YouTube!

Student Name:
Class:
Teacher:
School:
Date:

Please find an YouTube videoclip that helps people successfully interview for jobs – in English – that you would like to share with your classmates. Watch the video, take notes, and review it for your classmates.

Video title:
Web address:
Length:
Creator:

Please describe the video.

What interview tips did the video provide?

Where do you think the video was produced? Why?

How practical did you find the advice? Why?

What was the strongest part? Why?

What was the weakest part? Why?

Who do think is the target audience for this video?

Why did you choose this video?

How would you rate this video 1-5 stars? Why?

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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?

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Here is an example of a worksheet that I’ve used with considerable success in intermediate and advanced ESL classes.
————————————————————————————————–
Talking About Your Own Hometown!

Student Name:
Class:
Teacher:
School:
Date:

Please find an article about your hometown in English that you would like to share with your classmates. Read the article, clip the article, and be prepared to talk about the article.

Title:
Author: Length:
Publication: Publication date:

What’s the main idea?

How many sources were quoted?

Where there any illustrations? What kind?

What did you learn in this article?

What was the most interesting part for you? Why?

Write down 5 new vocabulary words, idioms, or expressions.
1.
2.
3.
4.
5.

How would you rate the article 1-10? Why?

Why did you choose this article?

—————————————————————————————————–

English students search the web, select an article, fill out the form, and share their articles in small groups of 3-4. Then I ask for “brave volunteers” to give us a brief presentation to the class. Although only a few students may volunteer at first, soon everyone wants to share their article and hometown stories. This simple technique, putting more emphasis on student speaking than instructor talking, helps create a lively ESL classroom. (Obviously, the activity works better in a genuine international classroom with students from many countries like in many American summer language programs.)

Communicative activities remain under-appreciated in many English language classrooms, especially in Asia. But seeing is believing. I’ll soon be visiting Vietnam, observing several English classrooms, and looking for examples of effective speaking exercises. What will I find? I don’t know.

Vietnam, the country with the fasting growing economy in the world in 2008, has embarked on a huge social development campaign. The education ministry wants to dramatically improve their current English language education programs, urging the study of English to improve trade, and mandating the study of English for high school students. Therefore, Vietnam has attracted thousands of English teachers from the United States, Australia, Canada, and the United Kingdom in recent years. “It’s a huge laboratory for teaching methods,” notes an English teacher who lives in Hanoi.

EFL teachers continue to bring communicative techniques and direct learning methods to more and more Vietnamese students. Yet another exceptional educator working in Vietnam has also warned me that preparing for standardized testing and drill-and-kill grammar exercises remain the rule in most English classrooms. Quality EFL and ESL materials – especially for student-centered, communicative classrooms – apparently remain relatively scarce. Naturally, I will learn more during my upcoming trip to Vietnam where I will observe teachers and lead a workshop on creating more student-centered conversation materials.

It’s also the type of activity that has made Compelling Conversations popular. So far, student word of mouth, popular CATESOL conference workshops, and satisfied English teachers have lead to Compelling Conversations being used in English language classrooms in over 40 countries. ESL author Hall Houston, in long English Teaching Professional review noted, “In sum, Compelling Conversations is a recommended resource for teachers who want to make their conversation classes more learner-centered…It reflects both authors’ considerable professional experience, and would be a notable addition to any English teacher’s bookshelf. ” Hall Houston, the book reviewer, is also the writer of The Creative Classroom: Teaching Languages Outside the Box.

We live in a wonderful time to teach English, and somehow I suspect that Compelling Conversations will soon find an audience in Vietnam.

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Here is chapter #33 from Compelling Conversations that many friends have told me is better for native speakers than English language learners or ESL classrooms. Perhaps they are right. On the other hand, I’ve had great conversations in my adult ESL and college ESL classes using this chapter too.

As both a happily married man of 14 years and the child of divorced parents, these questions seem like smart questions to ask – even for romantics on Valentine’s Day. Perhaps especially on Valentine’s Day when the official propaganda of “love will conquer all” seems so pervasive. So whether English teachers ask themselves, their partner, or their students these questions, I’d like to share this list on my blog tonight.

I’m also including a short videoclip from Discovery News that I found quite interesting on the origins of kissing and how that satisfying activity is believed to have spread around the globe. Enjoy!

The Skinny on Smooching from Discovery News

1. Why do (did) you want to get married?
2. Do (did) you have a checklist of qualities for a potential spouse?
3. What are the three main qualifications on your checklist? Partner?
Provider? Lover? Friend?
4. When did you fall in love? Did one person fall first? Who?
5. How did you know your lover was the one? How did your thinking
evolve?
6. Did you ever have moments of doubt? How did your thinking evolve?
7. Do you think people should live together before they get married?
Why? Can you share some examples?
8. Are sex, love and marriage linked in your mind, or is each separate?
How are they different?
9. What are some endearing qualities of your companion?
10. Do you like your partner’s friends? Do you respect them? Why?
11. What advice have your parents and close friends given you? Your
extended family? How important is their opinion in your decision? Why?
12. Do you think you are marrying only an individual or are you also
marrying your spouse’s family? How would you describe your
potential in-laws?
13. What does your partner do that annoys you?
14. Do you expect to be the pilot, co-pilot, or passenger in the
marriage? Why?
15. What, if anything, would definitely cause you to divorce? Why?

Q U E S T I O N S A N D Q U OTAT I O N S O N T I M E L E S S TO P I C S • 1 0 5
V O C A B U L A R Y
Review these words and expressions. Circle the words that you know.
potential ……………………………………………………………………………………….
neat freak ……………………………………………………………………………………..
spouse …………………………………………………………………………………………..
nupital ………………………………………………………………………………………….
conflicts ………………………………………………………………………………………..
checklist ………………………………………………………………………………………..
resolve ………………………………………………………………………………………….
pre-nuptial ……………………………………………………………………………………
compatible ……………………………………………………………………………………
pack rat ………………………………………………………………………………………..
justify ……………………………………………………………………………………………
evolve …………………………………………………………………………………………..

P R O V E R B S
What do these proverbs mean? Can you share some other proverbs?
The needle is always accompanied by the thread.—Korean
Strange is the affinity that binds two in marriage.—Japanese
Whoever marries only for beauty will live in misery.—Russian

T H E C O N V E R S A T I O N C O N T I N U E S …
1. Thinking about personal preferences, do you like to stay up late or
get up early? Do you have compatible sleeping habits?
2. Do you have similar media habits? What about tastes in TV shows
and movies?
3. Where do you prefer to live? Country? City? Farm? Apartment?
House?
4. Are you a pack rat? Are you a neat freak? Are your styles
compatible?
5. Will you still love your partner when he or she is 64? Will your
partner love you with wrinkles?
6. Do you know an older couple that might be a model for a good
partnership? Who are they?
7. What activities do you enjoy in your leisure time? Will your spouse
join you?
8. Do you and your lover share spending philosophies? Do you shop
together?
9. Do you expect to live with older generations? Who? Why? Where?
When?
10. What is your approach to settling conflicts? How often do you have
conflicts?
11. Do you want children? How many?
N O T E S & Q U E S T I O N S
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 0 6 • w w w. c o m p e l l i n g c o n v e r s a t i o n s . c o m

12. Do you believe in birth control? Why?
13. How do you think your baby would look like? Why?
14. What kind of parent do you expect your spouse to become? Why?
15. Would you want your sons to be like the man you’re marrying?
Would you want your daughters to be like the woman you’re
marrying?
16. Do you expect to follow family or religious traditions? Which ones?
Why?
17. If disagreements arise about children, how do you expect to
resolve them?
18. Do you think all money should be shared or should each spouse
have separate bank accounts? Why? How do you expect to
manage household expenses?
19. What were the best gifts that you’ve given or received in the
relationship?
20. What passions do you share? What unites you as a couple?
21. Do you have a favorite photograph of you as a couple? Can you
describe it?
22. Where do you want to travel together? What do you want to see
together?
23. What are you looking forward to doing together as a married
couple?
24. How do you expect your life to change once you are married?
What are some advantages of being married?
25. Do you have any tips or suggestions on how to create and preserve
a happy marriage?

Q U O T A T I O N S
Which two quotations come closest to your attitudes?
1. “By all means marry; if you get a good wife, you’ll become happy;
if you get a bad one, you’ll become a philosopher.”
—Socrates (470-339 BC), Greek philosopher
2. “Man’s best possession is a sympathetic wife.”
—Euripides (480-406 BC), playwright
3. “I’m so gullible. I’m so damn gullible. And I am so sick of being
gullible.”
—Lana Turner (1921-1995), Hollywood star married seven times
4. “Love is the ideal thing, marriage a real thing; a confusion of the
real with the ideal never goes unpunished.”
—Goethe (1749-1832), German poet, novelist, and scientist
5. “Marriage is a great institution, but I’m not ready for an
institution.”
—Mae West (1892-1980), American actress
7. “Love means never having to say you’re sorry.”
—Ali McGraw in Love Story (1970)

“Love is the ideal thing, marriage a real
thing; a confusion of the real with the ideal
never goes unpunished.”
Goethe (1749-1832),
German poet, novelist, and scientist

Q U E S T I O N S A N D Q U OTAT I O N S O N T I M E L E S S TO P I C S • 1 0 7

8. “Marriage: A word that should be pronounced ‘mirage.’”
—Herbert Spencer (1820-1903), English philosopher
9. “No matter who you get married to, you wake up married to
somebody else.”
—Marlon Brando in Guys and Dolls (1955)
10. “Second marriage: the triumph of hope over experience.”
—Dr. Samuel Johnson (1709-1784), English writer
11. “Marriage is a very good thing, but I think it’s a mistake to make a
habit of it.”
—W. Somerset Maugham (1874-1965), English novelist
12. “A happy marriage is a long conversation that always seems too
short.”
—Andre Maurois (1885-1967), French author
13. “A successful marriage is not a gift; it is an achievement.”
—Ann Landers (1918-2002), American advice columnist
★
O N Y O U R O W N
With your class partner, list three celebrity marriages that have ended in divorce. For each couple who divorced, list two reasons you think their marriage did not last.
Then, list three marriages of well known people that have lasted
more than 20 years. For each couple, list two reasons why you
think their marriage lasted. Share with the class.
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