Compelling Conversations

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Archive for category ESL

Becoming A More Autotelic – Self-Directed – English Language Learner

Jul 4

Posted by Eric Roth in EFL, ESL, ESL/EFL teachers' resources, adult ESL, adult education, technology and education | No Comments

Why do you want to learn English? What are your interests and priorities? Why not create your own, independent English language program this summer – for free?

Learning English, on your own and according to your own wishes and needs, has never been easier. Everyone with internet access can become autotelic, or self-directed, in creating their own educational program. Naturally, ambitious English students, innovative ESL educators and EFL schools have embraced these possibilities. Why not you?

The endless web continually offers pleasant surprises. This weekend I spent time on four more exceptional free websites for English teachers, tutors, and students: ESL video; USA Learns; BBC Learning English; and YapPR. You might find them valuable too.

ESL Video - This relatively new site allows you to watch short video clips, take an online quiz, read the transcript, and improve your listening comprehension. This smart, effective approach makes the site valuable for you, English teachers, and tutors.

BBC Learning English – The BBC takes its once imperial obligations to spread English seriously. This outstanding website includes the latest news in audio, transcripts, and sometimes video in clear English.

USA Learns – The popular U.S. Department of Education website for adult immigrants and future American citizens also offers video lessons for lower level English students. The new citizenship, for worse or for better, only requires a second grade English level. As an American educator, consider me disappointed that the expectations and standards for our new American citizens is so very low. By the way, one way the administration can build support for immigration reform is demand higher standards for citizenship and expand adult education ESL and open more EL/Civics classes. As Obama used to say, “yes, we can!”

YapPR – This innovative public relations site highlights short music videos, amusing commercials, and AP news stories with English transcriptions for English language learners. Designed for English students from around the world, it also includes materials in several languages. Does the public relations element bother me? Not really. The transcription feature provides valuable information for students which outweighs the apparent “pay to play” selection bias.

This is the best time – so far – to learn and teach English. We have never had so many resources available – often for free -to explore and experiment with new technologies. So be the captain of your own lifeboat, pick your English goals, and become an autotelic English student today.

And tomorrow will be even better!

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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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More Links for ESL Teachers About Informational Interviews

Apr 22

Posted by Chimayo Press in ESL | 1 Comment

Informational interviews have become a common practice among American professionals, but many English language learners remain unfamiliar with this type of networking and job search activity. ESL teachers can create both compelling classroom assignments and provide opportunities for ESL students to explore their career options by including informational interviews in their courses.

As readers of this blog know, I’m giving a presentation at CATESOL conference this Saturday titled “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 will demonstrate 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.

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.

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.

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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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Does Teaching English Open Minds in Closed Societies? – Part 1

Feb 6

Posted by Eric Roth in Citizenship, EFL, ESL, Teaching English in Vietnam, censorship, educational philosophy, favorite quotations | 6 Comments

Does teaching English open minds in closed societies? Are repressive governments “right” to fear the spread of English? Can the mania for learning English destabilize a rigidly controlled nation? In short, are dictators smart to jam the radio broadcasts of Voice of America, censor the Internet, and control textbooks in English programs? Will the worldwide fashion for learning English lead to a more open, tolerant, and democratic world?

Perhaps. Many young English teachers often just want to work abroad, make some money, and have a foreign adventure. Changing the world is far from their agenda. Most English as a foreign language (EFL) teachers do not intend to broaden minds, challenge cultural traditions, or go beyond providing technical assistance to English language learners. Nonetheless, EFL teachers often play a subtle and significant role in changing societies. English teachers often serve as role models for 21st century living. From gestures to dress, EFL teachers demonstrate another way of being in the world. Many English language learners find that way quite attractive.

Further, students believe that learning English opens new possibilities – from talking to tourists and better job opportunities to traveling abroad and even living abroad. Of course, learning any second language provides an opportunity to see the world in other sounds and words. English, however, plays a far more significant role in opening societies today than many other languages. Speaking English lets you drive in the fast lane – and on the global highway.

Does Business English teach celebrate and instill more material values? Can closed, slow societies meet these new expectations for quality products? Can closed societies remain closed if their citizens learn English, watch American movies, listen to British music, – and dream in English?

Teaching in Vietnam last summer crystallized these questions for me. When revising the high school English curriculum for an elite private high school, I was forced to confront the reality that a majority of 20th century English books in the California curriculum were simply unavailable. John Steinbeck? Banned. H.L. Mencken? Banned. Aldous Huxley? Banned. This list went far beyond the predictable (George Orwell, Alice Walker) to the very unlikely (pacifist, anti-Vietnam War activist Marge Percy). Of course, I’m not sure they are completely banned – but there books were unavailable and they appeared on a Wikipedia list of banned authors. (By the way, Vietnam, where the Communist Party still rules, recently banned Facebook for several weeks.) The politics of teaching English became rather complicated.

While almost all governments seek to modernize, many dictatorships understandably also fear the influx of educated Westerners teaching English. Government leaders want technical assistance – on their terms – to allow their nations to develop according to national values. That’s absolutely understandable from a nationalist perspective. Yet many citizens desire to live better, more modern, and cosmopolitan lives. Some global practices appear more attractive than traditional solutions. English, as both a symbol and tool of global aspirations, can look dangerous.

After all, learning English introduces a flood of new information, new insights, and new possibilities. Joseph Conrad, a great English novelist born in Poland, proclaimed, “English saved my life” because it freed him of narrow misperceptions. A century later, EFL teachers may easily find themselves being more than language technicians and opening minds – even in closed societies.

End of Part 1

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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.
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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.
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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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