Archive for category Speaking Skills

CATESOL Accepts Presentation on Informational Interviews

How can English teachers help adult, college, and university students expand their network of professional contacts while improving their interview skills? What practical speaking exercise includes both off-campus interviews and classroom presentations? How can ESL teachers add informational interviews to their oral skills curriculum? What are informational interviews, anyway? What makes them vital to adult English language learners in 2010?

Thanks to the selection committee of CATESOL 2010 State Conference, I will have a chance to share my answers with fellow California educators in late April. “Informational Interviews: A Practical, Illuminating Speaking Assignment” will demonstrate the importance and relevance of this unusual assignment for a wide range of ESL students. Although officially listed for college/university instructors, the long assignment can be adapted for high school, IEP, vocational, and Business English classes. CATESOL includes California teachers of English to speakers of other languages from all levels of education and many public and private institutions.

Naturally, I look forward to sharing the good news about information interviews, a common practice in the United States where individuals interview working professionals about potential occupations. My presentation will cover the several building block assignments that are used to prepare students to find a professional to interview, conduct a successful interview, and give a compelling trip report in class. Each step covers vital vocational and speaking skills.

Hopefully, this small professional presentation will encourage more ESL teachers to assign informational interviews and help their ESL students find satisfying jobs. Given the relatively grim outlook for jobs in California, the definition of “satisfying” might be more flexible than in the past. Informational interviews, therefore, allow job seekers to meet working professionals in their field, collect detailed information on working conditions and professional practices, and expand their network of valuable industry contacts. Sometimes informational interviews also lead to job leads, internships, and even jobs. Practical and popular, this assignment consistently engages students and provides surprising insights.

More later on informational interviews.

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Conversation Tip #4: Ask Questions and Take Turns

Why state the obvious? Why take turns asking questions? Why ask follow up questions?

Common sense and social skills don’t seem to be universal. Conversation skills remain a vital soft skill that many scientists, engineers, shy people, and English language learners struggle to master. A key technique is just asking simple questions to keep a conversation moving forward.

Asking follow up questions can provide clarity and allow our conversation partners to elaborate on details. English teachers, especially when reviewing fluency skills, can introduce common phrases to help ESL and EFL students improve their fluency. Use these simple phrases to go beyond hello and create better conversations.

And?
So?
Where?
When?
How?
Why?
Meaning?

You can also encourage your conversation partner with simple phrases.
Go on!
Tell me more!
Sounds interesting.

Smiling and nodding your head also indicate interest and encourage your conversation partner. Yet asking follow up questions and turn taking remain key elements of a natural, satisfying conversation. Everyone in a conversation should both be and feel included, and asking questions remains essential in both superficial and deep conversations. English teachers can gently remind their ESL students of this technique as part of fluency.

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Are you prepared? Are you ready? Aren’t you nervous?

During the last hectic week of international travel and professional development presentations, I’ve been heard a few simple questions over and over.

  • Are you ready?
  • Are you prepared?
  • Aren’t you nervous?
  • Do you have enough time to do that?
  • When are you going to sleep?

Friends – and close relatives – ask these questions out of concern and curiosity.  I appreciate their questions and enjoy our discussions.  My confidence can lead me to underestimate the difficulty of  projects, tasks, and chores. I should manage time better, probably reduce my commitments, and prioritize more. Yet that’s easier said than done when pursuing multiple projects and working with people on different continents. I also like my work, and appreciate new challenges.  And I can draw on a considerable amount of experience as a  world traveler and English teacher. Despite approaching deadlines, I tend to feel strangely comfortable.

For instance, this week I left Los Angeles to begin a new position creating a Practical and Academic English program in Ho Chi Minh City, Vietnam. Packing for a ten-week summer trip takes considerable time. So does writing up detailed course descriptions, planning professional development workshops, and writing a high school graduation speech. Tracking Compelling Conversations book orders, planning website and blog changes, and interviewing ESL/EFL teachers also takes time. So sleep becomes a lower priority and friends keep asking those few simple, reasonable questions.

They are good questions and fine conversation starters too. In our often-hectic world, many people make the same “good mistakes” as me. As a result, these simple questions seem about time management seem timeless. English teachers can – and I’d suggest should – introduce these practical questions to their students. Business English teachers and workplace instructors, of course, frequently include entire lessons to personal time management skills. Letting students ask these questions and interview each other will also lead to interesting classroom conversations.

By the way,  despite my last minute style, I was actually quite prepared. I quickly packed, arrived safely in Vietnam and lead an engaging workshop on creating autotelic materials for EFL students.  Experience and expertise help – even on limited sleep!

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Worksheet – or Cheat Sheet – for English Teachers to Observe Conversations and Lead Class Discussions

What do you do while students are having conversations or talking in pairs? Do you have a “formula” for taking notes? Do you focus more on fluency or accuracy?

Many English teachers, especially novice ESL instructors, talk more than ideal – and allow their English students to talk too little. Ironically, many ESL instructors make this “good mistake” because they are so dedicated. What, after all, are they supposed to do while students exchange ideas and practice their speaking skills?

When I taught an advanced ESL conversation class to immigrants and international students from many different countries at Santa Monica Community College, I developed a little routine.

First, I introduced conversation topics with a quotation or proverb and briefly introduce the day’s topic. Then I distribute worksheets (which became chapters in Compelling Conversations) with 30 or so questions, 10 or 12 key vocabulary words, and a few selected quotations or proverbs. Then students would be paired up to interview each other and share experiences for 20-30 minutes.

What did I do? I simply circled around the room, briefly joining in conversations, taking notes, and indirectly correcting students by modeling a better way to ask or respond to questions. I also jotted down key comments and “good mistakes” – both grammar and pronunciation – that I would later share with the entire class. Further, I focused on the content of student comments so fluency and meaning was more important than accuracy. Ideas and perceptions mattered more than perfect grammar.

These notes, however, helped me guide the classroom discussion because it closely echoed their previous conversations. It also lead to dynamic discussions because several perspectives were acknowledged and considered.

Taking notes also gave me a chance to emphasize certain sound groups or related word forms. While the students were talking to each other, I was playing reporter and taking notes.

Here is a reproducible worksheet that captures that process of monitoring conversations and leading discussions. Use or lose.

—————————————————–
Compelling Conversation Classroom Worksheet for Teachers

Topic: Pages: Date:
# of participants: # of groups: Room:

Opening Quote:

Opening comments to class:

Starting time for conversations:

Conversation content:
- What did you hear the students say? Summarize.

Follow-up class discussion questions:

Review Vocabulary:

Pronunciation tips:

Grammar issues:

Other comments/observations:

———————————————————

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Authentic Conversations vs Crazed Crowds in Slumdog Millionaire and The Wrestler

Have you seen Slumdog Millionaire yet? What about the Wrestler? Both of these outstanding films offer many poignant scenes, powerful performances, and excellent dialogue. Both movies should collect at least a few Oscars tonight.
Yet one often overlooked feature of both films remains their depiction of the allure and danger of crowds. A mob scene, fueled by religious hatred, leads to a brutal massacre in Slumdog Millionaire that haunts the main character. Unfortunately, as the recent televised terrorist attacks in Mumbai show, religious intolerance remains a huge problem both within India and between India and Pakistan.
Likewise, The Wrestler shows the pleasures for a star pe- whether as a wrestler or stripper – of a crowd’s attention and brief affection. Yet the film also discloses both the fragility of the crowd’s affection – and ugly underside that can emerge. Wresting crowds scream for righteous violence, pushing performers to both abuse their rivals and themselves to appease the calls for literal blood. How far have we really come since ancient Roman gladiators?
Further, both award-winning films show how individuals need to connect and overcome isolation. Authentic, private conversations offer a chance for characters to find solace, friendship, and love.
The Wrestler gives glimpses into the possibilities for a broken father-daughter relationship with seaside walks and talks. Yet it also painfully portrays the gap between vague intentions and actual commitment when a father fails to ask questions, listen to, and pay attention to his daughter.
In the film, the wrestler knows almost nothing about his daughter – and can only relate on a superficial role to role manner. Without giving away too much of the plot, the main character’s inability to really talk to and care about females leads to dangerous dependence on worshiping crowds. He could relate to groups of people – and his profession encouraged relating based on stereotypes. This failure to engage with individuals instead of abstract types causes many painful mistakes – and helps push the Wrestler over the edge.
I recognize that creating space for authentic classroom conversations, especially in a second, third, or fourth language is difficult. Private English tutors often form a closer, more natural bond while teaching English than many adult education English teachers working with large classes. That’s probably inevitable since numbers do matter. After all, tutors can tailor their private English lessons to their clients and allow natural conversations to evolve.
Yet caring, thoughtful English teachers can also carve out some space for students to express their thoughts and share their experience in both classroom discussions and private conversations. Conversation practice, however, makes English class far more student-centered and gives students a chance to learn by doing. In fact, I consider teaching conversation skills to be an essential skill for everyone – parents, children, immigrants, workers, wrestlers, policeman, and family members. Conversation allows us to learn about others, explore our own lives, and overcome loneliness. Just asking questions, listening to responses, and exchanging a few reflective words can deepen and improve relationships – inside a classroom and outside in the world.
Authentic conversations as the healthy counter to mindless violence of crazed crowds can be clearly seen in both Slumdog Millionaire and The Wrestler. Perhaps that message will reach some of the estimated 1 billion people watching the Oscar show later tonight on television and at parties. I hope so.
As Thomas Mann wrote, “Silence isolates… Conversation is civilization itself.”

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Teaching Interview Skills Vital for Adult ESL, University Students

How can English teachers encourage adult and university students to expand their language skills and improve their employment opportunities in a difficult economic climate?

Personally, I’ve slightly modified my oral skills course this semester to provide greater emphasis on interviewing skills. Students interviewed each other for 10-15 minute videotaped mock job interviews for their first assignment.

The use of videotaping students in class has gained far more acceptance in the last few years, partly due to the technological advances. OTAN, the adult education website established by the California Department of Education, even created an entire section devoted to using videotapes and videocameras in the adult ESL classes.

Another factor has been the increasing popularity of YouTube videoclips by students seeking practical information. I’ve combined those two trends by requiring students to find and review YouTube clips on vital employment skills and speaking skills. Students found and reviewed videoclips, and emailed them in as homework. Afterwards, I combined all the student evaluations into a single email that I sent to the entire class with a few editorial comments and minor editing.

Here is the homework sheet for that assignment. As with the reviews, “use or lose.”

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?
————————————————

This simple worksheet combines research, critical thinking, and language skills. As English teachers, we can use simple technology to help English language learners develop their language skills, especially when they are motivated to learn and search out new sources. Instead of dismissing YouTube searching as a waste of time, let’s turn their interests into productive learning opportunities and share insights. After all, employment interviews often serve as a real-world language tests for our ESL students.

Let’s make sure we give them the tools to pass those crucial tests.

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English Teaching Professional Strongly Recommends Compelling Conversations!

Consider my global soul satisfied this morning!

English Teaching Professional, a glossy magazine for ESL teachers and language school directors, gave a glowing review and strong recommendation to Compelling Conversations: Questions and Quotations on Timeless Topics. “In sum, Compelling Conversations is a recommended resource for teachers who want to make their conversation classes more learner-centered,” wrote reviewer Hall Houston. “It should be especially appealing to those who who to escape the confines of the Presentation-Practice-Production approach and do without a formal grammatical or functional syllabus. It reflects the authors’ considerable professional experience, and would be a notable addition to any English teacher’s bookshelf.” The review also features a large copy of the book cover. Wow!

Houston also writes, “In my own teaching, I have found questions and quotations to be highly effective in promoting student discussion.” The review continues. “Questions are useful in that they require a response from the listener. Asking them also helps students master the tricky rules of the interrogative.”

“Quotations are brilliant flashes of wit expressed in the shortest space possible, often just a sentence or two,” observes Houston. “The authors have compiled a formidable collection of quotations by famous people from Napoleon and Aristotle to Tom Cruise and Sylvester Stallone. Some will have the students roaring with laughter ‘My movies were the kind they show in prisons and airplanes because nobody can leave.’ – Burt Reynolds), while others require careful introspection (‘Love is not just looking at each other; it’s looking in the same direction.’ – Antoine de Saint Exupery).”

The reviewer goes on. “The authors also add some wise proverbs here and there. My two favourites were ‘Recite “patience” three times and it will spare you a murder’ and ‘When money talks, truth keeps silent’, which are from Korea and Russia.” Houston, by the way, is the author of the outstanding ESL textbook The Creative Classroom: Teaching Languages Outside the Book. Coming from Houston, these words are especially pleasing.

My co-author Toni Aberson also appreciates that Houston, an English teacher working in Luzhu, Taiwan wrote the review in a British magazine with British spellings about an English textbook published in the United States. This international element adds a special delight to a long, three column review. “I just love it!”, exclaimed Aberson. We certainly live in a wonderful time to be English teachers.

While I my copy of English Teaching Professional two days ago, the January 2009 issue has been out for at least a week. The review appears on p.44 in Issue 60. Subscribers can access the full review at http://www.ETProfessional.com.

This positive book review might help explain the recent surge of class set orders. It also helps explain the sudden collection of emails and calls from Vietnam, Russia, Italy, and Canada in the last week about Compelling Conversations and possible collaborations. The appreciation of fellow ESL professionals gives me additional confidence, joy, and popularity. Sweet!

Let’s enjoy our 21st century lives!

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Paraphrasing is an Essential Conversation Skill!

Paraphrasing matters in conversation too!

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?

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