Search This Blog

Friday, September 7, 2012

98% say language learning is good for their children, but tests highlight skills gap



23/06/2012 03:30 (75 Day 14:24 minutes ago)
The FINANCIAL -- Almost nine out of ten EU citizens believe that the ability to speak foreign languages is very useful and 98% say that mastering languages will be good for the future of their children, according to a new Eurobarometer opinion poll on EU citizens' attitudes towards multilingualism and foreign language learning.



 
However, a separate European Commission study, the first European Survey on Language Competences, highlights that there is a gap between aspirations and reality when it comes to foreign language skills in practice: tests carried out among teenage pupils in 14 European countries show that only 42% are competent in their first foreign language and just 25% in their second. A significant number, 14% in the case of the first foreign language and 20% in the second, do not achieve even the level of 'basic user'.
 Read more:
http://finchannel.com/Main_News/B_Schools/111649_98%25_say_language_learning_is_good_for_their_children,_but_tests_highlight_skills_gap/

Tuesday, August 21, 2012

If you had a super power, what would it be?

For our President, it would be the ability to speak any language.  Read more:  http://www.miamiherald.com/2012/08/17/2956066/obamas-dream-super-power-speaking.html#.UDPnddJ6BWs.twitter

Accountability for language learners

 One of the key elements to any successful endeavor is perseverance.  Andrew over at How To Learn Spanish is fond of saying that language learners must practice “consistent persistence.”
There are many factors that go into helping us persevere, to stick to it and complete the tasks which lead to the successful attainment of our goals.  Motivation, interest level and commitment are a few of these and I have written about them often here at the blog.
Today however I would like to turn the focus to another important factor that most all learners need to successfully master another language:  Accountability.

Accountability

There are days when we lack motivation.  At times we become disinterested and if you are like me, the commitment necessary to really excel is often hard to find.  It is at times like this that accountability becomes important.
More to the point we must find ways to hold ourselves accountable to complete the tasks we have planned to do to master the language.
If for example your plan to learn French is to review your flashcards everyday or to watch 30 minutes of French television five days a week or to finish 25 Livemocha lessons this month, what is it that will hold you to completing those tasks?  In a word – Accountability.

Planning

Everyone needs some sort of plan to reach their goal of mastering another language.  It can be a formal plan spelled out in great detail or a loose plan of ideas that will be accomplished each week, but you will need a plan.  That plan will be influenced largely by your learning style and personality and understanding of what you need to accomplish your goals.  It is up to you to find out what works best for you.
And then it is up to you to figure out how to hold yourself and to be held accountable to complete your plan.

Three Types of Accountability

As I see it, there are three forms of accountability. Each is important though each learner will rely on these in different ways.  There is no cookie cutter formula for accountability, there is only you finding out what works best for you.  You must be in charge.

Internal Accountability

Some would call this “will power” and I suppose that is what I am talking about.  We all have this internal accountability, but a simple survey of all of our friends will quickly reveal that some of us have it to a greater degree than others.
We all have those friends who, upon deciding to start something new, set out with the tenacity of a pit bull to accomplish the goal.  Nothing gets in their way and they seem to have a super human will power to “just do it.”
If you are like me though, these friends simultaneously inspire us and infuriate us.  I wish I could get myself out the door for a run when I don’t feel like it, but I loose the battle too often.  The same goes for eating less sugar, writing every day and yes, completing the tasks I want to do to learn more Turkish.
Internal accountability is an important key to reaching your goals and is one we must all work to improve, but for most of us, it will not be enough.  This is why we must also work to incorporate intentional personal accountability into our life.

Intentional Personal Accountability

If internal accountability is not enough, then we must create systems in our lives that will  help fill in the gaps that our weaknesses leave open.  We can begin to do this with intentional personal accountability.
Intentional personal accountability is that which we create for ourselves.  It is the systems we implement into the daily routines that help call us back to the goal we want to complete.  They are external reminders.
Two years ago I realized that I needed to get into more conversations in Turkish if I wanted to move forward.  Living in Turkey you’d think I was in daily conversations and getting all the conversation practice I wanted.  But with raising a family and writing and other obligations, I would often find myself passing through a whole day without getting into any real conversations.  But I needed to be speaking more if I wanted to improve.
So I made a goal for myself:  One conversation everyday.
I kept the expectations pretty low – they didn’t need to be hour long conversations about the meaning of life, I just need to converse about more than the normal politeness of greetings and leave takings and casual small talk.
To create intentional personal accountability, I printed off copies of the phrase: One Conversation Today.  I taped a copy of the phrase to the side of my cell phone. I taped one to the inside of our front door right above the lock. I used a copy as a book mark in my journal.  I taped a copy to the top of my laptop screen.
In this way, I constantly reminded myself to get out the door and talk.  Sometimes I would see it at end of the day, slip back into my shoes and run over to our corner market to talk with they guys there for fifteen or twenty minutes before going to bed.  By intentionally placing this reminder in front of me, I was able to get into more conversations and hold myself accountable to my goal.
Other Ideas:
  • Set up a weekly email reminder to yourself.
  • Set up daily alarm on your phone to remind you to review flashcards or read a chapter.
  • Work a weekly review time into the beginning or end of each week so you can reflect on what you have done to reach your goal and readjust for the coming week.
Once again though, for some of us (for sure for me), intentional personal accountability is a step in the right direction but unfortunately, is often not enough.  Notes taped to cell phones soon blend into the landscape and are forgotten.  In this case, the next step is to find some external accountability.

External Accountability

If you have ever seen a flock of geese migrating you will know that they fly in the unmistakable “V” formation.   A friend of my recently related that researchers have found that geese fly up to 70% further when flying together in this V formation than when flying alone.  He said this was the result of the “wing tip vortex” that each goose produces and upon which the next goose in line rides.
It seems that we humans are much the same – we fly further when we fly together.  External accountability then is that person or small group of people who will help us reach our goal.
I think this works best when we enter into accountability with a few people who share the same goal as we do.   This camaraderie can create a healthy environment of encouragement, engagement and of spurring one another on.
External accountability can also be found in sharing the journey with other learners online, at language learning forums or by reaching out to a few language learners and agreeing to keep one another accountable.
And external accountability could come in the form of a language coach.  More and more people are working with life coaches or personal trainers in order to help them reach their goals.  There is just something that happens when we know that our coach will be asking us how we did in the last weeks that holds us to the task of reaching our goal.
I would encourage you to keep it to a small group who can faithfully interact and help you reach your goal.  Many feel that “going public” will give them the accountability they need.  It is my experience however that telling the world about your big goal with a blog post rarely leads to the accountability we hope it will give.  It hasn’t worked for me when I’ve gone public (2000 words by 2012) and I’ve seen too many blogs about learning a language start and flame out within months to think that it works.
I was recently listening to a podcast by Michael Hyatt about this topic and he related some research that found that “going public” can actually lesson the likelihood that the goal will be reached.  Michael relays the thought that
a lot of people get the same psychological satisfaction from talking about the vision, as if they had actually accomplished the vision.” [Podcast #003]

Get  What You Need

Again, while accountability is important, what is more important that you find the accountability that you need and that works for you. We are all different and bring different needs to the table.  Understanding ourselves is the beginning of creating the accountability that we need to reach our goal.

What forms of accountability work for you?


http://www.everydaylanguagelearner.com/2012/06/13/accountability-for-language-learners/

Thursday, August 16, 2012

Academic vocabulary resources

Source:  http://esl.fis.edu/vocab/index-a.htm

For English (Literature/Composition) teachers of English Language Learners

What the English teacher needs to know

In most international schools, ESL students are excluded from the mainstream English/Language Arts class until they have reached a certain level of proficiency in the language. The English teacher, therefore, does not have to concern himself so much with modulating his language to ensure it is comprehensible to the students - unlike the science or math teacher, for example, who must ensure that the language of classroom instructions, homework, worksheets and tests is also comprehensible to beginning learners.
It is worth recalling at this point, however, that .. it can take learners of English as a second language as much as 5-7 years to catch up with their native-speaking peers as far as academic language proficiency is concerned. So the ESL students that have "made it" into the mainstream English class still need extra support.
Clearly, part of this extra support can be provided by the ESL teacher, who takes time in ESL class to allow students to ask questions about what they are finding difficult in the reading they have to do. The English teacher could also devote a little more time to ESL students in English class - for example, during the teacher-student discussions that form part of the frequently-used process writing/writing workshop approach. Another way to help ESL students is to use graphic organizers to enable them to understand plot or compare characters etc.

Read more:  http://esl.fis.edu/teachers/support/eng.htm

For Science teachers of English Language Learners

What the science teacher needs to know

Most ESL students do well in science and many say that it is their favourite subject. There are good reasons for this. Firstly, science is based on certain universal principles and procedures. So, very often students will be familiar with science lab practices; they may also have some prior knowledge in the particular field being studied. Secondly, science is a subject that generally advances from the concrete to the abstract. Students are first required to observe and measure before being asked to hypothesize and analyze. And thirdly, much work in the science lab is done in small groups. This maximizes the ESL students chance to engage in meaningful interactions with their peers and the teacher, thus improving their chances both of learning English and of learning science.
So, it seems that the very nature of the science class is ideal for the ESL student! The advice to the teacher can be summarized as follows:
  • activate existing knowledge
  • progress from concrete sensory experiences to abstract reasoning
  • organize the class in small workgroups with clearly defined tasks.
There is an excellent extended account of how the science teacher can help the ESL students in her class at: http://www.ncbe.gwu.edu/ncbepubs/pigs/pig11.htm

Frankfurt International School: Art and artists. (Click to see at full size.)



"Most ESL students do well in science and many say that it is their favourite subject."
Source:  http://esl.fis.edu/teachers/support/scienc.htm

For Math teachers of English Language Learners

What the mathematics teacher needs to know

Mathematics has been called the universal language, and it is certainly true that many ESL students come to FIS with a high degree of proficiency in speaking it. The advantage this confers on teachers and students can be considerable, because it allows existing knowledge to activated as a lead into the teaching of new skills and concepts. Alternatively, it allows students to focus more attention on the language of math, because they already know how to do the problem.
There is, however, a potential disadvantage in the often strong math proficiency of ESL students. It can lead to high levels of frustration when students find that their lack of the English language interferes with their ability to do math that they would otherwise find easy. They go from high achievers in the subject in their own language to strugglers in the math class at FIS. This can be a blow to their self-confidence and self-esteem. It is important therefore that the math teacher does not further undermine the student's confidence by calling into question computational methods that are different from the ones standardly used in our school.
Of course, modern math classes expect students to do much more than computation. Students are required to analyse possible solutions to problems and be able to explain why they chose the method they did, both verbally and in writing. This is a very demanding task for non-native speakers, and it is essential that they get the kind of help they need to perform such tasks successfully. Suggestions on how to provide this support can be found in other pages of this subsite, and there is a book* in the FIS ESL library which lists a number of specific strategies for math teachers in some detail. In common to all of this advice is the fundamental principle that the math teacher at an international school is also a teacher of the English language!
* Second language students in the mainstream classroom: a handbook for teachers in international schools   Sears, C.    (1998) Multilingual Matters, Clevedon

Frankfurt International School: Art and artists. (Click to see at full size.)



"There is, however, a potential disadvantage in the often strong math proficiency of ESL students. It can lead to high levels of frustration when students find that their lack of the English language interferes with their ability to do math that they would otherwise find easy."
   Source:  http://esl.fis.edu/teachers/support/math.htm

Helping ESL Students Understand Written Texts


  Teachers  ·  Parents  ·  Grammar  ·  Vocabulary  ·  Site Information
.. all your English needs ..  
icon  icon icon

Helping ESL students understand written texts

Introduction

Every day in school and at home ESL students have many different texts* to read. It is through reading that they acquire much of their knowledge and understanding of the different subject areas, and reading often forms the basis of follow-up work such as class discussions or homework questions. For these reasons it is essential that ESL students are helped as much as possible and necessary to understand what they read. Many ESL students, often with their parents’ help, waste a great deal of precious time trying to make sense of texts that are too difficult for them. It is not unusual for a student to pore over a text for a couple of hours with a dictionary and still not understand it very well. Yet with a little assistance their frustrating reading experience can be turned into a more profitable one.
[* The word texts is used here to refer to all kinds of reading material that ESL students have to deal with; e.g., textbook passages, worksheet questions, short stories, Internet articles, etc.]
The purpose of this article therefore is to suggest to mainstream teachers how they can help the ESL students in their classes to become more effective readers. Firstly, I list some of the factors that can make texts difficult to understand. And secondly, I suggest ways that the texts that students are expected to read, e.g. in textbooks, can be made more accessible to them.

Read more:
http://esl.fis.edu/teachers/support/commun.htm

Wednesday, August 15, 2012

8 Things Your ESL Students Won't Tell You

 Diversity is one of the earmarks of today’s classroom, and chances are if you have never had an ESL student in your classroom, somewhere along the way you will.
Working with these children is often very rewarding and can bring an exciting dynamic into the classroom, while also offering a challenge.
To increase your effectiveness with these students, there are a few things you should know. Things these students won’t tell you themselves. Things that can make a difference in the growth and educational well-being of these unique members of the classroom.




Monday, August 13, 2012

US Dept of Ed to Make Broader Global Skills a Priority

The U.S. Department of Education wants to ensure that more American students have the skills to compete in a global workplace, and not just build up "deep, deep expertise" among a smaller group of graduates in foreign languages or cultures, the agency's top official for international education says.

In a recent interview with The Chronicle, Maureen McLaughlin, the department's director of international affairs, said it was trying to be more deliberate and intentional in its international efforts. "We didn't previously have a strategic framework for the things we would engage in and those that we weren't going to internationally," said Ms. McLaughlin, who has led an internal working group to develop a global plan.

"We believe in a deliberative, sustainable, strategic approach to international engagement," she said.





 Source:

http://chronicle.com/article/US-Will-Make-Broader-Global/133435/

Thursday, August 9, 2012



DREAM Act College: UCLA Professors Create National Dream University, Online School For Undocumented Immigrants

The Huffington Post  |  By Posted: Updated: 08/08/2012 1:46 pm

With help from professors in California, undocumented immigrants are closer to accessing an affordable college education.
University of California, Los Angeles professors formed a partnership with the National Labor College called "National Dream University," which aims to allow American Dream Act-eligible students to enroll in online courses at $65 per credit, according to LA Weekly.


Read more:  http://www.huffingtonpost.com/2012/08/01/ucla-professors-create-national-dream-university_n_1729623.html?ir=Education

Language policy lets pupils down

In South Africa, children are exposed to their language of instruction far too late and for too few hours a week, which cripples their learning


Source:  http://mg.co.za/article/2012-07-27-language-policy-lets-pupils-down

UK immigration staff to test foreign students' English skills

Concerns that officers will not be trained to assess students' competence as part of a campaign to bar bogus applicants

Could you pass the TOEFL?

Check out this article and find out!

http://www.washingtonpost.com/blogs/blogpost/post/english-as-a-second-language-could-you-pass-the-test/2012/07/21/gJQAoCQWcX_blog.html

The "Englishization" of a Japanese company


Japanese billionaire Hiroshi Mikitani decided two years ago that the employees at his company, Rakuten Inc., should work almost entirely in English.
The idea, he said, was a daring and drastic attempt to counter Japan’s shrinking place in the world. “Japanese people think it’s so difficult to speak English,” Mikitani said. “But we need to break the shell.”


 Read more:

http://www.washingtonpost.com/world/asia_pacific/japan-inc-tests-a-survival-strategy-english/2012/08/06/443a45e6-c8e0-11e1-b7dd-ef7ef87186df_story.html?tid=pm_world_pop

Wednesday, August 8, 2012

The Culture Shock Curve

Yes, this is an example of a student visiting Australia, but the principle is the same.


Multinational universities?


"More than 200 degree-granting international branch campuses of universities are now located in foreign countries. But a new report says some universities are considering transforming the branch campus model into fully fledged multinational universities “by slicing up the global value chain in ways akin to multinational corporations”. 
Source:
http://www.universityworldnews.com/article.php?story=20120802130423710

Tuesday, August 7, 2012

The importance of developing high levels of speaking proficiency

An excellent explanation of the importance of the importance of speaking and its contribution to the overall TOEFL score.


Coordinating Conjunctions: FANBOYS


Pronunciation tips: t, th, p, b

Another good video!


Using food to practice difficult English sounds

Check out this cool video for some great tips!

What do TOEFL scores mean?

This link will help rate students' English proficiency levels based on their TOEFL scores.


http://www.universitylanguage.com/guides/interpreting-your-toefl-scores/





Bilingual children are better problem-solvers!

  http://www.bbc.co.uk/news/uk-scotland-glasgow-west-19109883

Japanese school has English-immersion kindergarten

Kindergartners get language boost with English immersion program

School bans Japanese use in nearly all classes in two-year course

Source:

http://www.japantimes.co.jp/text/fl20120731a2.html

Monday, August 6, 2012

Limited English Proficiency in America

From:  http://nationaljournal.com/thenextamerica/demographics/mapping-language-limited-english-proficiency-in-america-20120730#.UBmQW3rnpzE.facebook

Mapping Language: Limited English Proficiency in America

Updated: July 31, 2012 | 9:08 a.m.
July 30, 2012 | 10:00 a.m.
Although English is America’s common tongue, immigrants’ efforts to learn it present challenges to institutions and individuals alike. These graphics compare regions, schools, and communities where newcomers have settled to learn and integrate.

Infographic





http://nationaljournal.com/thenextamerica/demographics/mapping-language-limited-english-proficiency-in-america-20120730#.UBmQW3rnpzE.facebook

English at the Olympics

LONDON

When David Blatt, an American coaching basketball in Russia, once hired Kestutis Kemzura as an assistant, he let the Lithuanian know what he was getting into.


“I don’t know how much you’re going to learn about basketball,” Kemzura recalled Blatt saying, “but your English will get better.”

Read more here:
http://msn.foxsports.com/olympics/basketball/story/english-a-common-bond-among-athletes-080512/

Multilingualism builds better brains

Source: http://www.sciencedaily.com/releases/2011/02/110218092529.htm

ScienceDaily (Feb. 21, 2011) — Once likened to a confusing tower of Babel, speaking more than one language can actually bolster brain function by serving as a mental gymnasium, according to researchers.


Bilingualism can increase mental agility

ScienceDaily (Aug. 3, 2012) — Bilingual children outperform children who speak only one language in problem-solving skills and creative thinking, according to research led at the University of Strathclyde.

Read more:  http://www.sciencedaily.com/releases/2012/08/120803082915.htm#.UB-q0IkpE9I.twitter



Friday, July 20, 2012

Culturally Responsive Teaching Strategies

http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf

Teaching English Internet Journal

This resource has all kinds of strategies and activities for the classroom.

http://iteslj.org/

Preparing ESL Students for College Writing

http://iteslj.org/Articles/Fregeau-CollegeWriting.html

Backward Design

An excellent way of planning lessons is by beginning with what you want students to know (determining content objectives) and how you want them to show their knowledge (how you assess them).  For English Learners, it's important to also include language objectives; that is, determine which words and phrases are essential for their understanding of the content.

http://xnet.rrc.mb.ca/glenh/understanding_by_design.htm

Academic vocabulary video

http://www.youtube.com/watch?v=MVI-n8ukBcs&feature=related

Teaching Strategies for Language Learners

http://e-flt.nus.edu.sg/v1n12004/chamot.htm

Ways to increase motivation among ESL students

http://www.teachingenglish.org.uk/blogs/alexenoamen/ways-motivating-efl-esl-students-classroom

Content Assessment of English Language Learners

http://www.colorincolorado.org/article/14733/

What English Language Learners need to know about college

http://www.colorincolorado.org/article/29256/

Strategies for teaching multiple proficiency levels in one class

http://newsmanager.commpartners.com/tesolc/issues/2012-05-01/2.html

Xtranormal

Xtranormal is a software for creating animated movies.

http://www.xtranormal.com/

Glogster

If you're tired of traditional posters, make a Glog instead!

http://edu.glogster.com/

Prezi

Prezi is an alternative presentation software for those of you who are tired of Power Point!

http://prezi.com/ucbqnfjsurg9/what-is-prezi-press-the-play-button/

Animoto

Animoto is a free technology for creating animated cartoons to be used as presentations.

http://animoto.com/education


Make your own vocabulary flashcards

http://quizlet.com/create_set/

Conversation Ideas

http://www.esldiscussions.com/

Practice minimal pairs in English

http://www.spokenskills.com/student-activities.cfm?section=studentpractice&practicepageID=1503

English quotes, sayings, idioms

http://www.teacherjoe.us/Wisdom.html

Correct these English phrases

Think English is easy?  Take a look at this resource!

http://www.altaesl.com/handouthaven/ELTGrammarBookHandout.pdf

Multilevel speaking/reading activities

http://www.altaesl.com/handouthaven/EffectiveRdgSpkng%20ActivitiesforMultiLevelClasses.pdf

The 2000 most frequent words in English

"The list is important because a person who knows all the words on the list and their related families would understand approximately 90-95 percent of colloquial speech and 80-85 percent of common written texts."

http://en.wikipedia.org/wiki/A_General_Service_List_of_English_Words

Wiktionary sublists from Academic Word List

http://simple.wiktionary.org/wiki/Wiktionary:Academic_word_list

Academic vocabulary by part of speech

http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf

Academic Word List

http://www.uefap.com/vocab/select/awl.htm

Sunday, July 15, 2012

ESL Students in College Composition

http://faculty.ccp.edu/dept/viewpoints/s04v5n3/eslstance.htm

"Linguistics 101" reference

http://www.ielanguages.com/linguist.html

Motivating International Students reference

http://www.economicsnetwork.ac.uk/handbook/printable/motivating_international.pdf

BICS vs. CALP

Ever wonder why English language learners can hold conversations but struggle in the classroom?  This video provides great explanations of the differences between Basic Interpersonal Conversational Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

http://www.youtube.com/watch?v=s2C8aDlQJTY&feature=related
Academic vocabulary games  http://jc-schools.net/tutorials/vocab/index.html
Academic Writing  http://www.victoria.ac.nz/llc/academic-writing/
Academic English Cafe  http://www.academicenglishcafe.com/
Great website about learning academic English
http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary/
TOEFL is the dominant assessment used in the USA for English language proficiency assessment.
http://www.ets.org/toefl/
IELTS is one assessment of English language proficiency used at the college level, especially in Britain.
  http://www.ielts.org/