TESOL 2008 ELECTRONIC VILLAGE SPECIAL EVENTS
April 2-5, 2008
New York Hilton & Sheraton New York
New York, New York, USA
DEADLINE FOR SUBMISSIONS: January 4, 2008
If you submit by December 7, 2007, you will get an early decision by January 1st.
You are invited to submit a proposal for participation in one or more of these TESOL 2008 CALL Interest Section Special Events. You are welcome to submit proposals to more than one event, and it is possible to have more than one proposal accepted (depending on space availability and quality of the submission)
. Windows and Macintosh equipment will be available at no charge, along with CD ROM Drives, Internet connections, and (for the Showcase, EV Hardware Fair and EV
Mini-Workshops) projection equipment. Plan to bring a minimum of 100 handouts per Fair/Showcase acceptance slot since these are very popular events!
WHAT HAPPENS AT THE FAIRS:
Presenters have approximately 20-30 minutes to demonstrate their material on 1-2 computer(s) without projection equipment in a presentation format similar to a "poster session." Participants walk around the EV, dropping in and out of demonstrations, thus precluding highly structured presentations. A demonstration may be repeated a second time (an additional 20 to 30 minutes), if interest warrants
and space allows.
WHAT HAPPENS AT THE HARDWARE FAIR:
The Hardware Fair is a variant of the regular fairs, where presenters will demonstrate their material for 20-30 minute intervals, so people can go around the room and see the event multiple times. The variation is that presentations will be on devices which may or may not include computers, but may also interact with them in some way (see description below for suggested items).
WHAT HAPPENS AT THE MINI-WORKSHOPS:
One presenter introduces a topic to a small group of workshop participants. The workshop is "hands-on" in a computer lab setting. Each workshop - with instruction and "hands-on" practice - lasts 90 minutes.
WHAT HAPPENS AT THE SHOWCASE:
A selected group of presenters will demonstrate their software or application for 8 to 12 minutes each. A brief question and answer session follows each presentation.
EV FAIRS
This year's EV Fairs combine internet applications and computer applications. In the EV Fairs, teachers or teachers, developers share their use of computer-based resources. These resources can be software (PowerPoint, Microsoft Word, Excel, Focus on Grammar, Word Attack, Skype, etc.) or websites (presenter-made or public like CNN.com, Yahoo! Groups, an online concordancer, etc.)
Demonstrations may highlight student projects, activities or curriculum created for students or educators.
Examples:
-Email projects
-Lesson plan archives for teachers
-Vocabulary worksheets using an online thesaurus
-Skimming/scanning activities using a local newspaper webpage
-Research/writing exercises for investigating Internet hoaxes
-Vocabulary flashcards using iFlash on an iPod
-A descriptive writing activity combined with HyperStudio illustrations
-Web 2.0 activities, using social networking or SecondLife
PROPOSALS
Please submit your proposal(s) for the EV Fair online at
http://www.langconcepts.net/ev2008.html
EV Hardware Fair
Do you have an innovative, effective or otherwise interesting instructional activity that utilizes hardware other than a conventional computer? Do your students use hardware in an interesting way? If so, why not share it with others in the EV
Hardware Fair. Presenters will be located at stations around the Electronic Village demonstrating use of specific kinds of hardware like:
-handheld devices
-cameras
-portable technologies
-smartboards
-clickers
-ELMOs
-MP3 players
-cell phones
It is suggested that you bring your own small hardware (as in hand held device, camera or cell phone) or ask the company (like Smart) to send you a loaner for the larger equipment (like interactive whiteboards) to demonstrate at the workshop (they are usually good about this). Some responsibility for hardware by the presenter will be needed.
PROPOSALS
Please submit your proposal(s) for the EV Hardware Fair online at
http://www.langconcepts.net/ev2008.html
EV MINI-WORKSOHPS
The EV Mini-workshops are limited-seating ticketed events that provide hands-on experience. Participants gain experience in adaptation of software and/or hardware for CALL purposes and create products for teaching and learning.
Examples:
-Movie Making
-Working with audio and/or video
-Creating Internet teaching and learning resources
-Developing online collaborative environments
-Teaching with an interactive whiteboard
PROPOSALS
Please submit your proposal(s) for the EV Mini-workshops online at
http://www.langconcepts.net/ev2008.html
DEVELOPERS' SHOWCASE
The Developers' Showcase is one of several ways in which the CALL-IS disseminates information about computers and computer- assisted instruction to the ESL/EFL professional community. The Showcase provides an opportunity for the designers of ESL/EFL software to display their work, and for potential users, software
developers, and marketers to examine and react to it. We especially welcome projects produced by teachers for their own students or projects produced under development grants.
This Showcase includes materials in the following two categories:
1. disk-based software, including floppy-disk, hard disk, and CD-ROMs.
2. web-based software, including both programs that can be accessed
directly from the web and those that can be downloaded.
The Showcase is not a commercial venue. Only work that is not yet on the market will be considered. The following types of software are not acceptable for the Showcase:
* Software that is already contracted with a publisher
* Software that has been offered for sale independently, or which the presenter plans to sell independently, including by subscription or as shareware
* Software given away free to promote a commercial interest
PROPOSALS
Please submit your proposal(s) for the Developers' Showcase online at
http://www.langconcepts.net/ev2008.html
Teach English Blog URL
http://teachenglishblog.blogspot.com/
Thursday, November 29, 2007
Business English Tutor in Toronto, Canada
Business English Skill Programs Available
- Business English pronunciation and accent reduction
- Business English conversation skills for informal small groups
- Business English listening skills including telephone skills
- Business English reading comprehension and reading strategies
- Formal and informal business English writing skills
- Resume writing skills and job interview skills
- Cultural awareness for "Western" business
- Business English for negotiations, discussions and explanations
- Business English presentation skills, including public speaking
- Business English idioms, slang, jargon and expressions
2007-8 Toronto Prices
- Two hours each week $80.
- Three hours each week $110.
- Five hours each week $175.
- Twenty hours each week $650.
Overseas Prices
- Travel, visas, meals, accommodation costs are extra
- Overseas price is $850 per 20 hour week
- Toronto Telephone: 416 608-4194
- Link to Online Registration Form.
- Email to Business English Tutor
Pictures of ESL English Teaching and Tutoring in Asia
Pictures of ESL in Canada 2001 Kaifeng University, Kaifeng China
Pictures of ESL in Canada 2002 Korea Summer Camp - Teachers
Pictures of ESL in Canada 2002 Korea Summer Camp - Students
Pictures of ESL in Canada 2003 SBSi Winter Camp Cheong Pyeong
Pictures of ESL in Canada 2003 DAEWOO Premium Summer Camp
Pictures of ESL in Canada 2003 Korea English Summer Camp
Pictures of ESL in Canada 2004 SBSi Winter Camp Cheong Pyeong
Pictures of ESL in Canada 2004 Dongbu Gwangju Summer Camp
Pictures ESL in Canada at 2005 KBS Media Asan Winter Camp
*****
Blog URL
http://teacher-resumes.blogspot.com/
Friday, November 23, 2007
How to correct English writing Errors
The obvious answer is teacher correction. But is teacher-correction effective? There is some research that shows students do not make effective use of teacher-corrections.
Every English writing teacher would like to imagine that their student takes his corrected paper home, pulls out a dictionary and grammar book and carefully goes over each correction. Unfortunately, most students only check to see how much "red" is on the paper and then file it away - never to be looked at again.
Most of the teacher's careful written corrections are actually wasted.
Error correcting takes lots of teacher time and energy and many students just
don't want to see their composition after teacher corrections.
Beware of the student who forgot the homework and just before the homework is due dashes off a quick paper. He makes a lot of mistakes all made in haste. The problem is that the student wants his paper to be corrected and it takes four times the effort to read his mess with multiple errors and correct it. Your policy should be: if the student doesn't have time to try to write it well, then you don't have time to try to correct it.
John Truscott and later Krashen have presented research indicating that grammar correction doesn't really help students at all.
Personally, I've seen that my students do learn from some corrections.
Except for typos and simple errors, self-correction is very difficult for English students because if they knew what was wrong they wouldn't have written it in the first place.
One to One peer correction isn't fun and it is difficult for many students to fully trust their partner's experience or ability.
How can the student add to his English writing skills in a way that interacts with his previous English grammar knowledge and vocabulary?
One of many new methods is called Group writing.
Group writing helps students to benefit from several peers, helps students to learn not only from their mistakes but from the mistakes of others and makes economical and efficient use of the students'and the teacher's time.
The writing tasks are everything from writing a paragraph to writing an essay.
Each group can get a different topic to work on or sometimes it can be the same
topic and they compete with the other groups.
You can use the whiteboard, the large paper paper pads on an easel or overhead
projector as long as there is one per group. One student writes while the rest of the team from one to three others offers suggestions and corrections during the writing process.
Group writing gets the students to benefit from group assistance as a peer-learning experience.
With the entire class looking on we examine each finished writing sample and I ask the class to offer corrections. The class really focuses on every group finished writing to see if it is correct or not.
Group writing seems to be an effective method of correcting English writing errors. Immediate feedback is quick within the groups and when corrections are suggested in front of the entire class.
What is your Teaching suggestion?
Teach English Blog URL
http://teachenglishblog.blogspot.com/
Every English writing teacher would like to imagine that their student takes his corrected paper home, pulls out a dictionary and grammar book and carefully goes over each correction. Unfortunately, most students only check to see how much "red" is on the paper and then file it away - never to be looked at again.
Most of the teacher's careful written corrections are actually wasted.
Error correcting takes lots of teacher time and energy and many students just
don't want to see their composition after teacher corrections.
Beware of the student who forgot the homework and just before the homework is due dashes off a quick paper. He makes a lot of mistakes all made in haste. The problem is that the student wants his paper to be corrected and it takes four times the effort to read his mess with multiple errors and correct it. Your policy should be: if the student doesn't have time to try to write it well, then you don't have time to try to correct it.
John Truscott and later Krashen have presented research indicating that grammar correction doesn't really help students at all.
Personally, I've seen that my students do learn from some corrections.
Except for typos and simple errors, self-correction is very difficult for English students because if they knew what was wrong they wouldn't have written it in the first place.
One to One peer correction isn't fun and it is difficult for many students to fully trust their partner's experience or ability.
How can the student add to his English writing skills in a way that interacts with his previous English grammar knowledge and vocabulary?
One of many new methods is called Group writing.
Group writing helps students to benefit from several peers, helps students to learn not only from their mistakes but from the mistakes of others and makes economical and efficient use of the students'and the teacher's time.
The writing tasks are everything from writing a paragraph to writing an essay.
Each group can get a different topic to work on or sometimes it can be the same
topic and they compete with the other groups.
You can use the whiteboard, the large paper paper pads on an easel or overhead
projector as long as there is one per group. One student writes while the rest of the team from one to three others offers suggestions and corrections during the writing process.
Group writing gets the students to benefit from group assistance as a peer-learning experience.
With the entire class looking on we examine each finished writing sample and I ask the class to offer corrections. The class really focuses on every group finished writing to see if it is correct or not.
Group writing seems to be an effective method of correcting English writing errors. Immediate feedback is quick within the groups and when corrections are suggested in front of the entire class.
What is your Teaching suggestion?
Teach English Blog URL
http://teachenglishblog.blogspot.com/
Saturday, November 17, 2007
If you could only teach 10 grammar points
I'd be delighted if you would share my TESL-l response with other teachers. I truly believe we need to get grammar back into not only non-native speaker language education but native speaker language education.
Question:
If you could only teach 10 grammar points to a teacher who will NOT be an ESL teacher but who will have ESL students in class, which 10 grammar points would you focus on?
Here are my ten:
1. The concept of the simple sentence.
Making sure everyone understood the basics: subjects, verbs, objects, prepositional phrases, the three main-verb BE patterns and the basic question and negative forms.
2. The concept of modification.
How adjectives modify (slightly change the meaning of) nouns, adverbs can modify adjectives, verbs or whole sentences, nouns can modify other nouns, one clause can modify another, phrases can modify nouns
3. The concept of subordination
The concept of independent and dependent clauses which ties directly into items 1 and 2 above. A simple sentence is an independent clause, but within or with that clause you can have another clause (defined as a structure with a subject and a verb,the concept of which is learned when one is teaching the structure of a simple sentence).
4. The three types of dependent clauses: adverb, adjective and noun.
Adverb clauses show relationships between the idea in one part of a sentence and the idea in the other part of the sentence. Adjective clauses modify nouns. Noun clauses function as nouns.
5. The concept of coordination.
Parallel structure is a very important concept for English language users, especially since brevity and conciseness are values in English rhetoric. And for reading comprehension, students have to be able to see when words have been left out (ellipsis) in a parallel structure.
6. Pronoun reference.
I found that a number of my students with reading difficulties were often unable to find the noun a pronoun was referring to when I asked them to do so.
7. Verb forms.
Verbs carry so much meaning. They are the heavy lifters of English. And I'm not just talking about tenses. Passive verbs, participial adjectives, gerunds and infinitives, modal auxiliaries.
8. The concept of articles.
I think the most we can do is help students understand the concepts underlying article use and give them some guidelines.
9. Singular and plural
This includes subject-verb agreement, pronoun agreement, and the concepts of count and noncount nouns.
10. Prepositions.
They're everywhere! But it doesn't seem to me that prepositions are of vital importance. Yes, their misuse stands out like a sore thumb to native speakers, but rarely, it seems to me, does using the wrong preposition significantly interfere with communication.
I'd say the same thing about articles. In fact, when I was working with freshman English teachers who had 2nd language students in their classes, I counseled that preposition and article errors should merely be marked but not taken to mean the student had serious problems with English. Serious problems were, in my view, indicated by a lack of understanding and usage ability of basic sentence structure, modification, subordination, coordination, pronoun reference and verb forms.
(Whether or not a student knows that terminology is irrelevant as long as he or she demonstrates through usage ability an understanding of the concepts those terms represent.)
Again, I'm delighted you're sharing what I wrote with others. I'm a die-hard grammar fan.
Best regards,
Betty Azar
Question:
If you could only teach 10 grammar points to a teacher who will NOT be an ESL teacher but who will have ESL students in class, which 10 grammar points would you focus on?
Here are my ten:
1. The concept of the simple sentence.
Making sure everyone understood the basics: subjects, verbs, objects, prepositional phrases, the three main-verb BE patterns and the basic question and negative forms.
2. The concept of modification.
How adjectives modify (slightly change the meaning of) nouns, adverbs can modify adjectives, verbs or whole sentences, nouns can modify other nouns, one clause can modify another, phrases can modify nouns
3. The concept of subordination
The concept of independent and dependent clauses which ties directly into items 1 and 2 above. A simple sentence is an independent clause, but within or with that clause you can have another clause (defined as a structure with a subject and a verb,the concept of which is learned when one is teaching the structure of a simple sentence).
4. The three types of dependent clauses: adverb, adjective and noun.
Adverb clauses show relationships between the idea in one part of a sentence and the idea in the other part of the sentence. Adjective clauses modify nouns. Noun clauses function as nouns.
5. The concept of coordination.
Parallel structure is a very important concept for English language users, especially since brevity and conciseness are values in English rhetoric. And for reading comprehension, students have to be able to see when words have been left out (ellipsis) in a parallel structure.
6. Pronoun reference.
I found that a number of my students with reading difficulties were often unable to find the noun a pronoun was referring to when I asked them to do so.
7. Verb forms.
Verbs carry so much meaning. They are the heavy lifters of English. And I'm not just talking about tenses. Passive verbs, participial adjectives, gerunds and infinitives, modal auxiliaries.
8. The concept of articles.
I think the most we can do is help students understand the concepts underlying article use and give them some guidelines.
9. Singular and plural
This includes subject-verb agreement, pronoun agreement, and the concepts of count and noncount nouns.
10. Prepositions.
They're everywhere! But it doesn't seem to me that prepositions are of vital importance. Yes, their misuse stands out like a sore thumb to native speakers, but rarely, it seems to me, does using the wrong preposition significantly interfere with communication.
I'd say the same thing about articles. In fact, when I was working with freshman English teachers who had 2nd language students in their classes, I counseled that preposition and article errors should merely be marked but not taken to mean the student had serious problems with English. Serious problems were, in my view, indicated by a lack of understanding and usage ability of basic sentence structure, modification, subordination, coordination, pronoun reference and verb forms.
(Whether or not a student knows that terminology is irrelevant as long as he or she demonstrates through usage ability an understanding of the concepts those terms represent.)
Again, I'm delighted you're sharing what I wrote with others. I'm a die-hard grammar fan.
Best regards,
Betty Azar
Tuesday, November 13, 2007
Welcome to Teachers Tutors Coaches
Welcome to Teachers Tutors Coaches,
How to Choose a Language Tutor
Picking the best tutor can change your life, give you the first "A" or even a pass for the first time. Picking the best tutor can build confidence to do something for the first time or hone existing skills into excellence.
Available tutors can be:
high school or college students,
part-time high school teachers, college teachers, workers or professionals or
retired workers, teachers or professionals.
Available tutors can have subject theory experience as a high school student, college student, as a worker, manager or professional.
Available tutors can have no teacher training, beginner 100 hour TESL certificates, Bachelor of Education Degrees, Masters of Education Degrees or Education PHD's.
Available skills tutors can have work experience as a worker, supervisor, manager, executive or owner.
Students should pick the tutor who has the education, theory training, teacher training and work skills experience that suits the student's goal.
If a student wants to improve their pronunciation then they should study with a teacher with accent reduction training, communications training or a voice coach.
If a student wants to learn advanced business English then they should study with a tutor who has business education, teacher training and business experience as a professional.
Students have to understand that price and quality are not always related so they should use a basic schedule for pricing and quality of tutor instruction.
Our basic suggestion price guide is:
English as a second language ESL Tutors
High school students $10 per hour,
college students $15 per hour,
university graduates $20 per hour,
university plus TESL graduates $25 per hour,
university plus Bachelor of Education $30 per hour,
university plus Masters of Education $35 per hour,
university BA, MA, plus PHD Education $45 per hour,
Many tutors add for their experience or specialty training. For example if you want to learn advanced business English for corporate finance many business English teachers will charge from $60 to $100 dollars because it is a subject specialty.
When hiring a tutor ask to see proof of their education, training and experience. Good tutors have a professional web page with pictures, certificates and experience listed and usually have a resume or professional teaching portfolio available to show prospective students.
When hiring a tutor ask how the tutor will test your current skills. Ask how the teaching materials will be used. Ask what teaching materials will be used. Ask if and how skills testing will occur. Ask what teaching methods will be used. Ask if homework is assigned.
Some students want to study with their friends. Ask the tutor if a small group can be taught at the same or special price. With conversation based programs the small group forms can offer excellent learning and practice sessions and better prices.
Hiring a tutor is like hiring an employee. There are lots of tutors with different prices and levels of education, teacher training and work experience.
Hire a tutor that will help you achieve your goal.
**********
http://teachenglishblog.blogspot.com/
How to Choose a Language Tutor
Picking the best tutor can change your life, give you the first "A" or even a pass for the first time. Picking the best tutor can build confidence to do something for the first time or hone existing skills into excellence.
Available tutors can be:
high school or college students,
part-time high school teachers, college teachers, workers or professionals or
retired workers, teachers or professionals.
Available tutors can have subject theory experience as a high school student, college student, as a worker, manager or professional.
Available tutors can have no teacher training, beginner 100 hour TESL certificates, Bachelor of Education Degrees, Masters of Education Degrees or Education PHD's.
Available skills tutors can have work experience as a worker, supervisor, manager, executive or owner.
Students should pick the tutor who has the education, theory training, teacher training and work skills experience that suits the student's goal.
If a student wants to improve their pronunciation then they should study with a teacher with accent reduction training, communications training or a voice coach.
If a student wants to learn advanced business English then they should study with a tutor who has business education, teacher training and business experience as a professional.
Students have to understand that price and quality are not always related so they should use a basic schedule for pricing and quality of tutor instruction.
Our basic suggestion price guide is:
English as a second language ESL Tutors
High school students $10 per hour,
college students $15 per hour,
university graduates $20 per hour,
university plus TESL graduates $25 per hour,
university plus Bachelor of Education $30 per hour,
university plus Masters of Education $35 per hour,
university BA, MA, plus PHD Education $45 per hour,
Many tutors add for their experience or specialty training. For example if you want to learn advanced business English for corporate finance many business English teachers will charge from $60 to $100 dollars because it is a subject specialty.
When hiring a tutor ask to see proof of their education, training and experience. Good tutors have a professional web page with pictures, certificates and experience listed and usually have a resume or professional teaching portfolio available to show prospective students.
When hiring a tutor ask how the tutor will test your current skills. Ask how the teaching materials will be used. Ask what teaching materials will be used. Ask if and how skills testing will occur. Ask what teaching methods will be used. Ask if homework is assigned.
Some students want to study with their friends. Ask the tutor if a small group can be taught at the same or special price. With conversation based programs the small group forms can offer excellent learning and practice sessions and better prices.
Hiring a tutor is like hiring an employee. There are lots of tutors with different prices and levels of education, teacher training and work experience.
Hire a tutor that will help you achieve your goal.
**********
http://teachenglishblog.blogspot.com/
Sunday, November 11, 2007
To Grammar or Not to Grammar that is the Methodology
Introduction to Grammar Theories - Fact and Fiction
- The teachers disagree -
For evidence that the explicit teaching of language doesn't enhance acquisition: Please see: Krashen, S. 2003. Explorations in Language Acquisition and Use (Heinemann).
We have enough evidence to support the hypothesis that there is a natural order, but we don't know the order for every bit of language. Nor do we need to know it. If acquirers get lots and lots of comprehensible input, all the grammar they are ready to acquire is automatically there in the input. We don't have to teach along the natural order or along any other grammatical syllabus.
******
Any theory of explicit grammar teaching's value in language acquisition depends on there being an adequate theory of grammar. The basic simple fact is that linguistics as a science has not yet developed a totally adequate theory of English grammar. English linguistics as a science cannot adequately account for grammar as it has competing theories of grammar none of which account for the language knowledge we actually use.
This can be argued as normal in science. For example in physics there is black matter, black energy and negative black energy all of which cannot be accounted for by any theory of physics. Theories of hadrons indicate hadrons which have not yet been discovered.
********
The English grammar taught in English textbooks is not English grammar. It is Latin Grammar imposed by grammarians on English. That is a historical fact. We are teaching grammatical concepts not derived from the examination of English but transfered from the study of other languages. They don't fit except as rules of thumb. They have no scientific basis, but just approximate English. It only works where there is no semantic ambiguity.
Grammar works where one has a strictly limited narrow and well defined semantic field defined in strict narrow dictionary lexicon where one to one word to word translation is the standard. Grammar is 100% about entrance into the elite discourse community. So it is important for social reasons
*********
Teaching English grammar is teaching English
Quirk, Greenbaum, Leech, Svartik: A Comprehensive Grammar of The English
Language, Longman 1985
Biber, Johansson, Leech, Conrad, Finega: Longman Grammar of Spoken and
Written English, Longman, 1999
Carter and McCarthy: Cambridge Grammar of English, CUP:2006
Sinclair (editor-in-chief): Collins Cobuild English Grammar, Collins, 1990.
*********
Grammar is an issue because it is finite and testable, whereas language is ambiguous, context based and difficult if not impossible to measure.
Many modern testing experts have agreed that there are few or no reliable tests of writing skill. English language is a skill and an art form. People who use English fluently do not fit into those testing boxes.
One of the most significant parts of English grammar is word formation and functions. Like is a noun, a verb, an adjective, a preposition and difficult to explain how and why. The hard working English verbs get, be, have, and do do more work than other verb forms.
Good luck
- The teachers disagree -
For evidence that the explicit teaching of language doesn't enhance acquisition: Please see: Krashen, S. 2003. Explorations in Language Acquisition and Use (Heinemann).
We have enough evidence to support the hypothesis that there is a natural order, but we don't know the order for every bit of language. Nor do we need to know it. If acquirers get lots and lots of comprehensible input, all the grammar they are ready to acquire is automatically there in the input. We don't have to teach along the natural order or along any other grammatical syllabus.
******
Any theory of explicit grammar teaching's value in language acquisition depends on there being an adequate theory of grammar. The basic simple fact is that linguistics as a science has not yet developed a totally adequate theory of English grammar. English linguistics as a science cannot adequately account for grammar as it has competing theories of grammar none of which account for the language knowledge we actually use.
This can be argued as normal in science. For example in physics there is black matter, black energy and negative black energy all of which cannot be accounted for by any theory of physics. Theories of hadrons indicate hadrons which have not yet been discovered.
********
The English grammar taught in English textbooks is not English grammar. It is Latin Grammar imposed by grammarians on English. That is a historical fact. We are teaching grammatical concepts not derived from the examination of English but transfered from the study of other languages. They don't fit except as rules of thumb. They have no scientific basis, but just approximate English. It only works where there is no semantic ambiguity.
Grammar works where one has a strictly limited narrow and well defined semantic field defined in strict narrow dictionary lexicon where one to one word to word translation is the standard. Grammar is 100% about entrance into the elite discourse community. So it is important for social reasons
*********
Teaching English grammar is teaching English
Quirk, Greenbaum, Leech, Svartik: A Comprehensive Grammar of The English
Language, Longman 1985
Biber, Johansson, Leech, Conrad, Finega: Longman Grammar of Spoken and
Written English, Longman, 1999
Carter and McCarthy: Cambridge Grammar of English, CUP:2006
Sinclair (editor-in-chief): Collins Cobuild English Grammar, Collins, 1990.
*********
Grammar is an issue because it is finite and testable, whereas language is ambiguous, context based and difficult if not impossible to measure.
Many modern testing experts have agreed that there are few or no reliable tests of writing skill. English language is a skill and an art form. People who use English fluently do not fit into those testing boxes.
One of the most significant parts of English grammar is word formation and functions. Like is a noun, a verb, an adjective, a preposition and difficult to explain how and why. The hard working English verbs get, be, have, and do do more work than other verb forms.
Good luck
Tuesday, November 06, 2007
Fake Teaching Degrees
I've just read the article that mentions the rising number of ESL teachers using fake degrees.
Yes fake degrees are bad and it's something I would never consider obtaining; even though I was asked to get one by an agent.
Personally I feel it is the industries attitude to employ graduates in any field whatsoever as the main problem. A degree in any field whatsoever hardly qualifies a graduate to be an English teacher.
The industry should be looking at people who have real teaching certificates such as the Cambridge CELTA. A CELTA certificate is what qualifies a person to be a teacher, since all the course contents are relevant to teaching. A degree in any field whatsoever can not deliver this knowledge unless it's specific to teaching in some way.
I doubt very much that a law firm would employ graduates in any field whatsoever. They want graduates who's major was in law. The ESL industry needs to take a step back and look at what's relevant to the classroom.
ESL is also tainted by teachers who don't really want to teach but want a paid gap year. How are these people ever going to benefit the school they teach at. Well they're not. Schools need teachers who are committed to teaching and provide the school with the same teacher for many years.
The ESL industry needs to look through the degree issue and look at the qualities a person provides and their teaching abilities. It is crazy the qualified teachers with CELTA or Trinity are deem unfit because of not having a degree in any field whatsoever. A degree in any field whatsoever may as well be a fake one since it offers just as much relevance to the job.
All the best,
Lee Saunders.
Yes fake degrees are bad and it's something I would never consider obtaining; even though I was asked to get one by an agent.
Personally I feel it is the industries attitude to employ graduates in any field whatsoever as the main problem. A degree in any field whatsoever hardly qualifies a graduate to be an English teacher.
The industry should be looking at people who have real teaching certificates such as the Cambridge CELTA. A CELTA certificate is what qualifies a person to be a teacher, since all the course contents are relevant to teaching. A degree in any field whatsoever can not deliver this knowledge unless it's specific to teaching in some way.
I doubt very much that a law firm would employ graduates in any field whatsoever. They want graduates who's major was in law. The ESL industry needs to take a step back and look at what's relevant to the classroom.
ESL is also tainted by teachers who don't really want to teach but want a paid gap year. How are these people ever going to benefit the school they teach at. Well they're not. Schools need teachers who are committed to teaching and provide the school with the same teacher for many years.
The ESL industry needs to look through the degree issue and look at the qualities a person provides and their teaching abilities. It is crazy the qualified teachers with CELTA or Trinity are deem unfit because of not having a degree in any field whatsoever. A degree in any field whatsoever may as well be a fake one since it offers just as much relevance to the job.
All the best,
Lee Saunders.
Sunday, November 04, 2007
CETEFL is an electronic discussion-list for ESL Techers
Introducing the CETEFL Newsletter and Group
CETEFL is an electronic discussion-list for EFL/ESL professionals.
Link to their home page: http://www.cetefl.com/index.htm
REGION OF SPECIFIC CONCERN is Central and Eastern Europe.
CETEFL welcomes EFL/ESL professionals from all countries.
CETEFL welcomes EFL/ESL teachers, teacher-trainers and teacher-trainees.
Messages are sorted and members can filter out non-interest areas.
CETEFL members regularly meet each other for a regional Get-Together.
Link to Contact info: http://www.cetefl.com/contact.htm
Members share professional ideas in a forum where all are treated as equals.
Book Reviews: http://www.cetefl.com/reviews.htm
Provide members with professional training opportunities and job information.
Archive reference materials useful for teaching EFL/ESL
Link to Archives:http://lsv.cesnet.cz/archives/cetefl-l.html
Promote better understanding of our cultures and perspectives on the world.
Link to their Home Page: http://www.cetefl.com/index.htm
Check out their site and info.
Our Blog URL
http://teachenglishblog.blogspot.com/
CETEFL is an electronic discussion-list for EFL/ESL professionals.
Link to their home page: http://www.cetefl.com/index.htm
REGION OF SPECIFIC CONCERN is Central and Eastern Europe.
CETEFL welcomes EFL/ESL professionals from all countries.
CETEFL welcomes EFL/ESL teachers, teacher-trainers and teacher-trainees.
Messages are sorted and members can filter out non-interest areas.
CETEFL members regularly meet each other for a regional Get-Together.
Link to Contact info: http://www.cetefl.com/contact.htm
Members share professional ideas in a forum where all are treated as equals.
Book Reviews: http://www.cetefl.com/reviews.htm
Provide members with professional training opportunities and job information.
Archive reference materials useful for teaching EFL/ESL
Link to Archives:http://lsv.cesnet.cz/archives/cetefl-l.html
Promote better understanding of our cultures and perspectives on the world.
Link to their Home Page: http://www.cetefl.com/index.htm
Check out their site and info.
Our Blog URL
http://teachenglishblog.blogspot.com/
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