This looks like a great new site for teachers
New Channels and Forum Available
Recently TeacherTube made four new channels to assist members in more specifically designating videos for audiences. Now when uploading a video, members can select channels for Elementary, Middle School, High School, or College/University. This will assist visitors and members when searching videos for instructional level. You can still select up to three channels, so for example if you upload a video on reading instruction for K-2, you could select both Reading and Elementary channels.
Also, now members have a forum for discussing TeacherTube questions, tips, problems, etc. It's located in the TeacherTube group. You must join the group to make posts or comments. To start a new topic, enter your topic into the Add New Topic window and click Add Topic. To comment on a previously posted topic, click on the Topic from the main group page and then enter your comments in the Add New Topic window on the topic page. (Maybe that needs to be worded as Add New Comment here instead of Add New Topic. I'll see if we can get that changed.) So please join the group and post your hints, tips, questions, comments, problems, etc.
http://www.teachertube.com
Video Channels: College/University
High School
Middle School
Student Products
World Languages
TeacherTube Tutorials
Fine Arts
Career and Technology Education (CATE)
Physical Education
Science
Social Sciences
Writing
Elementary
Professional Development
Reading
Math
Additional Teach English Info
http://teachenglishblog.blogspot.com/
Tuesday, May 29, 2007
Saturday, May 26, 2007
More Science to justify using Music to Teach ESL
Most music uses the 7-tone or diatonic scale to divide octaves, and most folk music uses five tones. These preferences correspond to the most prevalent formant ratios in human speech.
Dale Purves, the George Barth Geller Professor for Research in Neurobiology said "when the sounds of speech are looked at with a spectrum analyzer, the relationships between the various frequencies that a speaker uses to make vowel sounds correspond neatly with the relationships between notes of the 12-tone chromatic scale of music".
The Duke scientists tested their idea by recording native English and Mandarin Chinese speakers pronouncing vowel sounds in both single words and a series of short passages. The speech sounds produced by different speakers, different anatomical structures and different languages all produced the same variety of vocal tract resonance ratios.
In about 70 percent of the speech sounds, these vocal ratios were copies of the musical intervals. This predominance of musical intervals that form all human speech suggests that the chromatic scale notes in music sound right to our ears because they match the formant ratios we are exposed to all the time in conversations.
We have used music for years in our (ESL in Canada) English immersion camps to help the ESL students practice their new English sounds and words using songs. Without any scientific measurement we found the students could learn new vocal patterns and sounds while singing and these new skills transferred to their English word pronunciations.
Original Story
Essential Tones Of Music Rooted In Human Speech
http://www.sciencedaily.com:80/releases/2007/05/070524145005.htm
For other ESL Topics
http://teachenglishblog.blogspot.com/
Dale Purves, the George Barth Geller Professor for Research in Neurobiology said "when the sounds of speech are looked at with a spectrum analyzer, the relationships between the various frequencies that a speaker uses to make vowel sounds correspond neatly with the relationships between notes of the 12-tone chromatic scale of music".
The Duke scientists tested their idea by recording native English and Mandarin Chinese speakers pronouncing vowel sounds in both single words and a series of short passages. The speech sounds produced by different speakers, different anatomical structures and different languages all produced the same variety of vocal tract resonance ratios.
In about 70 percent of the speech sounds, these vocal ratios were copies of the musical intervals. This predominance of musical intervals that form all human speech suggests that the chromatic scale notes in music sound right to our ears because they match the formant ratios we are exposed to all the time in conversations.
We have used music for years in our (ESL in Canada) English immersion camps to help the ESL students practice their new English sounds and words using songs. Without any scientific measurement we found the students could learn new vocal patterns and sounds while singing and these new skills transferred to their English word pronunciations.
Original Story
Essential Tones Of Music Rooted In Human Speech
http://www.sciencedaily.com:80/releases/2007/05/070524145005.htm
For other ESL Topics
http://teachenglishblog.blogspot.com/
Thursday, May 24, 2007
CETEFL is an excellent newsletter for ESL teachers
I have been a CETESL subscriber for many years and enjoy most of the emails. Lots of requests for help teaching in specific situations and lots of discussion about how and why to use certain resources and methods.
This is their mission summary:
CETEFL exists for the following 6 reasons:
To encourage members to share their ideas, professional and personal, in a forum where all are treated as equals.
To provide members with information about professional training opportunities in Central/Eastern Europe and elsewhere.
To provide a job information and support group for members seeking employment within Central and Eastern Europe.
To archive (or reference) materials useful for teaching EFL/ESL in C/E Europe, and make them readily accessible to members.
To stimulate the spirit of comradeship among our members, and promote the conviction that we are all EFL/ESL professionals, who are able to help each other develop our skills.
To promote better understanding of our cultures and perspectives on the world and our part of the teaching profession.
To Go to their home page:
http://www.cetefl.com:80/
Have Fun
Teach English Blog
http://teachenglishblog.blogspot.com/
This is their mission summary:
CETEFL exists for the following 6 reasons:
To encourage members to share their ideas, professional and personal, in a forum where all are treated as equals.
To provide members with information about professional training opportunities in Central/Eastern Europe and elsewhere.
To provide a job information and support group for members seeking employment within Central and Eastern Europe.
To archive (or reference) materials useful for teaching EFL/ESL in C/E Europe, and make them readily accessible to members.
To stimulate the spirit of comradeship among our members, and promote the conviction that we are all EFL/ESL professionals, who are able to help each other develop our skills.
To promote better understanding of our cultures and perspectives on the world and our part of the teaching profession.
To Go to their home page:
http://www.cetefl.com:80/
Have Fun
Teach English Blog
http://teachenglishblog.blogspot.com/
Tuesday, May 22, 2007
Teaching ESL in the USA
Teaching ESL in the USA
Many Canadian ESL schools and agents have noticed that the huge influx of international ESL students has not happened so far in 2007. There has been some progress since 2006 but not a huge jump in numbers.
During our conversations with international students we found that many students are using the high Canada dollar as their reason for not traveling to Canada to study.
Going to Canada and saving 20 to 35% was an excellent value when comparing with USA based ESL education suppliers. Saving only 8 to 12% is not considered enough of a discount.
International students would rather have a certificate from an ESL summer school at Harvard, Colombia, Berkley, MIT or any of the other top tier USA universities. The small discount of 8 to 12 percent offered by attending Canadian schools is not considered enough of an economic benefit for value received.
When viewing the USA based ESL English job offers many teachers have asked about teaching in the USA and this is an article from the US Department of Education.
Please go directly to The US Department of Education for current articles.
*****************************************
Teachers-Adult ESL, Remedial and Self-Enrichment Education
Significant Points
The majority of employed adult teachers work part time and receive no benefits; many unpaid volunteers also teach these subjects. Opportunities for teachers of English as a Second Language are expected to be very good, as the number of immigrants seeking classes is expected to increase. Demand for self-enrichment courses is expected to rise as more people embrace lifelong learning.
Adult literacy and remedial education teachers provide adults and out-of-school youths the education needed to read, write, and speak English, and to perform basic math calculations-basic skills that equip them to solve problems well enough to become active participants in our society, to hold a job, and to further their education. It also includes students who want to take the General Educational Development examination, better known as the GED exam. The GED certificate-earned by passing the GED exam-generally is considered the equivalent of a high school diploma. Increasingly, though, the students in adult education classes are immigrants whose native language is not English.
Teachers who teach literacy to non-English speaking students are called English as a Second Language (ESL) or English to Speakers of Other Languages (ESOL) teachers. Along with English, ESL teachers provide survival and life skills instruction, and lessons on math, health, citizenship, and vocational topics.
All adult education teachers must prepare lessons beforehand, do any related paperwork, and stay current in their fields. Many new teachers also must learn the latest uses for the computer in literacy classrooms. Computers are increasingly being used to supplement instruction in basic skills and to teach students how to find jobs and other information over the Internet.
Because adult education teachers work with adult students, they do not encounter some of the behavioral or social problems sometimes found with younger students. Adults attend by choice, are highly motivated, and bring years of experience to the classroom-attributes that can make teaching these students rewarding and satisfying. However, teachers in remedial or adult basic education deal with students who may lack effective study skills and self-confidence have learning disabilities, and who may require more attention and patience than other students.
Adult education teachers often feel they are not as respected by education
departments as their general education peers. Many work with out-dated computers or in spare rooms with few resources. Funding is rarely adequate and class sizes are often large.
Many adult education teachers work part time. Some have several part-time teaching assignments or work a full-time job in addition to their part-time teaching job, leading to long hours and a hectic schedule. Classes often are held at night or on the weekends to accommodate students who may have a job or family responsibilities.
The education industry employs the majority of these teachers, who work in Adult Learning Centers, libraries, or community colleges. Others work for State and local
governments, providing basic education at juvenile detention and corrections institutions, among other places. Others work for job training facilities; nonprofit, religious, and social service organizations; and residential care facilities. An increasing number of remedial and ESL teachers can be found at worksites, paid by employers to teach English and math to workers.
Most State and local governments and education institutions require that adult
teachers have at least a bachelor? degree and preferably a Master? degree. Some require an elementary or secondary teaching certificate and a few have recently begun requiring a certificate in ESL or adult education. Teaching experience, especially with adults, also is preferred or required.
Most programs recommend that adult literacy and remedial education teachers
take classes on teaching adults, using technology to teach, working with learners from a variety of cultures, and teaching adults with learning disabilities. ESL teachers should also have courses on second language acquisition theory and linguistics. In addition, knowledge of the USA citizenship and naturalization process is very useful.
There are very few opportunities for advancement in this profession. Most jobs are part time and offer limited career potential. However, those who do have full-time jobs often do administrative work along with teaching. Others may go into policy work at a nonprofit organization or perform research. The most experienced ESL teachers may mentor new instructors and volunteers.
Opportunities for jobs as adult literacy, remedial, and self-enrichment education teachers are expected to be very good. Employment is expected to grow about as fast as the average for all occupations through 2010, and a large number of job openings are expected due to the need to replace people who leave the occupation or retire. Turnover is prevalent in this occupation due to its many part-time jobs.
Median hourly earnings of adult ESL and remedial education teachers and GED instructors were $15.82 in 2005. The middle 50 percent earned between $12.20 and $19.75. The lowest 10 percent earned less than $8.77, and the highest 10 percent earned more than $29.50. Part-time adult ESL and remedial education and GED instructors are generally paid by the hour or by the class and receive no benefits.
Please go directly to The US Department of Education for current articles.
Good Luck
Many Canadian ESL schools and agents have noticed that the huge influx of international ESL students has not happened so far in 2007. There has been some progress since 2006 but not a huge jump in numbers.
During our conversations with international students we found that many students are using the high Canada dollar as their reason for not traveling to Canada to study.
Going to Canada and saving 20 to 35% was an excellent value when comparing with USA based ESL education suppliers. Saving only 8 to 12% is not considered enough of a discount.
International students would rather have a certificate from an ESL summer school at Harvard, Colombia, Berkley, MIT or any of the other top tier USA universities. The small discount of 8 to 12 percent offered by attending Canadian schools is not considered enough of an economic benefit for value received.
When viewing the USA based ESL English job offers many teachers have asked about teaching in the USA and this is an article from the US Department of Education.
Please go directly to The US Department of Education for current articles.
*****************************************
Teachers-Adult ESL, Remedial and Self-Enrichment Education
Significant Points
The majority of employed adult teachers work part time and receive no benefits; many unpaid volunteers also teach these subjects. Opportunities for teachers of English as a Second Language are expected to be very good, as the number of immigrants seeking classes is expected to increase. Demand for self-enrichment courses is expected to rise as more people embrace lifelong learning.
Adult literacy and remedial education teachers provide adults and out-of-school youths the education needed to read, write, and speak English, and to perform basic math calculations-basic skills that equip them to solve problems well enough to become active participants in our society, to hold a job, and to further their education. It also includes students who want to take the General Educational Development examination, better known as the GED exam. The GED certificate-earned by passing the GED exam-generally is considered the equivalent of a high school diploma. Increasingly, though, the students in adult education classes are immigrants whose native language is not English.
Teachers who teach literacy to non-English speaking students are called English as a Second Language (ESL) or English to Speakers of Other Languages (ESOL) teachers. Along with English, ESL teachers provide survival and life skills instruction, and lessons on math, health, citizenship, and vocational topics.
All adult education teachers must prepare lessons beforehand, do any related paperwork, and stay current in their fields. Many new teachers also must learn the latest uses for the computer in literacy classrooms. Computers are increasingly being used to supplement instruction in basic skills and to teach students how to find jobs and other information over the Internet.
Because adult education teachers work with adult students, they do not encounter some of the behavioral or social problems sometimes found with younger students. Adults attend by choice, are highly motivated, and bring years of experience to the classroom-attributes that can make teaching these students rewarding and satisfying. However, teachers in remedial or adult basic education deal with students who may lack effective study skills and self-confidence have learning disabilities, and who may require more attention and patience than other students.
Adult education teachers often feel they are not as respected by education
departments as their general education peers. Many work with out-dated computers or in spare rooms with few resources. Funding is rarely adequate and class sizes are often large.
Many adult education teachers work part time. Some have several part-time teaching assignments or work a full-time job in addition to their part-time teaching job, leading to long hours and a hectic schedule. Classes often are held at night or on the weekends to accommodate students who may have a job or family responsibilities.
The education industry employs the majority of these teachers, who work in Adult Learning Centers, libraries, or community colleges. Others work for State and local
governments, providing basic education at juvenile detention and corrections institutions, among other places. Others work for job training facilities; nonprofit, religious, and social service organizations; and residential care facilities. An increasing number of remedial and ESL teachers can be found at worksites, paid by employers to teach English and math to workers.
Most State and local governments and education institutions require that adult
teachers have at least a bachelor? degree and preferably a Master? degree. Some require an elementary or secondary teaching certificate and a few have recently begun requiring a certificate in ESL or adult education. Teaching experience, especially with adults, also is preferred or required.
Most programs recommend that adult literacy and remedial education teachers
take classes on teaching adults, using technology to teach, working with learners from a variety of cultures, and teaching adults with learning disabilities. ESL teachers should also have courses on second language acquisition theory and linguistics. In addition, knowledge of the USA citizenship and naturalization process is very useful.
There are very few opportunities for advancement in this profession. Most jobs are part time and offer limited career potential. However, those who do have full-time jobs often do administrative work along with teaching. Others may go into policy work at a nonprofit organization or perform research. The most experienced ESL teachers may mentor new instructors and volunteers.
Opportunities for jobs as adult literacy, remedial, and self-enrichment education teachers are expected to be very good. Employment is expected to grow about as fast as the average for all occupations through 2010, and a large number of job openings are expected due to the need to replace people who leave the occupation or retire. Turnover is prevalent in this occupation due to its many part-time jobs.
Median hourly earnings of adult ESL and remedial education teachers and GED instructors were $15.82 in 2005. The middle 50 percent earned between $12.20 and $19.75. The lowest 10 percent earned less than $8.77, and the highest 10 percent earned more than $29.50. Part-time adult ESL and remedial education and GED instructors are generally paid by the hour or by the class and receive no benefits.
Please go directly to The US Department of Education for current articles.
Good Luck
Monday, May 21, 2007
English Immersion Camps
ESL in Canada English Immersion Camps
ESL in Canada English Immersion Camps for Corporations, NGO's and Schools in Asia, South Korea, China, Japan, Philippines, Taiwan, Thailand, India, Indonesia, Malaysia or in the USA and Canada.
The ESL in Canada English immersion camps are 100% English Immersion Camp programs which includes the English classes, academic subjects, sports, arts and crafts, activities and performance presentations.
ESL in Canada has an 18-year history of providing ESL English programs in Canada, USA, Mexico and Korea. This is an excellent opportunity for corporations, NGO's or schools to provide a high quality education experience for employees, students, contest winners or premium customers.
ESL in Canada has provided English teaching services to a wide variety of executives, students and vacation campers. Clients include Mercedes, Siemens, L'Oreal, KOTRA, Samsung, Daiwoo Securities, Dongbu Construction, Deakyo, SBS, KBS Ibest and KT Power English.
The English immersion camp programs are designed to meet corporate goals for price or quality. The teaching responsibilities, schedules, content, activities, tours, and locations can be designed into the English immersion programs.
ESL in Canada has prepared English immersion programs for:
- elementary, middle and high school students ages 10 to 17
- USA and Canada college and J1 exchange preparation programs
ESL in Canada provides the highest quality certified professional teachers, excellent textbooks and workbooks, integrated activities programs within a proven and effective English immersion program. The ESL in Canada Camps provide superior English grammar, pronunciation, conversation, writing, listening and reading skills training.
To Contact ESL in Canada Corporate English Immersion Camps:
eslincanada@gmail.com
Business Registration Form
2003 ESL in Canada English Winter Camp Videos
Amity and Tim planning for Magic show presentation
Reading comprehension with Amanda
Reading and pronunciation with Alexandra
Arts and Crafts with Adam and Unis
Diary writing with Amity and Alexandra
2003 Wintercamp teachers introductions
English Singing Class Presentations
Amity and Walter with Class 3 Presentation Song
English Listening Exercises
Wintercamp Teachers singing YMCA
2002 ESL in Canada English Summer Camp Videos
Introduction to Aerobics Exercise
Ona referees basketball game between Class 1 and 2
English Pronunciation exercises with Ona
English Pronunciation exercises with Catherine
Michael introduces Geography in English
Michael and Catherine with Shrek 2 Presentation
Summercamp Teachers sing at Nori Ban Night
Playing in Mountain streams during afternoon hike
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