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Showing posts with label listening and speaking. Show all posts
Showing posts with label listening and speaking. Show all posts

16 September 2015

Free Audiobooks!

You saw that right! Pearson ELT is offering one free ESL reader audiobook every week, for seven weeks. This is a great way to encourage literacy in your classroom or to get everybody in your class to listen to the same book together. And did I mention that they're free?!?!



The Adventures of Tom Sawyer is available this week (Week 2), and Gulliver's Travels is available beginning September 18, 2015. Week 6 is Pride and Prejudice--my favorite book of all time! (I've probably read it 6 times, listened to it on audio book twice, and seen a mini-series or movie version more times that I can count.)

Check it out here: Free Pearson English Readers! 

03 April 2015

StoryCorps App

Hello all! I've had some wonderful feedback from teachers who have used StoryCorps in their classrooms. Well, I have some great news! StoryCorps now has an app. You can record interviews right on your smartphone and instantly upload them. You can also browse other users' interviews. I can't wait to implement this into my StoryCorps lesson.

I'm teaching a basic listening and speaking class, so I am not sure if I will be able to try this out in the spring semester, but I definitely will in the summer. Have any of you used this app yet? I would love to hear how you've used it.

Image via storycorps.org

21 February 2015

StoryCorps and MITESOL 2014

StoryCorps records people interviewing people they know and love. It is broadcast on NPR (Morning Edition) every Friday and is sure to bring tears to your eyes during your morning commute. If you've never heard of StoryCorps and have never heard an interview, I want you to stop reading this post, and listen to some interviews.  Some of the themes that reoccur are: Angels & MentorsIdentity, and Teachers, among many others.

StoryCorps' mission is "to provide people of all backgrounds and beliefs with the opportunity to record, share and preserve the stories of our lives. We do this to remind one another of our shared humanity, to strengthen and build the connections between people, to teach the value of listening, and to weave into the fabric of our culture the understanding that everyone's story matters. At the same time, we are creating an invaluable archive for future generations."  

StoryCorps Logo
Image via StoryCorps.org
In October 2014 (just 3 weeks after having a baby!) my colleague, Danielle Petersen, and I presented at MITESOL. Our presentation was entitled, "StoryCorps: An oral history project in the ESL classroom." Here's the abstract (for the academics out there): "StoryCorps is used as a framework for integrating interviewing and storytelling in the ESL classroom. Using the oral history project, students develop oral communication skills, improve listening comprehension, and expand cross-cultural perspectives. In this interactive presentation, participants will gain a variety of strategies and activities to implement into their classrooms."  

We discussed how to use story telling and StoryCorps in English language classes. First, I always ask students about story telling in their culture and language. I like eliciting their experiences with stories and storytelling before jumping into listening to the recorded stories online. Then I play a few in class, and students get into groups to answer questions and discuss what they heard. Finally, they go home and listen. Here's an example of a worksheet I would give students to do at home: 


I usually ask students to fill out two of these and to be prepared to talk about them in class the next day. In one of my speaking and listening classes I once had a student brag that he listened to several interviews and chose the easiest to summarize. That made me smile because he'd done exactly what I'd wanted him to do: practice listening!

The final step of using StoryCorps is having students record their own interview. I have the students look at the DIY portion of the site, and provide them an assignment sheet.

Here is a sample assignment sheet:

I received a variety of interviews: some emotional, some with strong connections, some boring, and some without a point or conclusion. However, overall, the interviews were thoughtful and interesting.

The MITESOL presentation went very well. We had a nice group who were interested in the topic. I'm looking forward to doing more presentations at MITESOL.

**Update: StoryCorps now has an app! Check it out here!**

20 December 2013

Writing Survey Questions

Image via sissurvey.net
For teachers of English for Academic Purposes, surveys are par for the course, especially in speaking and listening classes. They're great for many reasons; they not only promote critical thinking, students must also talk to people outside of the classroom, synthesize information, analyze results, present results, create charts/tables, etc. I use them in all classes (not just speaking and listening), especially informal surveys. However, when students are responsible for formal surveys for formal presentations, it's necessary to teach them how to prepare and execute them appropriately.

Image via surveyreviews.net
The first step when using surveys in class to to teach how to write survey questions. This is a very tricky step for all students, no matter their language level. Fortunately, ReadWriteThink.org is here to help. Here Patricia Alejandra Lastiri provides a series of four lessons to teach survey questions writing. She provides four 60-minute lessons along with wonderful printouts and websites. The original lesson is for grades 9-12, but it can be easily adapted for non-native English speakers and ESL classrooms. Included in the link is a survey evaluation form, sample questions and guidelines,  a great rubric (for participation, not just for surveys), and much more. You really should check it out for yourself to see what else can be adopted or adapted.

ReadWriteThink
Image via readwritethink.org
P.S. Here's the link: http://www.readwritethink.org/classroom-resources/lesson-plans/question-writing-good-survey-1084.html?tab=3#tabs

23 October 2013

Service Learning Reflection (Special Olympics, Part 3)

As I wrote about in June this year, I required my advanced-intermediate (Level 3) listening and speaking students to volunteer to practice the language. I have complied some of the students final reflections on volunteering over the course of the semester, and I believe they are thoughtful and worth sharing. 

A little background: In addition to the Special Olympics, my students volunteered at the soup kitchen, animal shelter, community/campus garden, and at a Special Olympics fund-raising event. Their experiences were varied, but the sentiment remained the same: they enjoyed volunteering and learned from their experiences. These have not been edited in any way by me, so the excerpts are true language-learner writing. I have included some explanation in brackets if I have felt it was necessary.  

Soup Kitchen Reflection:

At the beginning I asked about the mode of action and what should I do. Then I began to provide meals and food for the customers. I ask everyone who comes in what do you prefer to eat. Each time the food finishes I go back to bring more from the kitchen. I was dealing with everyone with a smile and all were welcoming. I went into the kitchen to help my friends who are volunteering like me in making various food. As well as in the processing of various beverages to the needy. During the first hour I was talking with everyone and with the volunteers about how amazing the idea of this restaurant is, and it's a beautiful idea that serves the community. We need such ideas to serve all the people. Also I spoke with a number of people who came for eating and talking about a lot of topics that related to our lives in general. It was a beautiful experience and very wonderful when I feel like I'm a reason for the happiness for others.

Soup Kitchen Reflection:

In 06/13/2013,I went to Soup Kitchen for 1 hrs. That was a good opportunity for me. I did many things. First, i cleaned the dishes which was the first time for me to wash dishes out of my house, it was very good. I was very happy to do that . The water spill on my jeans. which made me impressed [embarrassed] .Second, during the break i met new American friends . I talked with them that benefited me to improve my speaking skills .Finally, i clean the tables after people had left the kitchen, when i was cleaning them , i had tried to take of little pieces were sticking in the table that made me angry. Soup kitchen is a great volunteer people there are nice and friendly that can feel you more comfortable. I hope to open soup kitchen in my country because it has a lot of benefit for poor people.

Final Semester Reflection:

             Before this summer i never be the Volunteer in my past life. And i never consider about this. However this summer i did it and also enjoy it so much.  In the beginning i don not even know how to be volunteer and how to do the job in here. My first place was garden where was plant the vegetables.  I learned lots of thing from here. For example how to plan the filed because she told me if i plant the vegetables very close. That will effect them grow up. So after this i think be volunteer not just donation yourself. This is just one part on volunteering. On the other hand. It also can increase your knowledge. Both all what i want in here. I need to be volunteer. In fact, for international students to be volunteer have more big significant means for us. First it can help us practice speaking and learning. As we all know the English is most important in here. Then it improve our ability because you should do everything by yourself. This is better than nothing to do. Next to be volunteer also can rich my experience in US because i do not want to nothing in my memory when i go back my country. So i am really appreciate teacher let me to be volunteer. This is really helpful.

Final Semester Reflection:

Since our teacher sets the volunteer task to us, I have already volunteered for four orgnizations so far. They are Animals Shelter, Isabella Community Soup Kitchen, Plant Vegetable for Hungers and Auction Special Olympics. Each time, Hero and I worked toghter. We took care of some cats, walked some dogs, swept the floor, cleaned some windows, took weed away from a small garden, and so on. In the past one month, we really did so many different kinds of  task. I find that thay have something in common, it is that some people need our help. I love the task what I did because I would like to help people in need. I hope I can help them to get out their troubles. Most of people we helped are poor people. For example, we looked after a small garden. Various vegetables are planted in there, and when the vegetables grow up,  the administrator will offer them for hungers. Isabella Community Soup Kitchen is a similar place, the organization offer some food for poor people. We also get some benefit from the volunteer tasks. Through we did these task, we gained lots of soial [social] experence. We learned how to apply for a volunteer job, and during we completed that job, we look out our unique ability. It made us to be more confident. On the other hand, we got to meet a lot people, that means we got more oppotunity to make conversation with native speaker. It was useful for us to improve our integrated English skill especially speaking and listening. To sum up, volunteer is a good activity, it offers an oppotunity for us to help others, at the same time, we can improve our integreted skill.

Final Semester Reflection:

          This semester, I had different volunteer. The first one it was Special Olympic. It was in the SAC in CMU. It was first time I took a volunteer. I was nervous and fear because I did not know how deal with special Olympic. I asked some people there if they needed help. Then I found out woman with a big table. The above the table was fruits and vegetables. She gave special Olympic fruits and vegetables. She was so busy. She looked like need help. I asked her if she needs help. She said, “Yes, please.”  Then she taught me what I should do. She was so friendly with me. So I helped her.  Also the special Olympic was so kind and friendly. The second volunteer was in soup kitchen. I was there five times. I had different experience there. I volunteered in provide food, wash dishes, prepare food, and clean soup kitchen. So we should keep everything clean because it is impertinent kept customer’s’ bodies. The boss always said to us you have to clean your hand and wear gloves. So these experiences give me something new like how I deal with different people and different ages. Also I talk with American people without shy [shyness]. I in addition these experiences make me more trues and depend myself. I am able to make American friends. The impertinent thing my language is helped by these experiences. So the new language just needs practice. In the end I recommend other international student take a lot of volunteer because it helps to improve their language and earn experience different in your country.

Final Semester Reflection:

Summer semester usually goes faster than the regular academic year. This summer semester only lasted for about ten to eleven weeks. But in my opinion in spite of it is so short, but it is very impressive. During the summer semester, our integrated skill teacher arranged an interesting assignment which was let all the students take part in some social activities and create an opportunity for us to communicate with American people by English. I hope that I could talk to many people who are responsible for different occupations, undergo various occasions, and do some diverse jobs. I totally participate four different tasks. They are Animals Shelter, Isabella Community Soup Kitchen, Plant Vegetable for Hungers and Auction Special Olympics. From those volunteering activities, I learned that the how to find volunteer changes on the official website of the volunteer center, how to take the general process for signing up, how to make an appointment with others, ask for help from them, how to and collaborate with another and how to talking with people more politely. All the experience increased my self-confidence, social knowledge. And the most significance of improvement is that it helped me learn how to understanding and speak in English. When we were participating in each task, we must communicate with other people with English. Such as making a call to their office, trying to figure out what the currently exact job is, and understanding how to finish it. And all those approaches really benefited my English communicative skill and vocabularies.

I would like to recommend that everyone had better take some volunteer hours each semester especially for the students who are studying in Language Institute. Not only you will have change to help others, but also it can improve your English level.


Image via Digitallanguagelearning.blogspot.com
As you can see, many of the students very thoughtfully reflected on what they learned and how it benefited them as people and language learners. Of course, not all students were sincere or reflective; many simple recorded their experiences without a second thought; however, those who took the time to think and reflect did so in a way that I have never been able to see from students. I have always struggled to get students to reflect in a meaningful way, but they really learned from these volunteer experiences, which created the opportunity for genuine reflection and growth. 

I highly recommend service learning to any teacher of any level. For more about service learning and civic engagement, read my post about our presentation at the Intercultural Horizons Conference in 2012. Here are the links to Special Olympics, Part 1 (Before Volunteering) and Special Olympics, Part 2. 

25 June 2013

Creating and Challenging Arguments

As I've mentioned before, my intermediate integrated skills class (listening/speaking/note-taking; ELI 071) is using Mosaic 1 this semester. One of the speaking strategies learned is "Asking for Confirmation to Challenge Excuses. You can see a photo of the "Strategy" from the book. Basically, the book teaches students to summarize what they speaker is saying and than challenges that excuse. I don't always use the suggested activities in the book, as I usually add multiple elements to practicing strategies; however, their suggested activity turned out so superbly that I had to share with you!

From Mosaic 1: Listening/Speaking


The book suggested a role play: one person be the student and one be the teacher. Here's the pattern they suggest:

Student: Make an excuse for something you don't want to do. *
Teacher: Ask for confirmation, questioning the truth of the excuse.
Student: Make another excuse.
Teacher: Ask for confirmation again, questioning the truth of the excuse.

*I told the students it could be any excuse students make... And they make a lot!

Some of the students excuses were spot on... exactly what they say in class and in office hours. For example, one student had an excuse for being late; another had an excuse about not finishing his homework. The surprising part of this for me was the fabulous challenges the students had for the excuses! Some of them were better than anything I could have ever come up with. For example, one "teacher," whose student had an excuse for being late because her sister took her shoes, challenged her about not having another pair and putting fashion before class! Another "teacher," whose student couldn't do his homework because he was homesick and couldn't connect with his family on Skype, asked whether or not his family did his homework for him and if all ELI students could skip doing homework because they missed their families! Some students took words right out of my mouth, such as "I don't want to hear any excuses" and "What were you doing all day after class that you couldn't complete your assignment." Not only were the students' excuses spot on (they have a lot of practice, trust me :-), but their challenges were as well. I have decided that I am going to start asking them to challenge their own excuses so that I don't have to!

I think this was a valuable interactive lesson because it got students communicating with each other. They had to negotiate meaning with somebody else and create excuses or challeges for those excuses. This activity really helped them understand this strategy, as they all did very well on this portion of their chapter test. Now to get them to stop making excuses in real life... 

Do you have any interactive role-play activities that have helped students improve their communication skills? I would love to hear (and implement) them! 

21 June 2013

The English We Speak

The BBC has a great section of their website dedicated to learning English. I think they have great stuff; if you haven't, you should check it out. They also have a wonderful section called "The English We Speak." Here you can find audio files and scripts for common English phrases. The speakers are British, but I think this is a good thing for students studying in the US. They often complain that they can't understand other "accents," and exposing them to these various dialects will help them improve their listening comprehension. 

A leopard
Can a leopard change it's spots?
Image via BBC
However, the main reason I like these is because they teach very common expressions. For example, A Leopard Can't Change It's Spots would be perfect for my 052 (beginning reading/writing) class because our unit theme is animals (the speakers are at the zoo in this audio file) and one of their vocabulary words is spots. I will now require them to write a little skit of their own using this expression. I also plan to teach Haven't Slept a Wink because all of my students are always lacking in sleep. 

A tired man
Are you as tired as Neil or FeiFei today?
Image via BBC
These can be used for quick and engaging lessons, which we always need, right? 

05 June 2013

Special Olympics: Before Volunteering

As I mentioned in a previous post, my high-intermediate speaking and listening class volunteered at the Michigan Special Olympics. This was an assigned volunteer opportunity, and it was the first service learning component I have applied to my courses. I realize now that this was a huge undertaking for my first time implementing service learning. Most teachers usually start out with the soup kitchen or animal shelter; however, the Special Olympics were coming to town at the beginning of our summer term, and I couldn't let that learning opportunity pass me (and my students) by.

I will go into more detail about the actual day of volunteering in the second of this three part series; in this part, I would like to focus on what I did to prepare students for this experience. First, I asked students general questions about volunteering and their experience volunteering. Then I asked them if they've ever had experience with people with special needs. I had some questions written out for students to respond to in writing, then they shared them with a partner, and finally with the class (think, pair, share). Here are the questions I asked them, along with a few of their responses:
 
(1) Why do people volunteer?
-I think that it is a very active method to help others, but also can increase your self-confidence, social experience, and benefiting your English.
-To help other people and get experience
-People have the ability to help people in need
 
(2) Who does volunteering benefit?
-everybody can benefit from volunteering
-The volunteer might learn something different from volunteering, and some people can get help to get out of trouble.
-make a good community
 
(3) How could volunteering help international students?
-to offer them a job or to make them get to know the culture
-The volunteering can help international students to learn English, know new culture
-it can help them to practice their language
 
Next, I had the students watch a couple of videos and go to the Special Olympics website for homework. I asked them to watch these three videos:Champions Together, Different, and Unleashing the Human Spirit. Here are a few sample questions they were asked to consider, along with a few responses:
 
(1) What are the Special Olympics?
-Big event in sports for people with special needs
-In my opinion, the reason we organize special game is that we believe the people who is intellectual disabilities also need to be respected, they are a special group of people who need more special care
-health, education, sports
 
(2) Who participates?
-Everyone who is special needs who is over 8 years old
-People with intellectual disabilities, more than 4 million per year
 
(3) Who volunteers?
-Everyone can volunteer
 
(4) What do you think the goal of the Special Olympics is?
-Everyone want to make the people with special needs have happiness in their life because they need anybody to care for them
-Because it does a great job with disability people. "I like help people."They make them feel different.
-Because it benefits for every people in the word. Keep going.
 
As you can see, the students' responses about volunteering and the Special Olympics were thoughtful and reflective. They really took this assignment seriously and wanted to know how they could best help other people. It was also clear that they were interested in improving and practice their language skills in addition to helping others.  

I will post later in the week about the actual event itself and what students' responsibilities were. My final post about the Special Olympics will consider how to help students make the most of their volunteer experience through reflection.

Image via www.napavalleyspecialolympics.com

If you have any experience with ESL and service learning, I would love to hear your experiences and advice. I know many of my colleagues have implemented this into their courses, as well as many other instructors around the state of Michigan and around the US. Please share what you have done and any suggestions you have for making service learning a valuable experience for English Language Learners. 
 
P.S. What did you think about the videos? I'll admit I got a little teary-eyed! How inspiring the athletes are!

13 May 2013

Secrets for Adults ELLs, Part 2

I recently posted about secrets for adult ELLs, and the difficulty some students can have with immersing themselves in English when they have young families or spouses who don't speak English. I won't go into detail in this post; you can read the original post here. My original post was a reaction post to Alexandra Lowe's TESOL blog post, which discussed "secrets" adult language learners provided for other language learners. 


tesol international association
Image via TESOL.org
Alexandra recently posted a follow-up which provided some clarification about her original post about how students can increase their English exposure and use, even if they can't "run away" from their native languages. She wrote, "the advice was certainly not intended to discourage students from  speaking their L1 at home with their family. Rather, it is designed to encourage adult ESL students in the United States to resolve to speak English whenever they have an opportunity to interact with the English-speaking world around them." Because this is really what we ask our students to do, isn't it? We encourage them to speak English whenever they can because they already have enough exposure to their L1 (native language). They speak it with their spouse, parents, children and/or friends. Teachers should be encouraging them to use English in every other situation when they aren't communicating with loved ones. 

Alexandra elaborated on different ways adult learners can improve their language skills. These include: speaking to English customer-service representatives (rather than those who are Spanish-speaking); declining translators at their children's school meetings; inviting English speaking children (and their parents) over for play dates, which result in English practice for both children and parents; establishing ESL meet-ups for informal conversation practice with people who speak languages other than their L1. You can see her whole post and read all of the suggestions here. 


Let's Talk Conversation Group
Image via http://union.unimelb.edu.au/clubs/let-s-talk-conversation-group
The last suggestion (group conversation meet-ups) reminds me of CMU's Conversation Partner Program. We set up students with native English speakers, but I like the idea of groups of students getting together to chat. I think it would be even more effective if the students set up the groups so that learners who have children can discuss with other parents. They could even bring their children if they cannot find babysitters. This option may be more effective and practical for students with families and spouses, especially if their spouses also want to practice speaking English. 

There are, of course, other ways for students to increase their exposure to English. They can join student clubs and volunteerI think the lesson to take away is that it's essential for students to try to use the target language as much as possible, and it is essential for teachers to help students figure out ways to increase their English language use. Other suggestions for how students can increase their exposure to the target language?

13 December 2012

Self-Directed Learning

I just read a great article about self-directed learning from the TESOL blog. It's Self-Directed Learning: Personal Speaking Plans for Adult ELLs, by Alexandra Dylan Lowe. There are some great ideas about helping students become more self-directed. I think I will start to implement some of these ideas into my grammar classes because oral communication isn't just for speaking and listening classes! 

I especially like the Pemex Parable and Personal Speaking Plan, which could be adapted into a personal reading plan, too! Thoughts? Has anybody ever done anything like this before?


27 August 2012

That's What They Say

I found a great show from Michigan Public Radio called, "That's What They Say," and it's with University of Michigan professor Ann Cruzan. Lots of great segments on langauge, so check it out here.

02 August 2012

Service Learning in ESL

This summer one of my colleagues had a brilliant idea (as many of our colleagues do, right?) She created an assignment for her intermediate-level speaking and listening students to volunteer through the CMU Volunteer Center. By participating in a few hours of community service of their choice, they got to practice their language skills in a new setting in context. They then discussed their volunteer experiences in class, which was yet another opportunity to use speaking and listening skills.

I think you could also incorportate writing a follow-up piece (length depending on the level of students), as well as pre- and post-experience disucssions readings about volunteering. It would be very interesting to learn about what (if any) volunteering students have done in their own countries.

This idea of service learning got me thinking. I will be teaching Advanced Speaking and Listening again in the fall, and I think this course (students are enrolled in both language and academic courses) would be perfect for an assignment in which students volunteer. I am not sure about the scope of the assignmnet yet (especially for the first time I try it), but I plan to incorporate this wonderful resource into this course. I think service learning can be a valuable tool for English language learning.

I am also excited to say that I will have the opportunity to attend (and hopefully assist!) a service learning conference this fall. I will be attending the 2nd Annual Intercultural Horizons Conference, which focuses on intercultural strategies in civic engagement,  in New York City in October. As you can see from the conference details (below), this is going to be a great opportunity for me to learn about civic engagement, service learning, and how to implement these into my teaching practice. Fortunately, I will be able to implement what I learn immediately in my listening speaking class. And as a bonus, my brilliant mother, a professor at Alma College, is also presenting! I can't wait to learn from (and help with) her presentation and implement her ideas into my own teaching practice!

Intercultural Exchange Conference Details:
The State University of New York at Geneseo, Siena Italian Studies, and the Associazione Culturale Ulisse at the International Center for Intercultural Exchange are hosting "Intercultural Horizons 2012: Intercultural Strategies in Civic Engagement," a conference dedicated to exchanging ideas, practices, and experiences in the development of intercultural competence. The conference will be held at the SUNY Global Center at 116 East 55th Street in New York City.
This conference is intended to engage educators and experts from a variety of perspectives in examining the challenges and achievements of civic engagement in a global context, and the evolving definitions of civic engagement in service learning and general education, with an emphasis on turning theory into practice. It will be of interest to those interested or involved in intercultural education or exchange, from faculty and administrators to coordinators and counselors, as well as those active in the fields of service learning, language instruction, intercultural or cross-cultural communication, and international education.
The conference plenary sessions include Anthony Appiah as the kenote speaker on October 3, as well as plenary sessions by Larry Braskamp and Richard Kiely, and concurrent panel sessions. Presentations and panels will address the following themes:
  • Service Learning
  • Intercultural Competence
  • General Education
  • Technology
  • Changing Definitions of Civic Engagement