Hang's Progress in Learning to Communicate in Mandarin
Editor's Note: Following is an excerpt from one of TESL Kingston member Hang Nhan's emails, describing her creative approach to mastering the art of communicating in China while exploring her surroundings. She has a particular handicap in this venture, as her appearance leads everyone to assume she's a Chinese citizen!
I've become very independent and somewhat of a risk-taker. For example, while my colleagues are taking taxis to places, I am on my cheap made-in-China bike, arm-wrestling and weaving my way through streets congested with cars, motorcycles carrying heavy loads of propane tanks, pigs and chickens sardined in tiny barbed wire cages, other bicycles with multiple passengers and anything you can imagine that can move.
My colleagues have the luxury of using their skin colour as an excuse for not knowing Mandarin. I, on the other hand, don't have that, especially with first contacts. But it's good for me. It forces me to speak Mandarin. This is a typical scene...
A local slurs a mouthful of words; Hang looks confused and says, (in Mandarin), "I don't understand. I don't speak Chinese." The local looks confused and can't accept that Chinese-looking Hang can't speak Chinese. Hang then initiates a gesturing conversation blended with Mandarin, Cantonese and English. The local either can't be bothered and waves Hang off or he/she and Hang both laugh and try again.
I thoroughly enjoy this part of life in China. I have become friendly with
this bike fixer guy that sits at the corner of the street with his wagon of
tools from dawn to dusk every day. We say hi to each other almost every day
when I head to the gym. I also do a great job of keeping him in business
because my new el cheapo bike likes to break down every week. Last week was the pedal shaft falling off and this week is a broken pedal pad. The bike is
only 3 weeks old, by the way.
There's also my usual noodle girl at the local market. I've gone there enough times to name all the ingredients in Mandarin that I want in my mix. Sometimes I can't remember the word so I just say, "that one" in Chinese as I point. Her similar friendliness also allows me to teach her a few English phrases.
I often get emails from the Open Book ESL students, from the Chinese ones mostly, because they're worried about my being a mute in China. But if you include gesturing, I'm getting pretty darn good at conversing in Mandarin about the day-to-day stuff. I'm going to be a great mime by the time I leave this country!
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Overview of the TOEFL iBT Presentation at the TESL Ontario Conference, 2006
Teaching to the New iBT TOEFL
Presented by: Evelyn Pedersen and Steve Bahry – University of Toronto
The 34 th Annual TESL Ontario Conference
Saturday, November 18th, 2006
At 8:30 in the morning the room was filled with educators, some juggling coffee mugs and breakfast tidbits, anticipating how their Saturday morning efforts to attend another workshop would be met. We were not disappointed. Both presenters were exceedingly knowledgeable in the presentation topic. They distributed useful handouts and proceeded to present in a direct and well-organized manner. Whether participants were trained TOEFL preparation instructors or novices to proficiency testing, like myself, it seems we all gained useful information that made the 2- hour weekend workshop worth attending.
Evelyn first overviewed the recent changes to the TOEFL test such as:
- It is no longer computer adaptive
- The iBT focuses on integrating all skills and not testing in isolation
- Note taking is now allowed
- Grammar is not integrated throughout the entire test
- Spoken English is tested digitally and scored by certified ETS human raters
- Due to the computer format, some typing skills are necessary to complete writing assignments within the allotted t ime
- Each skill area is equally weighted by 30 points
- A new feature glosses scientific vocabulary to view the definition
READING and LISTENING
Participants read a sample TOEFL passage on the topic of childhood amnesia followed by a listening passage on the cause. We took brief notes and were able to relate both passages. Instructors were reminded to teach students how to answer short questions; write introduction statements and identify details of both reading and listening passages. Students should be reminded that a conclusion statement is not necessary.
Test takers should be prepared with:
Endurance to write the 4 hour test
Comprehension and analytical skills to respond to 3-5 academic reading passages
SPEAKING and WRITING
To assist students to be prepared for this section, educators should:
- Practice timed responses; 45 second answers will mimic the actual test questions.
- Emphasize economy of words; be concise and choose ideas carefully
- Google ‘learn to type' to find a typing program to include in the program
- Teach formulaic introductory sentence such as ‘This reading passage identifies. .”
- Include comparing and contrasting in the class curriculum, inference, organization skills, identifying main ideas
- Students must learn to relate listening and reading passages to answer either the written or the spoken sections correctly and concisely
- Speaking is integrated with other skills
Steve Bahry followed Evelyn's overview of the new test format with suggestions to incorporate TOEFL testing writing skills in EAP and TOEFL iBT preparation programs. Include in-class activities that develop sentence and paragraph order using contextual clues. Teachers should also promote interest in a wide range of topics and emphasize concentration skills by including long reading segments for homework. It was noted that students with an interest in a variety of topics tend to have better results on the test. Introduce sample TOEFL writing topics randomly to promote discussion and expect t ime d responses to develop concise responses. Students become aware of actual sample test questions and it promotes knowledge of various universal topics such as health care, education, the environment, technology, war and peace.
Teachers should remind students to allow enough time to write the test a minimum of 2-3 times. This eliminates the pressure and stress of the initial testing experience and students can consider this as an overview of the testing process. To assist in preparing students to write the test, instructors should:
- Encourage self confidence, include relaxation techniques
- Incorporate material from many texts with an emphasis on:
- Skimming and scanning techniques
- Note taking skills
- Use outside sources such as:
- CBC radio
- Obtain in-house permission to use sound files and archives for in reading, listening and academic writing lesson plans
- Daily Planet
- TV broadcast
- Newspapers; National Geographic articles, maps and charts
Steve reviewed a selection of diagnoses with the participants, analyzing how test writers results show which skills were lacking and what skills could be improved. The results included:
- Lack of stamina
- Promote reading longer reading articles.
- Encourage 30 minute intense listening chunks
- Include 30 minute writing activities
- Slow reading
- Teach skimming and scanning techniques
- Lack of knowledge in various topics
- Include practice reading in various areas
- First date is a trial; the second date can be more comfortable because it is now a review in the process
- Independent speaking is scored for flow and comprehensibility
- Include pronunciation skills such as fluency, linking, rhythm, stress
Whether TOEFL iBT is a good test to assess language proficiency was not discussed; however, the revisions promote a more holistic approach to English language testing. Since this proficiency test is accepted internationally, many students are determined to write this test to assess their own skills and gain admission into the college or university of their choice.
Evelyn and Steve provided a thorough overview of the TOEFL iBT test and showed how educators can support their goals by offering programs and teaching testing strategies that focus on specific skills. As we watch our students grow to expressively articulate their opinions and formulate structurally sound responses, we can feel satisfied to have had a small part in their academic success.
by Maritta Polowick
ESL Coordinator
Confederation College
Thunder Bay , Ontario
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Teaching in China
by
Stephen Chappell
I arrived in China in mid-November to teach conversational English at a private language school in Anqing City, Anhui Province. I have just finished the first term and can make the following observations and suggestions for anyone considering a teaching position here.
China is a very dynamic and exciting place to teach and live.I love the food, the culture,the history, the music and friendliness of the people. They are most eager to learn English and western ways. It has been to date a most rewarding experience and if you have a zest foradventure and change then China will answer the call.
I strongly suggest the use of a reputable recruiting company. They will work for you and with you at every step and will continue to do so during your teaching assignment. The salaries offered in China are not large compared with such places as Korea or Japan but you can live very comfortably here on such a salary. If you have a teaching degree and experience you can command a much better wage. Food, transportation and entertainment are very affordable and you will be provided with accommmodation with another teacher. This can be somewhat of a challenge if you are not flexible and prepared to compromise. I am 57 and my roommate is 22. Need I say more?
Regarding the teaching, (and remember that's why you are here), you must conform to and respect the Chinese teaching methodology. I initially thought that discipline would not be a problem, but with the grades I teach (7 and 8) it can be. Some of this may be the result of China's one-child policy, which puts them at the centre of attention. Nevertheless the students work very hard and put in long days. At my school they have exercise every
morning before class and also have cleaning duties.
Chinese teachers also work very hard and have 51/2 day weeks. My workload is quite heavy as I have 22 classes a week, but it is very rewarding. I teach in a private school which means that the parents have an greater influnence on the decision making. Sometimes this may be at odds with educational goals. Take a look at both private and public sectors before making a decision. In both sectors ample holidays are provided during the school year which allows you time to travel and explore.
Regarding living in China some points of concern are as follows:
* *air quality is rather poor and pollution control does seem to have a high priority
* *spitting in public is socially acceptable
* *smoking is prevalent and there are only a few areas where it is not allowed. Most Chinese men smoke
* *many areas of China, especially in the south where I am, do not have heat in the schools, public buildings or in homes. At my request my school installed a space heater in my bedroom but the apartment common areas are unheated. This can be a major adjustment.
* *begging and panhandling here is becoming more common and it can be disturbing when you see
children as young as 3 and 4 on the street.
Leaving all the comforts of home to work in a foreign land without the proximity of family and friends can be a difficult and somewhat lonely experience. My suggestion is to try to get involved even in small ways in the Chinese culture. You can take Chinese language lessons or cooking lessons as an example. I am taking ballroom dancing lessons which has opened new avenues and friendships.
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If you love to teach, have an open mind and an interest in and respect for other cultures, then China has much to offer.
Stephen Chappell
Anqinq Foreign Language School
Anqing City,China
stbradch_6@hotmail.com
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Stress Without Distress: A Workshop by Margaret Banaszkiewicz
by Peggy Deaton, TESL Kingston Executive
In keeping with our recent workshop on relieving stress and exercising, this writer believes Margaret Banaszkiewicz's workshop was refreshing. Ms. Banaszkiewicz, M.A., CTESL, has been teaching ESL since 1990 with more than ten years experience as a LINC instructor and administrator. Her workshop touched on the necessity of healthy exercises and empowerment for both teachers and adult students.
Margaret emphasized that students suffer from stress 24/7 due to
culture shock, money problems, the language barrier and becoming
habituated to our Canadian weather. They face other problems such as
family issues, separation from families, unemployment and loneliness.
Their stress symptoms may often be physical, such as excema,
asthma, colds, headaches, backaches etc. Emotional symptoms
include anxiety, crying a lot, depression and sadness, homesickness and low
self esteem. Mental symptoms seen most often in the classroom include
poor concentration, short attention span, affected memory and repetitive thoughts.
Margaret has suggested several exercises to help students cope.
An ESL journal can be made more uplifting by the following suggestion.
Students may divide a page into two columns a) things I did not
enjoy today (fears, frustrations, events) and 2) things that went well today
(feelings, thoughts, events) with the daily conclusion as My today's
life lesson is........................................................
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As an activity which ends in oral production, she asks the students
to design a "House of My Dreams" - any size, any city, anywhere in the
world. They must mention who would live with them and describe what
the house is like inside. The student is to draw the house with its
surroundings. Are there any tree around? When the student is
finished, they are asked to bless the dream. An activity such as
this encourages right mode thinking, the nonverbal and synthesis.
As a daily inspiration she suggests using 31 large index cards or another |
format of your choice and inviting students to create their inspirational class calendar to display each day.
At the workshop Margaret played music by Hariprasad Chaurasea and Amareesh, which can be found in any regular music store. It is excellent
background for relaxation and guided meditation.
To aid the teacher, she suggests one write one's own mission. Answer
the following questions: What are your best qualities as a person and
as a teacher? How can you make these qualities shine through your daily
work? Are you an inspiring teacher? Then remember these answers!
Allow time for play and for yourself!
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Teaching Writing Skills with Weblogs
Peggy Deaton, TESL Kingston Executive
At the recent TESL Ontario Conference, Patricia Glogowski, M.A. of York University English Language Institute gave a one-hour technology presentation on weblogging, the "new" journal writing. The York course on weblogging was established in September,2004. Sessions are of a two-month duration. Students have four essays to write, and re-write.A weekly journal is required. Apparently, "...once the students start, they can't stop," she said. |
Ms. Glogowski's first example was a student at YUELI, Demi, who had visited Niagara Falls, then spoke about it on the blog by linking to the other students in his class; from this, students created a learning community. Students learn from each other and then explore on their own.
Another example was a Korean student who wrote about and posted pictures of activities before and after class. This evolved into all the students in class writing about thier lives and their universities.
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Students may practise by discovering info on a topic. The student links his own blog to other websites on the net. These are then linked to the entire class. In the initial session, the teacher explains and shows how to use the computer; in the second, they create the links. Ms. Glogowski uses templates, with about 20 to choose from.
She stated that weblogging is more than writing: it includes enhanced language learning, computer literacy and community building - in that it creates a community of learners. It has multiple purposes. It is engaging and motivating; the students share and consult; it promotes discussion; gives ownership, empowerment and confidence. It can also lead to publishing.
Ms. Glogowski believes we have to start blogging. There are, however,potential problems. MSN Virtual classroom is done by some teachers. Because students cannot be easily monitored, the question of pedophiles hacking in takes the floor. There is a secure password on some software so younger children, such as her husband's Grade 7 and 8 students,are safe.
In blogging, students are permitted to constructively criticize each other. The student, linked to at least five other people, may write personal experiences and emotions, both positive and negative. A website,www.blogger.com, is free and one can download; there are three easy steps to signing up, as one does with e mail. One chooses a template,then a "dashboard". This site does not underline errors as Microsoft does. Instructions are to click on edit, post, go back and change the content. To highlight, one types the URL and links for York University.
The following are the multiple uses of the blogger: write journals, research,class blog, reading journals (hyperlinks), and essay writing with peer critiques and collaboration.
At level 5B, at YUELI, a student may write a review of an article. Others read and write a review of what he has written. The teacher links to all students. Thus a community of writers is created, hopefully with access for all students. At times it may be difficult for the teacher to help these students individually. Students comment; thus it is more motivating since the task is not just about writing.
Every week the students' assignment is due at midnight Saturday. Students use blogger.com and must have computer access. On Sunday morning, Ms. Gloglowski turns on the computer to correct and mark assignments. No papers have changed hands! What joy!
For more information on weblogging, try this very informative site: http://www.geocities.com/c.lankshear/blog2003 , or email Patricia Glogowski at
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Integrating Computer Technology into an ESL Classroom
Peggy Deaton, TESL Kingston Executive
Theresa Erskine, of Advance Consulting for Education, Inc., has over 20 years of experience in the application of technology to the industry sector. She now integrates technology into the ESL classroom. Theresa has an Engineering degree and an MBA from the University of Western Ontario.
Her two-hour workshop on the electronic classroom and technology was perhaps,for me, the most important of the TESL Ontario conference. Since many hold some hesitations about integrating technology into classrooms,Theresa helped put things in perspective. The computer is just a machine. A tool, it is there to help us. We control it - it is not to control us.
Theresa posed the rhetorical question: Why use computer technology? She gave us seven answers: 1. Today we are surrounded by computers, as well as IPods, digital recorders, PDA's such as the Blackberry, and MP3 players, 2.they are part of everyday life, 3) they are part of the millenium generation,which has no fear of any of this stuff, 4) the tech addresses different learning styles, personalities and cultures, 5) it enhances a curriculum, 6) as another tool, it adds variety, 7) why not?
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What is the problem with computer technology in ESL? Sheridan College is very high tech, with all students posessing wireless IBM think-pads. Tech can even improve language and literacy skills. Would cell phone use help enhance vocabulary?
Theresa suggests that tech is not necessarily useful for developing reading, but is useful
for developing writing. She suggests the teacher develop her own stuff. When you are alaptop school, you are encouraged to teach this tech.
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One criticism of tech is unfortunately somewhat true. Use of tech cuts down on actual teacher-student interaction, which may not be desirable. In a discussion of problems, a Linc teacher commented that their ancient computers had no internet connections with only 8 or 9 of them actually working properly, yet she was expected to integrate use of the computers into the lessons. Another commented on slow computers, technical difficulties and no tech support. There have also been serious cases of "cyberbullying." Students need more one-on-one
.At one college teachers are at various stages of embracing technology. Since students motivated with computers love tech, the teacher must make what she is doing relevant. Many teachers cannot make the connection to how technology fits into their classrooms. The connection, Theresa says, is individual, not only to the teacher, but to the school and to the curriculum. Often there is a lack of time.
More professional development is needed to focus on curriculum integration rather than basic operation. There is a need for on-going training, mentoring, and support groups to integrate the tech into the classroom. Teachers need to be partnered and mentored. There may perhaps be a need for technology consulting and private education companies. |
With any technology, one has to understand enough to know what is possible. You have to understand how tech can fit into your curriculum and lesson plans and you have to feel comfortable with it. Many people outside the tech world see it as intimidating,as it is unfamiliar. It has been the domain of the "tech geek",so many people won't ask questions. Tech is often seen as unmanageable. Yet people inside the tech world are not intimidated and know where to find things out. They feel in control, see tech as manageable because they know what the job is and know the limitations of what they are using. It adds value to work, and is seen only as a tool; remember, sometimes it does not work and always requires maintenance and updating. |
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How Do We Make the Change?
We have seen lots of websites with resources and lots of software packages focused on language learning. For integration, if something is integrated into what you have, it works well with what you have, but how depends on the architecture of integration and the degree of integration. Theresa says teachers must be the integration architects.
For tech integration, use what you have. Integrate your existing hardware, decide what isappropriate and when to use the products within your comfort zone.
Barriers to Tech Integration in Education
Issues are lack of awareness, lack of training, time, money (for hardware
and software), ongoing support, ongoing money for updates but the issue may be policy....Muchsoftware is free! You just need the ability to use it.
Many ESL students are not at the same level. Problems are basic computer function level, keyboarding skills, software application knowledge,and functional use of software. Theresa is not even aware that technological benchmarking for ESL exists. In industry, there has been a problem with measuring an employee's capabilites. Many people have software knowledge.
How to Assess Tech Competency
Application of knowledge is the key. Knowledge has to be used and kept current. Examples are using EXCEL to learn how to say numbers and practise saying numbers, developing functional skills by using language to open worksheets, enter numbers into a range, check numbers entry. This is software knowledge.
Create a Vision for Tech Integration
There is a model for the internet. Focus on the curriculum. Remember, the objective is LEARNING, not tech for tech's sake. Before the tech, learn what you have. Focus on what you have in the classroom.
Type and Extent of Integration
Find your areas of integration. Look at basic language skills, the passive being listening and reading and the active, speaking and writing.
Requirements of Integration
One must review the curriculum, review the computer technology and find the best way to put both together. Assessment of methods and support is required, as is an assesment of participants' abilities. |
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Think About Tech
Theresa says we should think about tech as technology, pieces of bytes
and just keep it simple. She warns that in integration, avoid software with version issues. Start with one thing: evaluate your comfort and your students'
comfort. Ask: were the learning objectives met?
A Tech Byte
A tech byte is a digital capability that can be added to your existing plans.
She once had students do a voicemail greeting.
Ideas for Integration
For listening comprehension, one can use the internet radio and web sites. There are also |
| recorded sound files, to be played in a media player on a computer or on any compatible portable device.
As a final suggestion, Theresa urged us to buy Microsoft Office 2003, which costs approximately $200 CDN.
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Great Activities from the TESL Ontario Conference
by Sherry Archer, President of TESL Kingston
Karen Thomson gave a presentation on teaching English using card games. First she teaches needed vocabulary such as:
•To shuffle
• To deal • Dealer • To cut the deck • Clockwise/counter clockwise
• It’s your turn • Whose turn is it? • Pick up a card • Who’s next? • Miss/skip a turn
• Pile • Face down/up
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And for a typical deck:
• A deck/pack of cards • King, queen, jack, ace, joker • Hearts, diamonds, clubs, spades
• A suit • A pair • Three of a kind • Face card
Then there are the idioms:
• A card shark
• To have an ace up your sleeve
• Poker face
• To play your cards close to your chest
• To bluff
• To lay your cards on the table
• Not playing with a full deck
• To play your cards right
Now, of course, you can teach any card game, such as Rummy, Poker or Cribbage, to practise this vocabulary. But here are some games designed for ESL. You can make cards for these, or have your students make them, but in some cases you can simply download them from the Internet.
Concentration – ESL Version
EASY: Separate two sets of cards into two separate areas so that the students choose one card from the left and one from the right group. DIFFICULT: all the cards are mixed together so that the two parts of a pair might be next to one another. Use this game to:
Match opposites www.teflgames.com/match1ops.html
Match phrasal verbs to their meanings
Match Canadian cities to their capitals
Match sentences to their tag questions/responses
Match pictures of fruit/animals to their written names
Match idiom to its meaning (e.g. It’s raining cats and dogs / It’s raining heavily)
Match questions and answers (What’s a blender? It’s a machine people use to make milkshakes.)
Phrasal verbs and preposition matching www.onestopenglish.com (Look under Lesson Share, but you must register and login to access their free activities.)
Great site that will make online concentration games for you – http://clear.msu.edu:16080/dennie/matic/concentration/
GO FISH – ESL Version
Original version can be played and the focus can be on pronunciation of final s sounds – “Do you have any twos in your hand?"
Family member words
Upper case and lower case letters
Past tense vs present perfect or irregular past tense
Body parts of animals (antlers vs horns) http://bogglesworld.com/animal_body_parts.htm
Passive voice http://bogglesworld.com/passive_voice_flashcards.htm
Please note that Bogglesworld is an excellent source for myriad ESL games, and their colourful cards are easy to download and print. They have an entire section on ESL for Adults, with lesson plans, crosswords, surveys, icebreakers, discussion generators, etc. It's well worth a look.
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Book
Review:
Adding
English
by Elizabeth CoelhoPippin
Publishing / 0-88751-095-7 / 2003 / 320 pp / paperback
Grade Level: K-12
This
book is about teaching in classrooms where some—or
all—of the students are learning English at varying
levels of proficiency, at the same time as they are working
to learn the mainstream curriculum.
Written in a clear and straightforward style, Adding
English: A Guide to Teaching in Multilingual Classrooms
addresses these issues, providing important background information
and detailed practical advice to help instructors at all
levels meet the challenge of teaching effectively in multilingual
settings.
Several of our members
highly recommend this book for ESL teachers working in elementary
and secondary schools, and also suggest that those of us
working in multi-level, multi-lingual adult classes may
find it useful as well.
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A
Customized Mini-Lesson to Start your Day
Do your ESL students in Adult Education classes often arrive at
different times? The reasons for tardiness are all valid: the
children have to be walked to school; there's a dental appointment;
a meeting is on at KDIS; there's a job interview, and so on.
A few time-flexible activities for the first students to arrive
allow me to start whole class lessons later when more students
are present. Here's one of my favourites: |
